The primary reason that the authors in our readings want to evolve the current generation of distance education, is because most programs are not true distance education courses but only mirror images of traditional classes. According to the video with Dr. Simonson, distance education and face-to-face education should not be identical but equivalent (Laureate, 2008b). I agree with this statement because distance education and tradition education should offer different learning experiences while covering the same sorts of materials. Distance education has to offer different types of learning experiences because students don’t learn the same way online as they do in traditional classrooms. I also agree with Dr. Simonson (Laureate, 2008a) when he states that distance education will continue to grow in the future but not replace traditional education. He also goes on to say that it will be incorporated into all education (Laureate, 2008a). I believe there are some courses that will never be replaced by online learning. For example, science courses with laboratories like Chemistry will, I believe, never be replaced with online activities. I do not believe there is a simulation that can properly replace these traditional laboratories. From the readings by Moller, Foshay, and Huett (2008a), Moller, Foshay and Huett (2008b), and Huett, Moller, Foshay, and Coleman (2008), I was able to glean the importance for properly trained instructors. Moller, Foshay, and Huett (2008b), discuss the problems with instructors using the craft approach. With this approach, the instructor simply takes material used for a traditional class and places it online. This is an example of a poorly executed online course (Moller, Foshay & Huett, 2008b). If positive learning experiences are wanted then instructors need to be trained not only in education but also in instructional development for online courses (Huett, Moller, Foshay & Coleman, 2008).
Jason
References:
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008). The evolution of distance education: implications for instructional design on the potential of the web (part 3:K12). TechTrends, 52(5), 63-67. Retrieved from Academic Search Premier database.
Laureate Education, Inc. (Producer). (2008a). Distance education: the next generation [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930712&Survey=1&47=8482003&ClientNodeID=984645&coursenav=1&bhcp=1
Laureate Education, Inc. (Producer). (2008b). Equivalency theory [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930712&Survey=1&47=8482003&ClientNodeID=984645&coursenav=1&bhcp=1
Moller, L., Foshay, W., & Huett, J. (2008a). 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. Retrieved from Academic Search Premier database.Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. Retrieved from Academic Search Premier database.
Jason,
ReplyDeleteCan science, like the example in your blog, use a hybrid model?
Hello Jason
ReplyDeleteI totally agree with your comment that instructors not only need to be trained in education but in instructional design as well. I think that this is where nursing instructors come unstuck as there is no real requirement for even educational training in most cases we are only required to have a Masters in Nursing and there is very little education content in the syllabus. We are trained in patient education but this content is very different from nursing education.
Regards Helen