Distance Learning – Myth Busters

By Cathy C. at Fordham University

Anytime Anywhere Learning Professional Development School (AALPDS)

Though distance learning has come a long way, myths and misconceptions still exist. In reading King and Griggs’ (2006) review of successful distance learning projects, the Anytime Anywhere Learning Professional Development School (AALPDS) stood out as an impressive distance learning myth buster. This professional development program was designed to meet the need for “…new and existing teachers to design and deliver standards-based instructional programs” (King & Griggs, 2006, p. 153). The AALPDS program is a myth buster about distance learning being impersonal and isolating.

Myth #1: Distance Learning is Impersonal

Some adult learners believe that distance learning is a cold and impersonal experience. They fear the loss of the personal touch and may be concerned about lack of computer skills. The AALPDS program recognized that the program’s participants were adult learners from different generations. As adult learners, the AALPDS participants each brought a vast number and variety of experiences to the learning opportunity. In order to be an effective learning opportunity, AALPDS had to acknowledge and respect each adult learner and his or her experience (Knowles, 1980; Lawler & King, 2000).

AALPDS also recognized that the adult learners represented different generations. Generational learner differences included technology skills, learning styles, and professional development expectations (King & Griggs, 2006). Rather than assume that all learners were the same, the program offered personalized solutions such as toll-free, person-to-person technical assistance, in addition to online help. Rather than struggling alone, technologically uncomfortable learners were paired with computer and Web savvy buddies. Distance learning can be up-close and personal!

Myth #2: Distance Learning is Isolating

No man is an island, nor do you have to feel like you’re isolated on a distance learning island. Learner-to-instructor and learner-to-learner connections are possible in distance learning via discussion and dialogue. For example, the AALPDS program used experienced and qualified instructors to interact with individual learners and the learning community. These instructors fostered interaction by facilitating discussion, asking interesting questions, and raising provocative issues (King & Griggs, 2006). Online learning even offers the opportunity for sustained discussion and dialogue over longer periods of time (King, 2002).

An online discussion board can overcome feelings of isolation and offers several benefits to learners. Discussion boards mimic in-class discussion and can actually increase learner participation by giving everyone a chance to be heard. Learners are conveniently able to participate in discussions 24/7 without time constraints. An online learning community can emerge and provide genuine and useful interaction (Luppicini, 2007). Because of the resulting learning community and online infrastructure, the learning experience may continue even after the class has officially ended.

Beyond Myths to Transformative Distance Learning

As a myth buster, the AALPDS program models how distance learning can actually be a personal and connecting learning experience. AALPDS participants and other adult distance learners may even experience transformative learning. How? Distance learning can provide the opportunity for self-reflection, discussion, and dialogue that result in sharing and comparing of information, discovery or potential inconsistency of ideas, negotiation of meaning, synthesis of new ideas, creation of a disorienting dilemma, and finally the emergence of new thinking (Luppicini, 2007). The power of distance learning!

References

King, K. P, (2002). Testing the waters distance education n adult education programs. PAACE Journal of Lifelong Learning, 11, 11-24.

King, K. P. & Griggs, J. K. (2006). Harnessing innovative technology in higher education. Madison, WI: Atwood Publishing.

Knowles, M. S. (1980). The modern practice of adult education: From andragogy to pedagogy. New York: Cambridge.

Lawler, P. A. & King, K. P. (2000). Planning for effective faculty development. Malabar, FL: Krieger Publishing Company.

Luppicini, R. (2007). Online learning communities. Charlotte, NC: Information Age Publishing, Inc.

Distance Learning – Good, Better, and Best

By Cathy C. at Fordham University

What image comes to your mind when you think of distance education or distance learning? Are you back in the olden days with the Pony Express delivering mail-order correspondence courses? Or, do you envision teachers and learners using computers to connect and learn without geographic constraints? King and Griggs (2006) offer a current definition of distance: “…technology-assisted education that is always conducted when the teachers and learners are separated by a distance, small or great, but not always by time or space” (p. 19). In the past six months, I’ve been exposed to three distinct distance learning experiences: good, better, and best.

The banking and finance industry continues to have more and more compliance issues and regulations. In the old days, associates were removed from the office for a day and gathered in regional hubs for in-person training to review regulation changes. Unfortunately, this training solution required time away from clients and money for travel and occasional lodging. A good solution was distance learning! Associates could stay in their offices and access online training at their convenience. Distance learning provided numerous benefits: flexibility, convenience, cost savings, and consistency of content (King and Griggs, 2006). This last benefit, consistency of content, was critical as banks are required to keep extensive records regarding individuals’ class time and specific content. Unfortunately, the compliance training was little more than electronic versions of formerly in-person lectures.

A better example of distance learning is Lee Hecht Harrison’s (LHH) Career Resource Network. LHH works with executives and associates who are in career transition. The Career Resource Network includes an array of learning resources, including distance learning. As a LHH client, I had access to distance learning in two different formats, asynchronous online classes and synchronous instructor-led classes. Both formats offered relevant career search learning experiences: resume writing, interviewing, skill testing, computer classes, employer information, databases, etc. I particularly enjoyed the 24/7 convenience of the asynchronous online classes. Unfortunately, the learning methods were limited primarily to PowerPoint and there was no sense of a learning community. The synchronous instructor-led classes were not as convenient as classes were scheduled in a different time zone. I enjoyed, however, the interaction with peers in addition to the instructor. Some of these classes were livelier than a purely lecture format, incorporating actual pointing and clicking to explore online resources and databases.

Finally, I joined the 21st century with my best distance learning experience – Fordham University’s Master in Science’s Adult Education and Human Resource Development program. Though Fordham University is located in New York City, I was able to complete two graduate level courses during an accelerated summer session from San Diego, California. Unbelievable! Fordham is my best distance learning experience because of the variety of tools used in both the asynchronous Program Planning and Evaluation class and synchronous Adult Development and Adult Learning Theory: Reading, lectures, PowerPoint, video, podcasts, journaling, discussion board, writing, and group projects. Of special note is that the Theory class was a hybrid class, combining in-person class sessions and online learning. Due to 3,000 miles of separation and four time zones, I participated in the in-person sessions via Skype.

Distance learning has come a long way from correspondence courses! Businesses are saving time and money while offering consistency of content. Service firms offer relevant skill building opportunities via a wide variety of asynchronous and synchronous course offers. Educational institutions reach busy adult learners while offering convenience and quality content and creating a learning community. What’s next and best in distance learning?

References

King, K. P. & Griggs, J. K. (2006). Harnessing Innovative Technology in Higher Education. Madison, WI: Atwood Publishing.