Discussion Prompt: After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs, compare and contrast the reasons these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?

As I reflect on this week's resources, I notice there is alot of overlap in terms of striving to establish distance education that promotes optimal student learning. In this week's video program, Dr. Simonson (2008) states that once an innovation, such as distance education has been widely accepted to the "point of critical mass," there is no longer a need to promote this innovation. Instead, he suggests there is a need to maintain and nurture the innovation. In accordance with this statement, Moller, Huett, Foshay, and Coleman (2008) also aknowledge that the expansion of distance learning has been "explosive" and therefore requires maintenance in terms of quality control with regards to the caliber of service distance learners receive.

Although the enhancement of distance learning is the focus of both parties, the approach to achieving that enhancement somewhat differs. On one hand, Simonson believes that distance education should be evolved according to the equivalency theory. This theoretical approach suggests that although distance learning may not be identical to traditional classroom learning, it should still yield the same results; Hence, the term equivalent.

In conjunction with the Siomonson's views, Moller, Huett, Foshay, and Coleman (2008) also note that the distance education that is based on technological innovations may facilitate learning strategies that are not available in traditional classroom environments. Yet, like Simonson, they believe that regardless of the "theoretical currency," (p. 74) comparable learning should still take place.

In addition, Moller, Huett, Foshay, and Coleman (2008) also implicate distance learning should evolve based on individual learning needs. They suggest evolving distance education into a learning experience that "adopts potentially individualized strategies" that consider the fact that some learners are most comfortable with student-content or student-instructor platforms in lieu of student-student learning communities.

I agree with all of the above positions. It is definitely critical to maintain the quality and caliber of service students receive via distance education. In addition to convenience, distance education programs must provide students with quality learning experiences that will allow them to function competently in their field of work. This involves providing students with current and updated course materials that include but are not limited to resources based on research-based theories and learning experiences based on best practies. In addition, I agree that a cognitve approach should be used to consider how students best learn. And to be honest, some students prefer certain forms of interactions over others. Thefore, there should be a balance to address the diverse learning needs of each student.

Resources

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author

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.