1 | Modules Summary and Reflection

Modules Summary and Reflection

Summarizing the modules and reflecting on the information contained in the modules for
this distance education course enables one to think about the learning that is taking place, to
identify issues or concerns, to explore an idea, or to enhance ones learning about a specific
topic. Now that I have learned some aspects about distance education, I would like to summarize
and reflect on what I have learned from modules two through five in my distance education
course.
Module 2 Definition, History and Theories about Distance Education
It is the responsibility of the distance educator to design, even overdesign, learning events
that provide experiences with equivalent value for learners (Simonson, Smaldino, Albright,
and Zvackek, 2012).
In this module, I created my definition of distance education based on my understanding
of the information. My definition of distance education is learning that is centered on the
premise that the student and the teacher are physically separated. In my definition for distance
education, the student and the teacher use technology as a mechanism for instruction. The
instruction may be synchronous or asynchronous with the student working independently or in
collaboration with others to learn the content. Distance education has progressed from the initial
format of correspondence study to what I am experiencing in my coursework for the PhD in
curriculum and instruction. With improvements in technology, the mechanism used to deliver the
instruction has changed to become more technology oriented.
Simonson et al describes the four components of distance education. In retrospect, my
definition is very similar to this one. Specifically, distance education is institutionally based.
2 | Modules Summary and Reflection

There is a separation of the teacher and student in time and perhaps geographically as well. The
interaction between the student and teacher is synchronous or asynchronous based on the
telecommunications systems. There is also the concept of connecting learners, resources and
instructors to promote learning (Simonson et al, 2012).
As I reflect on my own experiences in the distance education coursework for the Masters
degree and my doctoral studies, I have seen changes in the delivery mechanisms based on
improvements in technology. In my coursework, each professor has integrated various methods
to enhance the teaching and learning processes while using synchronous and asynchronous
methods of communication. For instance, in the coursework for the masters degree, the
primary communication method was Second Life to interact with one another while also using
the blackboard system. As a result of this course, I have added so many tools to my toolbox that
will enable me to improve how I teach in the traditional classroom as well as in future distance
education courses. These additional tools include Padlet, Voicethread, Google docs and Google
hangout, Weebly and Edmodo. These free tools assist educators in the traditional classroom as
well as in the distance education classroom.
Simonson states the keys to successful distance education are in the design,
development, and delivery of instruction (Simonson et al, 2012). As I reflect on Simonsons
emerging theory of distance education and equivalence of learning experiences, I agree with his
key points. Specifically, Simonson states that it is the educators responsibility to design
experiences for the distance learners that are equivalent in value when one compares the learning
experiences for the traditional learners (Simonson et al, 2012). The overall goal is for the learner
to master the content so this approach applies to all teaching and learning whether it is in the
traditional or in distance education. Simonson states that it is important for the instructor to
3 | Modules Summary and Reflection

provide a variety of instructional approaches that include opportunities for the student to use all
of their modalities during the learning process. I believe that this enables all students to succeed
no matter if they are traditional or distant learners. It is evident to me that overall goal for
learning experiences for traditional students and distance education students are similar. If this is
the case, I wonder why some are trying to make the learning outcomes appear to be different
when comparing traditional and distance education.
After completing this section, I thought about how I could integrate certain aspects of
distance education into my 8
th
grade science classroom. I thought specifically how to integrate
technology to assist the students who are absent from class for extended periods of time due to
illness or family vacations. If I were to set up mini-lessons that included opportunities to interact
with their peers such as blogging or setting up an assignment on Google doc for asynchronous
learning and collaboration, then it would benefit the students in their studies for an the specific
topic. I could also use voice thread to capture information to post on our class web page for the
students to use as a review for the content that was discussed in the classroom.
Module 3- Research and Distance Education
Facts are stubborn things: and whatever may be our wishes our inclinations, or the
dictates of our passions, they cannot alter the state of facts and evidence George
Washington (Simonson et al, 2012).
Simonson states that the overall goal for instruction is where optimal learning conditions
are created for each student. The research on distance education has evolved in its focus on the
learner centered approach. In summary, the research has been based on examining the attributes
that contribute to a positive equivalent learning experience (Simonson et al, 2012). The
perceptions of the learner, the learners attributes, interaction with classmates and the instructor
4 | Modules Summary and Reflection

have been areas for research in the past. The literature shows us that distance education is an
effective method for student learning (Simonson et al, 2012).
The statement from the research that shows students in distance education tend to bond
more with their classmates and the instructor struck me as being pretty significant and I
wondered why that was the case. As I consider my learning experiences, I would definitely
agree with this statement because there appear to be more opportunities for collaboration in this
learning scenario. I have thought about how I could improve in my teaching experience. This
year, I have integrated opportunities for the students to learn how to collaborate and work with
one another in several of my lessons. I felt that this was necessary since I am using Project
Based Learning activities with my students for the first time this year. I believe that building
collaboration and group interaction may be more important than focusing on individual
participation (Simonson et al, 2012). My focus on the group dynamics and collaboration in
my classroom has been beneficial for my 8
th
grade science students as I compare my students
from previous years to the students this year. The students seem more willing to work together
and are working together to meet the goals for the assignments in my classroom.
Module 4 and 5 Technologies, the Internet and Distance Education
Learners need to have direct, purposeful experiences to draw on in order o successfully
learn form more abstract events (Simonson et al, 2012).
In distance education, it is important to consider the details associated with how the
communication will occur and how to design and apply learning experiences that will be
effective and efficient. There are several technologies used for distance education that connect
teachers and learners for distance education coursework by using correspondence, audio, video
and desktop systems. There are many different approaches to consider from the prerecorded
media to using two way video audio to allow the student and teacher to communicate and
5 | Modules Summary and Reflection

interact with one another using synchronous or asynchronous methods of communication. The
key to success with using technology in the classroom is not which technologies are used but
how they are used to enhance the instruction and what information is being communicated while
using the technology. Allowing the technology to enhance the instruction is a key point that I
have learned as I have considered using the various types of technologies that are available for
the students in my classes.
As I reflect on the module 4 and 5, I am reminded that the more I learn, the more I realize
how much I need to learn about pedagogy, technology and teaching. In order to be effective in
the distance education class, I will need to become proficient in my technology skills. The
information from this module was helpful in allowing me to explore new technologies that I have
not taken the time to explore for use in my teaching. My interaction with my partner for this
module was very helpful in providing me with new methods to be more effective as a teacher.
During this module, I gained information on several new tools that I can use in the classroom to
enhance instruction, promote the 21
st
century skill of collaboration, use my time wisely for
grading student work and providing feedback in a timely manner.
Final Summary of Reflections
To have an experience is not enough to ensure learning; you need to intentionally and
thoughtfully reflect upon the experience and what you learned from it to ensure that
learning occurs (Bakrim, 2014).
Thus far, the distance education coursework has allowed me to consider how I can
improve my teaching and pedagogy. I am interested in using Voice thread to record assignments
to post on my class website that will provide short mini-lessons for my students to reference
during the unit. I have requested the assistance of the Instructional Technology coach for our
campus to set up Google classroom to introduce my 8
th
graders to another collaboration tool. I
6 | Modules Summary and Reflection

am introducing Padlet as a method for formative assessment. Overall, this distance education
course has allowed me to model some of the best practices in teaching and learning that will
ultimately benefit the students that I teach. We have been examining the content on distance
education by reading our textbook and other materials, listening to one another, and viewing the
presentations. We are interacting and collaborating with one another through the discussion
board blogs and activities in order to document our understandings about the content. We have
had opportunities to complete formative and summative assessments on a weekly basis by
creating artifacts to place on our personal websites. These are opportunities have allowed
teaching and learning to take place that will ultimately benefit me as I teach my students.
References:
Bakrim, K. (2014). Midterm Exam [Information for the Midterm exam]. Texas Tech University,
Lubbock.
Simonson, M., Smaldino, S., Albright, M., & Zvackek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (pp. 1-62). Boston: Allyn & Bacon.