Positive Distance Education Experience
While taking classes at The University of Montevallo, I have had positive experiences in all of my distance education classes. Each of my professors have worked to make collaboration a part of the class through the majority of our assignments. Everything from commenting on blog posts or discussion boards to collaborating on a presentation as a group. It has never mattered whether the class was synchronous or asynchronous, I feel as though I have had the opportunity to get to know my professors and collaborate with my classmates. Simonson and Zvacek (2024) mentioned how research shows that, "student to student and 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" (p. 77).
I also feel like most of my classes have included people from various places who may not have been able to be a part of the class if it were an in person class. I enjoy hearing different perspectives on educational topics from those who may not live and work in the same area as I do. According to Sirotova and Pies (2023), one of the advantages of distance education is the diversity of the members of the class as well as the diversity of classes that are available for students to take. If it were not for the collaborative environments that my professors at UM have created, I wouldn't have the chance to hear about and learn from the perspectives of my peers who live and work in different environments from my own.
Distance Education Experience With Growth Potential
When I was working on my masters in 2010, I attended The University of West Alabama through their distance education program. All of my classes were asynchronous; I never laid eyes on any of my professors or my fellow classmates. I loved being able to complete my course work from my own home and work on my assignments in my own time while making sure that deadlines were met. I did, however, miss discussions with my classmates and impromptu learning that took place in the classroom environment. Sirotova and Pies (2023) mention that asynchronous distance education classes can leave students feeling lonely because of the lack of socialization involved.
I believe that synchronous style classes would be a great way for UWA's distance education program to grow. Synchronous classes involve meeting virtually as well as assigning online assignments where students can work at that own pace while completing the assignments by the due date. Meeting virtually involves both whole group meetings with an instructor and meeting in small groups with classmates. Simonson and Zvacek (2024) discuss that when asked about distance education, students shared that they prefer in person classes because they like to be in the learning environment with their teacher and classmates but research also shows that students want to be allowed to learn via distance education. Synchronous classes offer the best of both worlds; students are able to participate virtually in the learning environment both with their teacher and with their classmates but from the comfort of wherever they would like to be during class time.
Citations
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charolette, NC: Information Age Publishing, Inc.
Sirotova, M., & Pies, L. (2023). Positives and negatives of distance education from the perspective of teachers with practical experience. Przeglad Badan Edukacyjnych, 1(41), 121-138.
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Mallory,
ReplyDeleteThank you for sharing your insight and experiences with distance education. I agree, Montevallo's distance program has been a great experience primarily because of the collaboration between classmates. The resources we have now make collaboration virtually possible: "from laptops and tablets to Virtual Reality headsets and digital whiteboards, these technologies have greatly enhanced the learning experience and made it easier for students to collaborate and engage with course material" (Garlinska et al., 2023, para. Conclusion 1). Distance educators can leverage these platforms and tools to create an impactful learning environment. As distance educators create successful learning environments, it allows students to have success. Interestingly, through research and data, it was concluded that, "there is no significant difference between distance learning and traditional classroom learning. In other words, distance learning (can be) considered as effective as face-to-face learning" (Dean, Stahl, Sylwester, & Peat, 2001, p. 252, as cited by Simonson and Zvacek, 2024, p. 8). As we navigate through the best distance learning practices, it is great to know that it can be just as impactful as face-to-face instruction when you are implementing the right tools.
References:
Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The influence of emerging technologies on distance education. Electronics, 12(7), 1550. https://doi.org/10.3390/electronics12071550
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance
education (8th ed.). Information Age Publishing, Inc.
Mallory,
ReplyDeleteI’ve had similar experiences in Montevallo's Ed.S. program and agree that those interactive pieces, like discussion boards, group projects, or even blog comments, make the online environment feel more personal and connected. Based on your thoughts and my own personal experience, Montevallo’s Ed.S. online program aligns well with Holmberg’s theory of distance education, or guided didactic conversation. In this theory, the interaction between instructors and learners is prioritized. In well-designed pre-produced courses, subject-matter presentation can simulate that interaction by encouraging students to explore ideas, perspectives, and solutions. When students feel emotionally connected and personally engaged, their enjoyment and learning are likely to increase (Simonson & Zvacek, 2024). I’ve loved that in this program, classes are small enough to where I can actually get to know my peers and professors. It has made the experience feel a lot more personable.
I agree that diversity of members can be an advantage of taking online classes. It can be valuable to hear from educators in different roles. I think having this element not only allows you to gain new perspectives, but it helps keep the content relevant and engaging. Wong et al. (2024) emphasized, when online learning includes relevant content and interactive elements, it tends to keep learners more focused and invested. I think that sense of connection and relevance is what makes collaborative courses more enjoyable.
I’ve also taken asynchronous courses with minimal interaction. While they may be appropriate for some distance learning opportunities, it doesn’t work for all. I have benefited most from distance learning experiences that involve meaningful interaction with instructors and peers.
-Tanishia Smith
References
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.
Wong, J. T., Chen, E., Au-Yeung, N., Lerner, B. S., & Richland, L. E. (2024). Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design. Education and Information Technologies, 29, 18789–18815. https://doi.org/10.1007/s10639-024-12524-2