Elements of Distance Education-Module 2

Elements of Distance Education

Collaborative interaction is one of the key elements of distance education.  The development of new technologies combined with the computer and the Internet have expanded the way we communicate with individuals in the education arena and the workplace.  Distance education allows individuals to collaborate and share experiences on a global level with no regards to time and place.  Online tools such as Skype and other video conferencing devices allow individuals not only the capacity to see one another and hear them with clarity.  Other devices such as online videos and social media websites also provide a platform for individuals to interact.  Siemens (Future of Distance Education, n.d) states distance education also benefits corporations by allowing them to interact with different people in different offices all around the world.  As new technologies continue to emerge and the quality of technology continues to improve, distance education will continue to see exponential growth.

References
Siemens, G. (n.d.). The Future of Distance Education.

The Next Generation of Distance Education - Module 1

Distance education is growing fast in education and in the business sectors.  Moller, Foshay, Huett, and Simonson agree that in order to meet the needs of learnes, distance education must evolve in the next generation.  According to Moller, Foshay, and Huett (2008), in order for distance learning to improve, there is a need for more training for instructors and better instructional designs.  According to Simonson (2008), distance education must provide learning experiences with new technologies equivalent to those in face to face environments to achieve learning outcomes. I agree with both of these positions because distance education is becoming the school of choice for k-12 and higher education for many reasons, to include easy accessiblity, flexibility in course selection, and simply convenience.  As a result, instructors need to be trained to effectively design courses to provide meaningful learning experiences similar to the traditional setting.  Appropriate technologies should also be considered to aid learners in achieving learning outcomes.

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.

Laureate Education, Inc. (Executive Producer). (2008). Equivalency Theory.[Video]. Baltimore, MD: Author.