Need to evolve distant education to the next generation. George Rusin
Instruction Design, training, E-learning provides many opportunities and challenges for society and Educational institutions in the 21 Century. Great demand and lack of adequate training for all concerned parties is limiting results and positive impact whereby all members in society can benefit from. Challenges require greater collaboration, training for all participants in order to be able to effectively design e-learning environment using sound basic educational principles along with most effective use of technology.
Examination of material Resources including Articles by Moller, Foshay, & Huett, 2008, Simmons, M. (2000), Multimedia presentation, will briefly summarize main points, provide authors opinion along with highlighting similarities and differences that the different authors propose and how they can impact positive results and enhance learning opportunities for all.
The 3 part articles by Moller, Foshay and Huett, Implications for Instructional Design on the Potential of the Web, provides opportunity for reader to become aware about potential opportunities, positive and negative challenges of Instructional Design on the Web, its impact and some possible steps that can e taken to address these issues.
According to Moller, Foshay and Huett, the rush to provide online learning provides many opportunities as well as many challenges in the 21st century. Lack of understanding, clear objectives, inability to train, hire people that not only have the technology skills but also have the theoretical and educational skills to effectively implement educational opportunities on the web. “Since it is not only possible but likely, that users of e-learning have never encountered a product built according to sound ID principles (Moller, Foshay, & Huett, 2008, 32,(8),71). According to the authors, Implications for ID have to consider criteria that will not only provide good quality multi media presentation but one that also contains and provides opportunity for users to effectively use the information that is built on sound. The learning process for ID people will have to effectively address 5 concerns which are “ 10 Quality; 2) needs assessment, ROI and measurement outcomes 3) the influence and fusion of training, performance support, and knowledge management,; 4) the need for better instructional system design (ISD) methodologies, and 5) the revision of learning models” (Moller, Foshay,& Huett, 2008, 32,(8),71). The authors go on to say that due to short product development, needs and assessments are inadequately addressed resulting in making irrational or ill conceived decision resulting in products and services which have limited success. In order for learning to be effective ID, and educational institutions that adopt “Strategies that combine knowledge delivery and cognitive strategy training, such as van Merrienboer’s model are important result” (Moller, Foshay,& Huett, 2008, 32,(8),72). Key problem identified by Moller, Foshay, and Huett, is that “It seems plausible that given the lack of collaborative learning background of many learners, our educational system is producing learners who prefer or are able only to interact with the content and/or the instructor but not each other” (Moller, Foshay,& Huett, 2008, 32,(8),74.
Training must be provided for the ID professionals on sound educational theories and practices and collaboration must occur between ID and professors not only to help and explain and train ID people, but also inform and train professors becoming aware of technology possibilities and how they could best be implemented to provide and interesting, informative user friendly learning environment that can be flexible enough to provide learning opportunities and encourage and enhance learning opportunities for alls students to become active participants.
In the second of three part article series, The evolution of Distance Education, Moller, Foshay, & Huett, 2008, examine challenges and possible solutions facing and available for Higher Education Institutions. Changes in communication and ability and flexibility to provide distance form of instruction resulted rapid growth of educational institutions challenging established schools of the 20th century. Demand for rapid growth in e-learning is forcing many institutions to provide e-learning with inadequate planning, inadequate training, and lack of effective collaboration. This approach identified by (Moller, Foshay,& Huett, ) is known as craft approach resulting in creating major hurdles such as trying to implement methods and technology used in face to face classroom, failing to use technology more effectively, method is time intensive, and e-learning fails to be rooted in sound ID and educational theories. The major problem is that old ideas, methods are being implemented into a new environment limiting success. Many issues dealing with training, compensation have to be addressed by institutions in order to enhance teaching and learning possibilities for all parties(Moller, Foshay, & Huett 2008, 52, (4)).
In the third of three part article series, The evolution of Distance Education, Moller, Foshay,& Huett, 2008 examine possibilities for online education in K-12 schools, by providing opportunities for mandated and specialty programs. Problems arise be cause “Online learning is often not understood by policy makers resulting in the application of polices developed for physical schools to online programs” (Moller, Foshay, & Huett 2008, 52,(5 ),.63). In order to address and effectively provide effectively designed programs the ID has to address “.student population, research-based approaches, lack of trained professionals and organizational change” (Moller, Foshay,& Huett 2008, 52,(5),66. Changes in technology, time and economic constraints accelerates the need to work together more effectively. “Let us proceed then, together, with hard work of building a cumulative and unified base of knowledge for e-learning and the field of instructional design” (Moller, Foshay,& Huett 2008, 52,(5),63.
According to Simonson (2000) “the key to success in distance learning classroom is not which technologies are used but how they are used and what information is communicated using the technologies. Simmons states that education must provide equal opportunities for students to learn. “A more appropriate strategy is to provide different but equivalent learning experiences to each learner” (Simonson, 2000). To achieve equivalency Simonson (2000) states that 4 steps which are; Assess Instructional Technologies that are available, Determine expected learning outcomes, Identify Learning Experience and Match Them to Appropriate Available Technology, and prepare online learning environment have to be implemented. The author goes on and says that in order for effective delivery and learning experience to occur more careful study and planning is required to ensure that best learning environment is established.
Simonson’s video presentation further highlights the growth of distance education not only in Higher education but also in K to 12 classes, and employment.
I strongly agree with the authors that there is a need to evolve distant education to next level. The authors raised the issue that often steps are taken as a reaction to events rather than careful study, analysis planning and trying to implement polices that will serve people in best possible manner rather than just adopting and implementing face to face classroom procedures in distant education. Main objective is to provide opportunities for all students to be able to achieved desired education objectives using a variety of methods. I strongly agree that when implementing new methods and technologies greater study, planning and analysis has to be considered. During tough economic times planning, proven theoretical approaches are often minimized or not included when designing distant education. Training has to be included for all parties in education from IT designers, educators, teachers, parents, and policy makers and also the public. In order to make rational political and economic decisions everyone should be aware of reasons behind doing something. In order for distant education to evolve to next generation.
Another important aspect that should be considered is equitable access to technology for all students and parents outside regular classrooms. Ways have to ensure that all students have access to efficient equipment an also link to the Internet.
Evolution to next generation distant education also requires greater collaboration between IT designers, educators and students. As mentioned in the articles, the educators know effective education strategies and theories but lack in many cases time and knowledge in technical area. The IT designers know how to use the technology but lack knowledge and experience in designing programs using proven theories, and often students are not asked or consulted to see what can be implemented in design and content that will enhance and encourage students abilites and willingness to actively participate education.
Resources
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.
Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.
Simonson, M.(2009). Distance Education: The Next Generation. Vodcast, Walden
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.
Additional resources
Listing located at taken from EDUC 8842. Direct links included by this author provides quick navigation to desired location.
Hsu, Y., & Shiue, Y. (2005). The effect of self-directed learning readiness on achievement comparing face-to-face and two-way distance learning instruction. International Journal of Instructional Media, 32(2), 143–156. Retrieved March 17, 2010. Accessed from;http://www.westga.edu/~distance/ojdla/spring111/chou111.html
Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face education. European Journal of Open, Distance, and E-Learning. Retrieved March 17, 2010. Accessed from; http://www.eurodl.org/materials/contrib/2008/Jakobsdottir.htm
Richard K., & Ladyshewsky, R. K. (2004). Online learning versus face-to-face learning: What is the difference? Teaching and Learning Forum 2004 [Proceedings Contents]. Retrieved March 17, 2010. Accessed from; http://lsn.curtin.edu.au/tlf/tlf2004/ladyshewsky.html
