Week Six - June 4
Distance Education, & Learning Communitites
Jonassen, Peck & Wilson (1999). Chapter 5: Creating Technology supported Learning Communities.
Norton & Wiburg (1998). Chapter 6: Information and the Virtual Classroom
Norton & Wiburg (1998). Chapter 7: Designs for Community.
I am delighted to have the opportunity to address the topic of distance education and learning communities considering my involvement in this program. Being a country away from the University and most of my fellow classmates, I have found myself in the unusual position of being an isolated learner. Having the opportunity to participate in courses throughout the program utilizing various formats, I have strong ideas and opinions about the pros and cons of distance education.
Upon first enrolling in this Masters program I had the idea that it would be a liberating experience to partake in an online course, as you do not need to see your classmates face to face. I thought I would feel comfortable writing anything I felt as it would not be a "personal" experience … I was wrong! It is intimidating posting discussions on articles and text because it is not spur of the moment thought. In the classroom format a discussion is a discussion, the class works from point A to point B to point C together. Some discussion posting communication jumps from point A (where we all read the articles) to point C (where we post an analysis). You completely miss the journey to understanding. I feel this is a deficit to my learning and find myself bringing up topics from class with colleagues to try and supplement my readings with some form of conversation.
Partaking in audio conferences courses, such as this one, is a much more gratifying experience. A feeling of community is formed due to the weekly discussions as well as the group assignment aspect of assessment. Although this method of evaluation is cumbersome and difficult to organize, due to distance, it is a beneficial experience and goes a long way in creating a feeling of belonging with the institution. Such a feeling is limited with the lack of opportunity to “drop by” with a question and talk to someone face to face. Administrative details involved with enrollment in any university are magnified tenfold in distance education, due to the limited prospect of getting immediate attention to questions or problems.
Studying in such a format does have its benefits. Not only are learners required to meet objectives set for each course of study, students must master skills of communication necessary to survive each distance course. Although these skills are not part of the course syllabus or stated in the program of studies, they are beneficial proficiencies that can be used above and beyond the intention of the curriculum.
Distance education opportunities provide exciting options for students in schools that can extend existing curriculum or make provisions for lack of courses or resources. Such programs can make communities of learners separated by miles and unite students separated by cultures.