Reflections+from+Module+3

On February 8, 2010, I defined distance education as:

// To me, distance education means that I am able to learn in a non-traditional environment. I am able to work full-time, be a mother and wife, and at the same time be able to go to school and earn a degree by attending classes at my convenience, on-line. I have been involved in distance education through UMUC for the past three years. Distance education gives people of all ages, ethnic backgrounds, economic backgrounds, and geographic boundaries, an opportunity to pursue their high school education, career or vocational training, certifications, associate's degrees, undergraduate degrees, and graduate degrees. Distance education is not only used in the educational environment, but in the military and corporate environments.

In our course readings, Moore and Kearsley use the term distance education and describe it in simple vocabulary: “students and teachers are in different places for all or most of the time that they learn and teach” (p. 1). I also agree with their expanded definition of distance education, in that special course design, instruction techniques, cost, technology, and administrative arrangements are required. // On March 18, 2010, I felt it necessary //to include more substance – theory, history, process, design, and structure// – into the definition.

Today is April 15, 2010, and although I feel my initial definition of distance education is important to me and many adult students like myself – there are again more factors to consider when trying to define distance education. As we learned in this module, distance education can vary depending on the institution. Additionally, there are various ways to classify distance education institutions. Three classification schemes that we looked at included: 1) Institutional Mode (single, dual, mixed/blended, and consortia), 2) Generations of Technology, and 3) Educational Approaches. Students are going to choose their institution by what it offers them - flexibility, convenience, technological design, admission process, class structure and schedule, instructional design, or a combination of many criteria.

In this module we were assigned to study groups. Our project was to research a classification scheme, and we chose the institutional mode. It was very difficult getting everyone on the same page - so, as a student or instructor - you need to be prepared for some study groups not working as effectively as others. Many things can factor into working with groups - personalities (highly engaged vs. lurker), schedules (work, kids), and location (what time zone, country are my group members in?). Even though everyone jumped in enthusiastically to start the project, the initial communication kept being delayed because of schedules. Eventually we got together, but the project was rushed and was thrown off track several times. Study groups are a lot of work, but they can work, and in distance education, it's nice to work in teams so you feel part of a class. Even though my experience in this study group was negative, I still enjoy them and think they are a beneficial part of distance education.

We also looked at the various types of institutional structures of distance education – from the mega universities that provide courses to hundreds of thousands – to universities that serve thousands. We explored institutions located in the Americas, Asia, Africa, and Europe – from the renowned Open University in the United Kingdom, to the University of Botswana. Many factors need to be considered when deciding how to teach distance education in a particular country. For instance, in the United States most students will have access to computers and the Internet, unlike those students in countries that are developing, such as Africa. In Australia, distance education is equally important, to reach thousands of students who live in rural areas and are unable to attend a traditional classroom. When designing a course for distance education students throughout the world, many factors must be considered – course development, administration, course delivery, technology, cost, accessibility, instruction, etc.

Our guest faculty for this module was from The Open University of Israel. We were given insight regarding information and communication technologies, distance education, and teacher training. Our professors and class had a very informative and lively discussion via Wimba.

All objectives in this module, and course, have been achieved; in addition, the course objective was achieved:


 * // identify the characteristics of distance education; //
 * // outline the history of distance education from its early beginnings to today's IT-based practices; //
 * // specify a series of methodological issues relevant to distance education; //
 * // understand the pedagogic structure of distance education and its relevant elements; //
 * // reflect on institutional aspects in distance education; //
 * // analyze the impact of digitization on the pedagogical structure of distance education. //

// An overview of the knowledge, skills, and attitudes that are required by a competent practitioner of distance education. Critical concepts and issues identified in the distance education literature are explored and the history and theories of the field are critically examined. // I look forward to continuing my studies in distance education, and thank my professors for their guidance, support, and knowledge to help make this a truly worthwhile and enlightening experience.