The demand for online distance learning and enrolment in online distance learning programs, particularly in Higher Education, has been growing and is expected to continue growing in the foreseeable future (Allen & Seaman, 2010). However, there has been a lot of skepticism in the past regarding the quality of online distance learning compared with face-to-face learning. Another source of skepticism was the notion that online distance learning did not facilitate interaction among students (Gaytan, 2007).
Growing
acceptance of online distance learning
While some skepticism might still
exist, Siemens (n.d.) has explained that there is growing acceptance of online
distance learning fuelled by, among other things, the increase in online
communication and interaction with diverse global population groups, and practical
experience with new tools that help to eliminate geographic distance and time
separations.
Role of
interaction (interactivity) in online distance learning
One
of the key concepts that I learned in my Distance Learning course at Walden is
the role of interaction in promoting effective learning. Research has
demonstrated that distance learning can be as effective as traditional face to
face learning when student interactivity is high (Moore & Thompson 1990;
Verduin & Clark 1991, as cited in Durrington, Berryhill & Swafford,
2006). A model of online learning that includes types of interaction, as
suggested by Anderson
In our Distance Learning course at
Walden, the main form of interaction among learners and with the instructor was
through asynchronous discussions which helped to promote social presence or the
sense of being with others (Heeter, 1992 as cited in Biocca & Harms, n.d.).
Comparability of
online distance learning with face-to-face learning
Results of research studies that
compared online distance learning with face-to-face learning has helped to
reduce the previous skepticism surrounding the quality of online distance
learning programs. For example, a meta-analysis conducted by the U.S.
Department of Education, Office of Planning, Evaluation, and Policy
Development
(2009) revealed that online learning was an effective method of learning for
undergraduates, graduate students, and professionals. Additionally, “on
average, students in online learning conditions performed better than those
receiving face-to-face instruction” (p. xiv).
Role of
technology in online distance learning
Technology has played a
critical role in facilitating learning at a distance throughout the history of
distance learning. Opportunities for online distance learners have further been
expanded by the rapid growth of information technology resources, particularly
the web and web 2.0 technologies (Chen 2009, as cited in Chaney, Chaney &
Eddy, 2010). However, the heavy reliance on technology for delivering content
and facilitating student interaction should not be allowed to overshadow the
fact that “successful distance learning programs are
driven by teaching and learning rather than technology” (Chaney, Chaney &
Eddy, 2010, p. 3). Since the needs of
learners are paramount, technology should therefore be selected to meet their
specific needs and not the other way round.
Impact of open courseware
on distance learning
Another important issue that I learned about in my Distance Learning course at
Walden is the increasing availability and use of open courseware (OCW) by
online distance learners. Massachusetts Institute
of Technology (MIT), one of the pioneers of OCW in 2002
has teamed up with Harvard
University
Conclusion
The rapid developments in technologies that facilitate
communication, interaction and collaboration among learners in online distance
learning environments, together with the rapid increase in the availability and
distribution of OCW, can only point in one direction, namely, continued growth
in acceptance of online distance learning in the foreseeable future.
References
Allen, E.I.
& Seaman, J. (2010). Learning on demand: Online education in the United States
Anderson,
T. (2004). Toward a theory of online learning. Athabasca University
Biocca,
F. & Harms, C. (n.d.). Defining and
measuring social presence: Contribution to the Networked Minds Theory and
Measure. Retrieved from http://citeseerx.ist.psu.edu/index
Chaney, D., Chaney, E.
& Eddy, J. (2010). The context of distance
learning programs in Higher Education: Five enabling assumptions. Online
Journal of Distance Learning Administration, XIII(IV).
Retrieved from http://www.uncg.edu/oao/PDF/5%20Assumptons%20OJDLA.pdf
Durrington, V., Berryhill, A., & Swafford, J. (2006).
Strategies for enhancing student interactivity in an online environment. College
Teaching, 54(1), 190–193. Retrieved from
EdXOnline (2012, May 12). The future of online
education. Retrieved from http://www.youtube.com on 23 December 2012.
Gaytan,
J. (2007). Visions Shaping the Future of Online Education: Understanding its
Historical Evolution, Implications, and Assumptions. Online
Journal of Distance Learning Administration, X(II). Retrieved
from http://www.westga.edu/~distance/ojdla/summer102/gaytan102.htm
Siemens, G. (Walden
University
