Module 2: Communication in Distance Learning

George Siemens (n.d.) discusses three elements that may be contributing to the growing acceptance of distance education. One of those elements is communication. In thinking about and surfing other blogs about how online communication has evolved over time, I found several approaches to this topic.

First, there is the hardware/software evolution. Embry (2006) has an extensive blog entry (http://distance-edu.blogspot.com/) where he states, “Over the past 2 decades, communication using information technologies has gone from using over-head projectors, audiovisual media, slides, and the viewing of prerecorded public television programs, to the delivery of instruction using interactive technologies and asynchronous modes.” Indeed from email through interactive/editable wiki pages, video capabilities, and greater bandwidth, online communication has changed the face of distance learning, and we cannot help but wonder what new developments are just around the corner. Will there be some major breakthrough that will yet again completely reshape the capabilities of distance learning?

It was easy to find conversations about the positive influence of the evolution of online communication on distance education. For example, among the many proponents of distance education is the renown, Dr. Chris Dede who has an excellent 1995 article that might have been the predecessor to Siemen’s viewpoint. (http://www2.gsu.edu/~wwwitr/docs/distlearn/index.html).

But a different viewpoint of interest is the blog posting by Randfish (2006) http://www.seomoz.org/blog/evolution-of-communication-on-the-web. The first half of this post summarizes the negative consequences of online communication as outlined by Suler (2004).
Yet in the end, Randfish argues Suler’s points and states that the negative consequences really are not a concern anymore. I disagree. I believe there are still many issues with online communication. As scholar practitioners who want to influence positive change in or through distance education, we cannot ignore or dismiss the downsides to online communication. To read a bulleted point summary of Suler’s downsides, visit http://www.seomoz.org/blog/evolution-of-communication-on-the-web.

Resources

Dede. C. (1995). The transformation of distance education to distributed learning. Retrieved December 21, 2008 from http://www2.gsu.edu/~wwwitr/docs/distlearn/index.html.

Embry, B. (2006). The evolution of distance learning in higher education. Retrieved December 21, 2008 from http://distance-edu.blogspot.com/.

Randfish. (2006). Evolution of Communication on the Web. Retrieved December 21, 2008 from http://www.seomoz.org/blog/evolution-of-communication-on-the-web.

Siemens, G. (n.d.) The Future of Distance Education. [Study video]. Retrieved December 19, 2008 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=5050260&ClientNodeID=984645&coursenav=1&bhcp=1. Only available to Walden students enrolled in EDUC 8442.

Suler, J. (2004). The online disinhibition effect. Retrieved December 19, 2008 from http://www-usr.rider.edu/~suler/psycyber/disinhibit.html

Module 1: Evolving Distance Education Into the Next Generation

Summary and comparison of two viewpoints:
In the series of three articles by Moller, Foshay, & Huett (2008, 2008, & 2008), Moller, et al. discuss distance education in the three arenas of corporate, higher education, and K-12. The authors present their viewpoint on the need for distance education to evolve into the future. In the video segments by Simonson (n.d. & n.d.), Simonson provides a brief history of the evolution of distance education and includes a general statement about the future of distance education.

Moller, et al. and Simonson agree that distance education cannot simply mimic face-to-face classroom curriculum. Moller, et al. calls such a practice a “craft approach,” (p. 67) while Simonson’s equivalency theory states that the learning outcome should be the same, but the instructional method different. Both perspectives suggest that distance education needs to be created in terms of both the learner and the teacher.

In my opinion, that is where their similarities end. Simonson states that he believes we are near the top part of Rogers’s (2003) S-shaped curve in innovation diffusion, and therefore distance education is already widely accepted. Simonson believes that while the popularity and use of distance education will grow significantly, there will not be any revolutionary change.

Moller, et al. state that distance education is in great need of a major facelift, that there is such a lack of a strong foundation of instructional design in all the industries (corporate, higher education, and K-12). Distance education cannot be realized at its fullest and truest potential without a sound basis of instructional design.

My perspective:
I am not sure, as Simonson (n.d.) stated, that distance education really is at the top of the S curve and that it is widely accepted as of yet. Certainly, as Moller, Foshay, & Huett (2008) mention, K-12 schools, especially elementary schools, have many policy issues to debate before they can truly or widely adopt distance education. I feel we are at the birthing stages of distance education. Yes, learning from a distance has existed for some time now. But the old ways of distance learning cannot be put in the same league now with the widespread use of the internet and the even more recent developments in bandwidth, speed, and access and the consequent new video and digital technology. These advancements have begun an entirely new age of distance education. It’s like comparing the invention of mainframe computers (which took up an entire room) to the microcomputer (laptop).

As I read the three articles by Moller, et al., this analogy came to mind: Many building developers do not use architects. But architects will tell you that a developer should hire an architect first to create a sound design based on the developer’s needs. After that, the developer should hire the general contractor who basically works under the architect, meaning the architect supervises the project to make sure the building goes up as designed and planned. But many developers do not follow that path, perhaps due to time, cost, and political issues, the same issues discussed by Moller et al.

So the use of architects and instructional designers would create the best world scenarios in their respective fields. But will such a sound foundational product ever win over the obstacles of time, cost, and politics?


Resources
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. Use the Academic Search Premier database, and search using the article's Accession Number: 34729472.

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. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.

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 2: Higher Education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.

Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.

Simonson, M. (n.d.) Distance Education: The Next Generation. [Study video]. Retrieved December 7, 2008 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=5050260&ClientNodeID=984645&coursenav=1&bhcp=1 Only available to Walden students enrolled in EDUC 8442.

Simonson, M. (n.d.) Equivalency Theory. [Study video]. Retrieved December 7, 2008 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=5050260&ClientNodeID=984645&coursenav=1&bhcp=1 Only available to Walden students enrolled in EDUC 8442.