In this three part series on distance education, the authors discussed the growing trends with distance education in the workplace, postsecondary institutions and the K-12 system. According to Moller, Foshay, & Huett (2008) the driving force behind the growth of online learning in all three environments is access and economics. Because access and economics are the motivating factors, the focus of the corporate and educational agencies is then on the bottom line and competition.
The authors suggested that the issues in DE programming, regardless of the arena, are similar and the solutions for evolving DE to the next generation are the same. I agree with the authors, that in order to legitimize the field their needs to be a focus on creating effective assessments that focus on performance based outcomes. According to Moller, Foshay, & Huett (2008) corporations could implement assessments such as Electronic Performance Support Systems (EPSS) or Knowledge Management (KM), which combine knowledge delivery and cognitive strategy training. Likewise, postsecondary institutions could identify professional certification for educators.
Additionally, well defined instruction can engage students with other students, foster the development of creativity and collaboration, as well as offer students a community that supports their development and growth. However, in order to do this trainers and faculty need to redefine their role in the online environment, as well as create curriculum that offers personal customization. Since most students are not able to distinguish between good instruction and teaching methodology it is up to the trainer and faculty to ensure this is a part of their program.
Reference
Moller, L. Foshay, W.R. & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. Tech Trends. July/August. V52. (4).
Cheers, Cynthia Muna
