The Next Generation of Distance Education
The reasons to continue evolving distance education are many. As Moller, Foshay, and Huett state, “the primary driving forces of developing distance education are economics and access” (Huett, 2008). It is simple: students are no longer conventional. Students of today need a variety of flexible learning modes in order to continue their education. Many have full-time jobs and plainly cannot take classes in a traditional classroom setting. In addition, distance education is easily accessible. It offers students a flexible schedule and learning takes place when the student decides when to study, etc. While Dr. Simonson also believes that distance education allows student gain by not having to drive to campus or give up jobs, he sees distance education as being beneficial for not only students, but for institutions, also. Simonson states that distance education may offer increased return on investments for institutions (Simonson, 2008). Colleges and universities are highly competitive and offering distance education courses only allows the institution more exposure and a larger body of students.
I do agree with Moller, Foshay, Huett, and Simonson. Distance education courses are beneficial for everyone involved: the institution, the faculty, and the student. The institution benefits from having a larger body of students, as well as more revenue. Moller, Foshay, and Huett believe that distance education may be a way for institutions to sustain growth (Huett, 2008). Faculty members, like students, benefit from a flexible schedule. Students have the most to gain; they are involved in continuing their education at their own pace and making their own schedule for learning. Never before have students with families and full-time jobs been able to continue their education with such ease and flexibility.
References:
Huett, J., Foshay, W., & Moller, L. (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.
Simonson, M. (2008). Equivalency theory. Laureate Education, Inc. Baltimore: Author.
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The part of distance education that I love the most is the flexibility of time. I find, with such a busy life, that the scheduling is much more accessible in my life.
ReplyDeleteI also agree with your statement of higher education institutes competed for students. I am a returning Walden student, and I did not recieve the 10% discount because Tennessee does not allow it. The state is taking away this benefit in hopes that I would attend a Tennessee school.
I am also a returning Walden student. I chose distance learning because of the flexibility with scheduling and completing class assignments at my own pace. I agree with Moller, Foshay, Huett and Simonson that distance education is beneficial for everyone involved: the institution, the faculty and the students. The institutions are able to sustain growth and not worry about to accommodate the large amount of students on campus. The faculty and students have flexibility in their scheduling which allow for full time employment and other activities that face-to-face classes may not permit. I believe that distance education will continue to grow due to accessibility and economics.
ReplyDeleteCharlotte Vaughn