Distance education has helped
to revolutionize the field of education. Advancements in technology have
granted distance education a new platform for delivery, thereby, increasing
opportunities for learning. Moller, Foshay, and Huett (2008) proclaimed online
learning to be explosive in many sectors, including developed and developing
nations. The increased opportunities and explosiveness found in distance
education are not without challenges. Distance learning challenges span across
three primary situations corporate training, higher education, and K-12
education. At each of these levels, a common issue is the need to evolve.
In this entry, I will examine
the K-12 level. Many K-12 schools offer online programs, often referred to as
“virtual schools.” These virtual schools appear in two forms: site-based and
non-site based. Huett, Moller, Foshay, and Coleman (2008), suggest four major
implications of these formats; learner populations, research-based approaches,
lack of trained professionals, and organizational change. It is important to
note K-12 distance education is still in the early stages of diffusion.
K-12 distance education offers
learners many opportunities for learning. Without the limits of time and space,
K-12 distance education attracts a very diverse learner population. Further, a
diverse learner population brings with it a host of issues (Huett et al.,
2008). Some of the concerns are social development, characteristics of a
successful online learner, and isolation. Compared to corporate and higher
education learners, K-12 distance learners require more oversight. Therefore,
the design of a K-12 distance education program requires technologies that can
accommodate diverse learners with varying maturity levels (Huett et al., 2008).
In order to address diverse learner populations with varying maturity levels,
educational technologist must employ research-based approaches when designing
K-12 distance education programs.
According to Huett et al.
(2008), there is little research to inform decisions about K-12 distance
education. Under those circumstances, ID professionals and educational
technologist must protect student interest. If not, K-12 distance education
programs will become inadequate. Huett et al. (2008), advances the notion that
ID professionals must direct research concerning best practices and models in
K-12 distance education. This action will ensure the right alignment of
research-based theory and application.
Another main concern in K-12
distance education is the lack of trained professionals. The day-to-day duties
of a traditional classroom teacher can be overwhelming; therefore, to require
additional responsibilities of designer and technology expert may be a lot.
However, it does present new opportunities for collaboration. Huett et al.
(2008), suggests instructional designers who are skilled and can handle the
challenges of distance education. Collaboration among teachers and
instructional designers, allow teachers to be content experts, so that ID
professionals can design and be technology experts. Further, promoting learning
through engaging and relevant distance education.
The final major concern in K-12
distance education is the organizational structure. This concern involves
factors that create a common strand in the three levels of distance learning:
corporate training, higher education, and K-12. The factor of interest is
economics. In the corporate world and higher education, the key underpinning is
economics. Moller, Foshay, and Huett (2008), advanced economic motives, drive
corporate e-learning, while a modest distance education program could impact
the budget of higher education institutions. On the other hand, K-12 distance
education will require a shift in the way schools conduct business. Moller et
al. (2008), advocate local districts hiring distance education instructional
designers to work with teachers. This shift in business practices will, also,
have to help push economies of scales for K-12 distance education.
References:
Huett, J.,
Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance
education: Implications for instructional design on the potential of the web. TechTrends:
Linking Research & Practice to Improve Learning, 52(5), 63-67. Retrieved
from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=d03a9e30-bd56-4994-ab14-b257bdf47cd3%40sessionmgr15&vid=5&hid=17
Moller, L.,
Foshay, W., & Huett, J. (2008). The evolution of distance education:
Implications for instructional design on the potential of the web. TechTrends:
Linking Research & Practice to Improve Learning, 52(3), 70-75. Retrieved
from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=d03a9e30-bd56-4994-ab14-b257bdf47cd3%40sessionmgr15&vid=5&hid=17
Moller, L.,
Foshay, W., & Huett, J. (2008). The evolution of distance education:
Implications for instructional design on the potential of the web. TechTrends:
Linking Research & Practice to Improve Learning, 52(4), 66-70. Retrieved
from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=d03a9e30-bd56-4994-ab14-b257bdf47cd3%40sessionmgr15&vid=5&hid=17
