Blog Post Week 2
The Next Generation of Distance Education
The future of distance education is exciting to me. As an avid distance education learner, I look forward to what each course will bring and I embrace the technology that becomes a part of my world. As a nurse, we utilize new technologies that enhance charting, dispensing medications, and promote wellness and healing. As a nursing instructor, new technologies are available, yet not so readily embraced by all teachers. One example I like to use is the utilization of a web-based support like Web Study. Similar to what most online learners utilize, Web Study is a place to upload content, resources, links, grades, and any materials a student would use in class. Tests can be created and uploaded, along with any assignments. The possibilities are vast and wide! However, Moller. et al (2008) stated that a mediocre program can disillusion distance education learners due to lack of proper course evaluation methods.
That being said, there are reasons why the evolution of distance education is a priority.
Simonson (2000) discussed the equivalency of distance education to traditional education and what was needed to maintain equivalency with the following;
1) Availability of technology
2) Determining learner outcomes
3) Matching experiences with the technology available
4) Preparing the content for online delivery
This compares closely to the instructional design described below:
1) Quality
2) Measurable Outcomes
3) Training, support and management
4) Need for better ID design
5) Revision of learning models
(Moller, Fushay & Huett, 2008)
Using these as a guide will enhance the online experience for students as a means of proper evolution and delivery of distance knowledge.
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. Academic Search Premier database
http://www.springerlink.com/content/h113225160w32541/fulltext.pdf
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34. Retrieved from Academic Search Premier databases
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?hid=22&sid=debf4974-3e6d-4cf0-8332-864d721c74d2%40sessionmgr13&vid=18
Hi Diane,
ReplyDeleteNicely done! Of your list of reasons, I'm curious, which do you think is a priority for improving the quality of distance education courses?
An interesting and appropriate list, but of all of the items you list research has shown that it the use of effective instructional design and related instructional strategies that improve student learning outcomes, motivation and the desire to learn using distance technologies.
ReplyDeleteHi Diane,
ReplyDeleteWell said...I like how you condensed out the list for quick reference. Measurable outcomes and measurement strategies are exactly what I look for when looking at my design and development. The layout and delivery design comes with time, but would you agree that the "meat" are the outcomes (objectives) and assessments?
Thank you all for your comments. I believe measurable outcomes would be the most important, if forced to list a number 1. If we cannot see how the students are doing, what are we doing teaching, in any format? One of my biggest challenges as an educator is understanding how each student performs and then actually doing something about it when there is a struggle. I find there are numerous responsibilities in education, most of them require accountability for our student outcomes.
ReplyDeleteThank you,
Diane