Utilizing Distance Education
Distance education is a thriving industry that aspires to fulfill the needs of a diverse collection of students. Whether a person is a single parent working two jobs, a student looking to expand his or her knowledge on a subject not offered in his or her local school system, or other countless possibilities, distance learning provides greater educational opportunities for them all. Distance education allows students to learn at their own convenience, whether that be in time or location. Furthermore, as distance education already requires computer access, it becomes easier to integrate further technological advantages and utilize unique learning theories. The constructionist theory of scaffolding, for example, asserts, “Technology can support multiple paths to studying the same material and can provide ‘visual scaffolds’ to help students understand complex concepts” (Roblyer & Doering, 2013, pg. 44). Doing so allows distance education students to customize their experience to their own personal needs and goals.
Despite its many advantages, distance education is not perfect. Many students are not able to participate in distance learning. This is because, as Roblyer and Doering (2013) state, “[V]irtual learning takes special skills not all students have, and dropout rates from distance courses are higher than rates for physical schools” (pg. 17). Distance education requires a working knowledge of microcomputers as well as several types of application software. When students lack “enough prior knowledge to be self-guided”, distance education becomes difficult and, as many followers of directed instruction and objectivism fear, such education becomes inefficient (Roblyer & Doering, 2013, pg.40). In an attempt to correct this technological issue, some states, including Alabama, require students to complete an on-line learning course as a graduation requirement (Roblyer & Doering, 2013, pg. 17). This method is beneficial because it introduces high school students to the new territory of technology but does so in a controlled environment allowing students to seek the help of an instructor when necessary.
Such current technological issues are similar to ones of the past when technologies were new and unfamiliar. Pre-microcomputers, for example, were “complex to operate and maintain” and required “instructional applications” (Roblyer & Doering, 2013, pg. 7). It entailed an adjustment period for students and teachers alike to acquaint themselves to the operating systems and programs. Even with the latter invention and distribution of microcomputers, users needed further cognitive adjustments. As a result, the microcomputers encouraged school systems to create computer literacy curricula; but, unfortunately, left them without proper guidelines of “defining and measuring” such computer skills (Roblyer & Doering, 2013, pg. 7). Requiring high school students to participate in a distance education course is an excellent way to for them to exercise their previously acquired technology skills.
For further information on distance education:
Roblyer, M. D., & Doering, A. H. (2013). Intergrating educational technology into teaching. (6th ed.). Boston: Pearson Education.
Gunadie, A. (Director) (2008, April 19). Distance learning online: A new media presentation. Youtube. [Video podcast]. Retrieved from http://www.youtube.com/watch?v=uZk-WdYHkoc
I think it is interesting you associate distance learning with flexibility while discussing scaffolding. While distance learning is customizable in terms of when and where a student learns and completes the material, I think in terms of assignments and curriculum, it can be more rigid than classroom learning. Great job!
ReplyDeleteThanks so much! I actually thought of associating scaffolding with distance learning because it is something Dr. Ray does for us in Canvas. For our chapter readings, she offers us a PowerPoint presentation and an overview document. Kudos to Dr. Ray.
DeleteI agree Jamie that distance education can be beneficial in so many different ways. For instance, there is no way I could take the two courses I am this semester if they were not online/hybrid. With a 4 year-old at home and a husband working long hours, it is nice for me to have flexibility.
ReplyDeleteI also think that technology in the future will help the most with scaffolding instruction. It will help each learning where they are at and help them be the best that they can be. This will help change education from teacher centered to student centered.
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