DE has made the most significant impact in the corporate world of business. Economics of training and development has made it viable for corporations to educate the masses of employees in a timely and on-demand access that was formerly impossible (Moller, Foshey, & Huett, 2008). Conversely, evaluation methods are of low-priority to corporate managers which violates basic principles of instructional design (2008). So in turn, who is to say what is effective or non-effective if formative and summative evaluations rarely happen in a one-size-fits-all training methodology?
In the higher education realm, competitiveness sometimes dominates quality in their efforts in DE. Since DE can theoretically serve remote learners, institutions in isolated service areas are now in competition with established institutions using DE and the quality of these programs may be put on the back burner (Moller, Foshay, & Huett, 2008). The hope is that this will naturally develop more meaningful quality standards (2008) which has not quite truly happened as of yet.
For K-12 environments, there has only been very modest growth in DE (Huett, Moller, Foshay, & Coleman, 2008). While the national government requires all states to offer alternatives to student bodies who do not make annual yearly progress (AYP), K-12 professionals are skeptical of using technology because of its shaky past (2008). In turn, this has created considerable apprehensions that some would say are insurmountable.
What we have learned is that there are definite problems to overcome in all sectors of education and training in our society concerning the use of DE. I concur with the research of this blog in that a DE evolution period is indeed inevitable in an attempt to overcome the many obstacles that occur today. The reason for this is that these problems are far more in-depth than a simple solution can recognize. Furthermore, I feel a true diffusion of DE technology into the public K-12 sector that I participate in is ultimately most complicated more than any other sector because of differences of learners, the apprehension of professionals, and the lack of concrete DE standards.
References
Huett, J., Moller, L., Foshay, W. R. & 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. doi:10.1007/s11528-008-0199-9
Moller, L., Foshay, W. R., & 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. doi:10.1007/s11528-008-0179-0
Moller, L., Foshay, W. R., & 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. doi:10.1007/s11528-008-0158-5
All three articles @ http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/resultsadvanced?sid=8528942b-d641-4973-b475-abf018e9eced%40sessionmgr113&vid=2&hid=123&bquery=(The+evolution+of+distance+education)&bdata=JmRiPWE5aCZjbGkwPUZUJmNsdjA9WSZ0eXBlPTEmc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d
Laureate Education, Inc. (Producer). (2008). Distance education: The next generation [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701360&Survey=1&47=9580570&ClientNodeID=984645&coursenav=1&bhcp=1
Thea to Tim- you make some very good and valid points about corporate and education sectors. One key area I see that could be improved upon is evaluation methods. Since DE is still evolving, people are still struggling with the importance and necessity of standards in this area.
ReplyDeleteYou mention the apprehension of professionals; I think that is all levels of education. People just don't like change.
The question is this; Why is it so many educational professionals are so reluctant to changes in methodology and strategy? Is continuous improvement just a myth or does human nature relegate laziness. I understand that governments restrain change, but why do so many lack the motivation to evolve into the new millenium. Please speculate.
ReplyDeleteAlthough I do think that human nature leans towards laziness, continuous improvement is not a myth, it's just not the majority thinking. Governments do restrain change, but I believe there is no further progress due to lack of motivation. Maybe people have considered the question and need, but don't care to do the work necessary for change. Educational change is like anything else. Oftentimes we see a need but don't feel like we have a voice or are qualified, have the time, don't have the energy- the list goes on and on. For example, I see a need for change in some areas at the community college where I teach, but I don't feel 'qualified' to make those recommendations. I don't feel like my strengths are in methodology or strategy, so I'm hesitant to move forward. Others may feel as I've described. What do you think?
ReplyDeleteThea- You mentioned you don't feel qualified to make reccomendations for things you feel need to be changed and I am curious why you fell that way?
ReplyDeleteI agree with your comment many people feel the need for change but don't want to do the work necessary to make change happen. We see it all the time in the education field.
Hi Tim,
ReplyDeleteIn your comment dated September 17, 2011 2:52 PM, you raised a question "Why is it so many educational professionals are so reluctant to changes in methodology and strategy?"
In my view, the teachers are already too busy and most core subject teachers spend at least one to two hours at home every day.
Any way, I love to experiment. I learnt about wiki and prezi this summer, started using in my class. The school provided CPS this year and I am using on a daily basis.
Probably teachers need to spend a little extra time to learn technology and modify the strategies.
Hi Tim,
ReplyDeleteIn your Week 2 Blog post, you have mentioned that there has been significant impact of DE on higher Education and in corporate world but only modest growth in K12.
I agree that when compare to Higher Education and corporate world its is much less in K12 but it is growing. Check this out: http://en.wikipedia.org/wiki/List_of_virtual_schools
In US 46 states are offering (both public and private) virtual schools usually beginning 6th grade. However, they require adult supervision in most cases.
To the best of my understanding, the reason for comparatively higher diffusion rate in Higher education and corporate world is because these sections consist of mainly self motivated adults. In K12 we still have teenagers and DE does need self motivation. What is your opinion?
Just posting a test comment.
ReplyDeleteTim.