Leveling Up Distance Education

by Kim Blackenburg

      Distance Education gained popularity since the onset of the Covid-19 pandemic in 2020. During that time, teachers across the world were thrust into the sometimes uncharted territory of online learning.  Teachers had to find a way to engage students but also ensure that students were learning necessary content without in person interaction. "More often, educators are using technology to increase the access of the distance learner to the local classroom and to other learners, wherever they are, to improve access of all learners to resources, and to make the experience of the remote student equivalent to the experience of the local learner" (Simonson & Zvacek, 2024, p. 27). I have had the opportunity to participate in many distance learning courses for professional development and through the Ed. S. program at the University of Montevallo. The best distance learning experiences have well communicated expectations, encourage collaboration and interaction, and provide the learner with new, relevant content to master. 

     

     A couple of summers ago, I attended a virtual teaching conference. Many national conferences were still not back in person, and by attending virtual sessions, I fulfilled my professional development requirement. While I did gain some valuable skills that I used in my classroom. I remember feeling like several of the sessions were a waste of my time. The biggest reason is because the presenters were not engaging and primarily used a lecture style delivery method. "If distance educators only lecture, this does not guarantee quality teaching. Those who teach online need to have good teaching skills in order to motivate and successfully engage students" (Kubikova et al., 2024, p. 2). Engaging students in distance learning is paramount to its success. One way to engage is to provide students with opportunities to discuss concepts and experiences with each other and the instructor. "Student to student, student to content have been reported to be the most important categories of interaction with student to instructor interaction of less impact, but still important" (Simonson & Zvacek, 2024, p. 77). 

   The best experiences I have had with distance learning have come through a dedicated online ED.S. program at the University of Montevallo. This is my first time to complete a college degree completely, asynchronously online. Instructional design is critically important to the creation of a successful online course. The Canvas platform provides a centralized location for all relevant course content and information. Class expectations are clearly communicated and assignments are thoroughly explained. At times, when I have had a question, the professors have been prompt and understanding in their responses. "It seems quite apparent, that well designed, competently taught distance education classes are as effective as more traditionally taught and designed classes. Distance education works well if designed well, and taught well" (Simonson & Zvacek, 2024, p. 71). These courses have given me the opportunity to work through coursework at my own pace, try out new technology, interact with peers through discussions and peer reviews, and access content at my convenience. "even students who are satisfied with face-to-face teaching usually prefer online teaching, mainly because of the convenience, time freedom and flexibility of learning. Distance learning has been shown to be less expensive and more flexible overall, allowing students to better plan and organize their studies, work and personal lives" (Kubikova et al,m 2024, p. 2).  In the video below, an associate professor at Purdue University explains what she thinks makes an online course effective. As research continues and technology progresses, there will likely be  online instruction that is even more effective and immersive available in the years to come. 

References

Kubikova, K, Bohacova, A., Slowik, J., & Pavelkova, I. (2024). Student adaptation to distance                 

    learning: An analysis of the effectiveness, benefits and risks of distance education from the 

    perspective of university students. Social Sciences & Humanities Open, 9, 1-12.

    https://doi.org/10.1016/j.ssaho.2024.100875

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance

    education (8th ed.). Information Age Publishing, Inc.