Online Learning

Online Learning What is the future of distance learning (including online learning as well as distance alternatives to internet delivered instruction)? The future of distance learning is often viewed in black and white terms -- that is, that online learning will completely replace face-to-face instruction in the classroom, or that online learning is destructive to the purpose of pedagogy. However, the truth is likely to be between the two extremes.

On one hand, distance learning for over-committed learners at community colleges with many outside 'life' obligations and individuals seeking supplements to their education such as executive MBAs, seems to be growing. Even the most prestigious schools in the nation, such as New York University's Stern School of Business, offer part-time executive MBA programs that marry limited onsite education opportunities with online opportunities, as noted on the website of the school. But distance learners in all situations must be highly motivated.

"While some people thrive on the independence and freedom offered through such classes, others find themselves regretting their decision and wishing they had enrolled at a traditional school instead," because of the varying commitment of online teachers as well as fellow students in the 'distanced' environment of the online school. (Littlefield, 2005) Often, for lower school students, or students who are still learning the basics or who are still exploring their educational options, such a high level of educational motivation is not psychologically feasible.

In fact, reading skills of a higher rather than lower level are frequently demanded of distance learners. Thus, other than supplementary video learning, pure distance might be difficult for lower-grade students, such as students still in high school or in K-12 settings, although online learning may have its place in supplementation to more traditional classroom instruction.

Does the future of online learning differ based on the educational setting? For instance, is the future of online education different for K-12, postsecondary, and organizational learning environments? Why or Why not? Thus, the background and psychology of the online learners and the nature o the online settings remain critical to the success of any online learning environment. For working parents with clear educational objectives, the future of distance learning seems bright for post-graduate options, such as supplementing one's certification.

One mother raved, "I can do my grocery shopping, errands on off-hours and avoid line ups on Saturdays with the common 9-5 folk .. [you] can choose the hour when the course should be offered.

Therefore, it [the class] can be scheduled according your own lifestyle." This flexibility can be especially helpful for working students as well, who have a clear reason for obtaining their college degree, and for individuals seeking to add to their credentials in the context of their existing organization -- such as an engineer with a B.A. improving his or her computer skills.

(Dover, 2005) But, for K-12 and high school, although some distance learning courses offer video recordings and audio clips, most programs require that students understand a large amount of information that is only available through written text. These students must able to comprehend texts a high level without the direct guidance of a teacher, monitoring their progress. This makes it difficult for distance learning to completely replace more old-fashioned instruction for lower grade learners.

Even if supplemented by more pictorial reinforcement, online learning seems dubious when students are learning to grasp aspects that the media assumes, such as reading and writing fairly fluidly and responding to written cues. What is the role of the teacher and instructional designer in such an environment? As an online teacher, one must be prepared to answer technical questions, even if this is not the teacher's area of expertise.

"The goal for the faculty member is not to have that person become a tech expert on top of being the content expert," of course, "but to have that faculty member help the learner find answers, or at least direct the learner to a solutions source quickly and efficiently." (Smith, 2005) Teachers must be also willing to bridge the gaps between student and teacher that inevitably result because of the lack of face-to-face conduct, and be accessible, open, and available to answer questions, often of a highly technical nature, in as literate a manner as possible, via blackboard technology or email.

The role of the teacher as mentor to individual students in need thus remains unchanged, if not intensified, but the teacher must often work harder to reach out and to create an online student community. What issues related to distance learning (including online learning) still need to be addressed? As much as a teacher strives to create an online learning community, there is no way that the social life of grade school, high school, college, or even graduate study can be replicated in virtual space and time.

Additional problems of cohesion exist because ethically, students may feel less committed to their classmate's growth and development, and refuse to work as hard or turn work in on time, compromising the cohesion of a class when the teacher attempts to connect in virtual space,.