Distance Learning as a Discipline

As I did the readings for the first week, it struck me that there seemed to be much emphasis on understanding and explaining distance learning as its own discipline. Thinking about it this morning, I realized that the reason for this is due to not only defining the discipline so as to discover ways to develop it, but also because it is so new! Many of the articles cite research that has been done recently. Unlike Dewey's work or DeCarte's work, the dates associated with the current articles are dates that I can actually remember during my lifetime.

1986 was the year I graduated from high school. We still had manual and electric typewriters in the "typing" class. The only computers we had the year before were the two in the physics lab; the year I graduated, we had one of the first state-of-the-art computer labs in northwestern Wisconsin. It included a huge dot-matrix printer whose sound was muffled by the plastic shield that laid over the top during use. BASIC was being taught in the second semester course with LOGO in the first. These days the applications of computer technology don't include the programming aspect because the end user's needs have been defined differently and the capacity to serve those needs by programming has grown exponentially.

Now, we use technology to enhance student learning and make much of the processes in teaching and learning more efficient. It will be interesting to see what develops in the area of distance learning and the broader area of education.

Beginnings

This first week has been jam packed with learning! First, I realized that during the day on Thursday I had no idea of how to access the class that night. Because I have had experience with online meetings, I thought to email Dr. Park and ask about access to the class. The only reason I knew how to "get to class" was because she sent me the link. Imagine my surprise when I realized that this was in a "course information" site on Huskynet! Then, imagine my surprise when, after many minutes of trying to correct and get my username and password straight, there wasn't any information about the course in my Huskynet site! Already, I felt behind and at a disadvantage. I wondered how I was supposed to know how to access this site. Should there have been an email with information sent to me after I registered? Should someone have flagged that I was enrolled in an online course and sent me some information? What systems are in place to ensure that students who are starting out know what to do? I had an inkling because I had been in online learning situations previously. What about someone who simply wouldn't know what to expect? I expect that this responsibility would rest with the registration department since it is a systems component, not so much an education one. I would not expect teachers to have to deal with information about the system-- I would rather teachers be able to concentrate on the teaching.

I bring this up because it relates to the aspect of distance learning that I believe is paramount to its success-- the efficacy of the learner to overcome barriers to the learning. Not only does the student need to learn the content of the class but s/he must learn how to navigate the systems for operating in the class. One cannot be afraid to ask what may seem the silly question if one has it. Asking the questions helps to reduce the "transactional distance" and increase learning and "dialogue".  Of course, this would imply that a patient teacher is a valuable asset-- especially in learning that is nontraditional-- someone who is willing to work in the technological framework to minimize the "distance" and increase the dialogue will help to create a more meaningful environment.

My email signature at my current job is this:

"He who asks is a fool for five minutes, but he who does not ask remains a fool forever."

- Chinese Proverb

"A single question can be more influential than a thousand statements."
  - Bo Bennett

  

 As a media specialist, I am constantly answering questions. And, I am constantly asking them. John Dewey's assertion that the learner must transact with the environment in order to learn rings true. I have never learned as much as when I am asking questions. My motto (that I share with teachers and others with whom I engage in teaching and learning) is, "If you're curious, I'm curious." 

I am excited to continue learning about education and the different methods we can use to engage learners.