Defining Distance Learning

I found the essay written by Moller, Foshay, and Huett very interesting as to how they described and defined distance learner.  This was especially true in the 3rd part of their essay when they focused on the use of distance learning in K-12 arena.  Moller, Foshay, and Huett  (2008) wrote that, "Although the training and development and higher education environments lead K-12 schools in embracing distance learning technologies there is modest growth in distance education efforts in the K-12 environment, and the steady rate at which distance learners are enrolling emphasizes the importance of this population .  I feel implementing distance learning in the K-12 institution can present some challenges. 

First, effective distance learning requires a high level of discipline and maturity as well as the ability to work well independently.  Often this is a challenge for my and students in K-12.  I personally have found it a challenge taking distance learning classes and I was well into my 30's.  Even the most well intended high school students often let the class get away from them because of outside distractions and events that tend to draw them away from a virtual school environment.  Many college-level or graduate level student have the discipline, maturity, and drive to excel in a distance learning class because they are older, more driven, and are usually paying a high sum of money to take the courses in the first place.  This can't be said about many distance learning programs at the K-12 levels.

Secondly, most distance learning at the K-12 level are usually some sort of credit recovery class or an online class which will help a student pass a class that he or she has previously failed.  It seems that there are few classes that are provided as class that doesn't need to be re-taken on made-up.  This tends to result in many of the online learning or distance learning classes to be a merely a "a quick fix" for students who have previously failed a class and have been thrown into a distance learning class in order to find the quickest way to pass.  Moller, Foshay, and Huett  (2008) write, "We fear that distance education may become little more than a “dumping ground” for credit recovery as well as a repository for those unable or unwilling to function in the more traditional classroom environment. This represents a vast under-utilization of an incredibly promising educational medium; it is also the exact opposite population the research says tends to thrive in the distance environment."

Finally, I feel that distance learning lacks some of the key ingredients to make the classes as effective at the K-12 level.  The includes qualified teachers, curriculum planners, instructional designers, and students who can handle a non-traditional learning environment. Moller, Foshay, and Huett (2008) write, "Expecting
teachers to be instructors, content experts, distance education instructional designers, and technology experts, in addition to their other responsibilities, is asking too much. There is a strong need for instructional designers, specifically trained in distance education to tackle distance education challenges at all levels".

In conclusion, I agree with much on the authors conclusion that distance learning is complex and requires planning, forethought, and maybe even a little creativity.  It is not something that can be put together overnight.  There is a place for distance learning in today's educational system but, it can't be some thing that is thrown together with very little pre-planning or merely for students who are re-taking a previous class that they failed.  It must be approached in a manner that address the most effect technology to initiate learning.  It will also take a collaborative effort by all parties involved in the learning community to make distance learning effective and a viable alternative to a traditional classroom setting.

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 title.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). 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 title.

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 title.