My first interaction with distance learning was in the winter of 2003; I decided to pursue a single subject credential and needed to take one more methodology course in order to satisfy credentialing requirements. Living in a remote town in the Sierra Nevadas, approximately two hours from Sacramento, there was no available university or satellite campus of any college to which I could apply and complete the course conveniently. After researching my options, I determined the fastest way to reach my goal was to take an online course through National University.
Living remotely in 2003, I had just about the slowest dial-up internet connection imaginable, but compared with the pre-internet era, I thought I was high-tech and definitely on the cutting edge of online learning. I knew that distance learning would be a new experience, and truthfully, I assumed that my experience would not rival the “authenticity” of the in-person courses I had taken to earn my multiple subjects credential two years prior… I could not have been more wrong.
Within that course I believe I was more self-disciplined than with any other course; I was required to engage online in discussion threads almost daily, and as a result, I stayed on top of reading assignments to be able to contribute thoughtfully. My instructor provided in-depth, meaningful feedback to my posts and assignments, and I felt a connection to her despite never meeting/seeing her in person. At the end of the course I felt that I had a developed a thorough understanding of secondary school instructional/classroom methodologies of which I never felt certain in my primary school training courses.
Kelsey & D’souza (2004) noted that as of 2003, little research had been done on the efficacy of courses offered through distance learning, thus I suppose my experience was fairly innovative for the time. Their study concluded that “faculty interviews revealed three issues concerning interactions with distance students: 1) the mode of communication, 2) the frequency of communication, and 3) problems associated with communication,” (http://www.westga.edu/~distance/ojdla/summer72/kelsey72.html). Based on my experience, however, I propose that those concerns can be overcome by effective instructors (such as my former instructor).
Currently, distance learning is widely available, and with the increase in the number of students seeking higher education (Howell, Lindsay & Williams, 2003, http://www.westga.edu/~distance/ojdla/fall63/howell63.html), it is likely that “alternative” models of education will continue to expand. Howell, Lindsay, and Williams pointed out that trends in education, particularly those concerning accountability measures, availability, continuing education, and the evolution of technological advancements will all contribute to the expansion of distance education.
Participating in the hybrid model of distance and in-person learning of my doctoral program, I can see the benefits and challenges of the trends toward this new model of education. While I am impressed by the technological capabilities at our disposal, and many instructors have embraced the model and provided excellent instruction, the technical glitches have been an ongoing frustration, and to be frank, some instructors are simply not as savvy as others when it comes to engaging satellite campuses. I will be interested to see where the trends in distance learning continue to develop and I, for one, am happy to take advantage of this new model as it provides convenience, innovation, and extensive professional networking opportunities in my life and for my career.
Accompanying technological advancements are the growing concerns around internet safety, privacy and security. Wiener (1954), predicting principles of justice upon which society should be built in order to flourish, identified “The Principle of Minimum Infringement of Freedom…What compulsion the very existence of the community and the state may demand must be exercised in such a way as to produce no unnecessary infringement of freedom,” (p. 106 as cited in http://plato.stanford.edu/entries/ethics-computer/). Thus it is a conundrum for educational institutions to determine the balance between students’ freedom and how best to protect students from the dangers that lurk within the internet.
As an educational leader, I am aware of student security and privacy as a paramount concern for parents/guardians, educators, administrators, law enforcement agencies, and students alike. I recall the increasing presence of “Officer Dave” on the computers in the highs school in which I used to teach, and my frustration over having technology available in theory, but not in reality… I wanted to be able to show students a video online in order to enhance a lesson, but “Officer Dave” would block access to educational videos… it was extremely frustrating!
I also remember the incidents of nighttime vandalism on our school campus that preceded the installation of security cameras. I believe concerns about “big brother watching” are legitimate in communities where communication has not been open and explicit concerning installation of surveillance cameras (http://www2.scholastic.com/browse/article.jsp?id=3751958). I can see the argument on both sides of the campus security issue, and do not know which approach will lead to the best outcome. Is it a violation of students’ rights to have video cameras in public areas, or does it increase student safety? Perhaps it is a bit of both…
The ethics associated with computer use are likely to evolve as hackers, users, and programmers continue to stretch the information highway into the future. Acceptable use policies appear to provide general guidelines and the legalese required to limit liability concerns, but I doubt their actual effectiveness. As evidenced by recent cases such as that at Rutgers University (http://www.msnbc.msn.com/id/39445225/ns/us_news-crime_and_courts/?GT1=43001), students continue to find ways to push the boundaries of ethical use of the internet, and as we can see… the results may be fatal.
Moving forward in awareness of the responsibilities integral in internet use, I believe educators are charged with teaching students about ethics in general. Students need to be made aware of the consequences of their internet usage whether it is for social networking, gaming, emailing, or any other purpose. Furthermore, it is important to explicitly train students and employees in email/technology ethics because they need clear instruction in what constitutes professional communication versus social communication (http://www.chacocanyon.com/pointlookout/050406.shtml). As we train the next generation of workforce participants, issues around internet ethics will become increasing vital to career training and professional standards within education and career readiness.
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