Reflections+from+Module+2

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. //

Today is March 18, 2010, and how has my definition changed since then? Distance education (DE) has personal advantages to everyone, as I have mentioned above; however, there is a need to include more substance – theory, history, process, design, and structure:

○ Many forms of DE have existed since the 1800s; however, DE theories are necessary to guide the practice and research of DE   ○  The various theoretical approaches including industrialization, empathy, and transactional distance ○ Educational paradigm shifts – from traditional to digitized formats of learning; virtual reaction is replacing face-to-face interaction; focus from teacher-centered to learner-centered approach ○ WWW, e-mail, bulletin board, and teleconferencing paradigms are the core of a new pedagogy ○ Teachers now have roles as communicators, moderators, coaches, advisors, counselors, evaluators, and instructional designers ○ Learners: independent, self-determined, and self-regulated learning/autonomy is emphasized; Teachers: need to increase interaction between teacher and student and collaboration between students ○ DE has new opportunities because of three electronic technologies: computer, multimedia, and network technology ○ Structure of the university workforce will need to include subject matter/content experts, graphic arts, media experts, Internet experts, projects experts, technology experts

Our second guest faculty for the course was another pioneer in the DE industry. Discussions with our class emphasized that distance education and online learning have a specific needs and structures to be effective. I learned that the design and instruction of an online or DE course is critical to the success of the course, the student, the instructor, and the institution. Each student, program, and university is different – and varying factors must be considered individually.

Have I profited from this module? Most certainly! I realize the importance of theory in DE. I was introduced to theories by Peters (industrialization), Moore (transactional distance), and Holmberg (empathy). I more clearly understand the importance of developing and designing a course to assist the independent student in learning. I realize the importance of the instructor to engage the student in class activities and create dialogue. New technologies have given the DE student more opportunities to learn, and it is up to the instructor and the institution to use these methods for effective communication and learning.

My learning objectives were achieved from the readings and assignments in module 2, and I look forward to module 3!

Nancy