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.