1. What was your initial definition of DE (the one posted in the classroom)? My initial definition of distance education was that it “is an online learning environment in which students and teachers can virtually collaborate academically through the use of technology without restrictions of social, financial, geographic, and professional commitments.” 2. How has your understanding of DE changed after the first three weeks of class? My initial understanding of DE has changed a great deal after the first few weeks of class. At first, I viewed distance education as only being an online learning environment. I also had misconceptions that there were multiple terms to use in place of distance education such as e-learning or online learning. However, I realize now that many of the terms are interrelated to distance education, but not the same thing. For instance, e-learning and online learning are forms of distance education, but distance education is not always in the form of e-learning or online learning and can involve other means of being educated at a distance such as books and not always involving technology such as the internet or electronics. I even considered the terms e-learning and online learning to be utilized alternatively to distance education but realize now they are different as well. For example, online learning involves learning online using the internet and can involve e-learning, but e-learning is entirely electronic. That being said, I have gained insight into key factors that differentiate distance education from traditional education and other interrelated forms of distance education (e-learning and online learning). Furthermore, learning from Otto Peters (2004) that correspondence education, which did not initially involve an “online” learning environment, was one of the earliest forms of distance education helped me get past my original mindset that distance education always involves the “online” aspect. At that point in time, I realized that my overall view of distance education closely matched Holmberg’s (2005, p. 9) definition of distance education of being “characterized by teaching and learning being brought about by media: in principle students and their teachers do not meet face to face.” From my own personal experience with DE I viewed it as a form of education with egalitarian principles that centered on providing equal educational opportunities to the disadvantaged and was pleased to learn that the original goal of correspondence education (an early form of distance education) was humanitarian (Peters, 2004). According to Allen, Seaman, Shelton, and Saltsman (as cited in Kentnor, 2015), “Today’s version of distance education is online education, which uses computers and the Internet as the delivery mechanism with at least 80% of the course content delivered online.” Once I learned the recent popularity of technology being used to deliver education at a distance, I understood why I, and perhaps others, initially defined distance education as specifically being an online learning environment. While distance education is most commonly learned online in recent years, I realize now that again distance education is learning at a distance, but not necessarily learning from online. Lastly, my understanding of the earliest forms of distance education have expanded in the latter part of our readings of wave one. More specifically, I considered religious writing in the form of teaching that was dispersed from a distance to be one of the earliest forms of distance education which Holmberg (2005, p. 13) confirmed to be a form of education earlier than correspondence education in the 18th century. References: Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 9-11). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/y97qyc7m0t Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 13-36). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/y97qyc7m0t Kentnor, H.E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17 (1/2), 21-34). See: Kentnor_2015.pdf Peters, O. (2004). Distance education in transition: New trends and challenges (4th edition) (pp. 13-24). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from: http://www.box.com/shared/5x3tpynqqf 3. What is your view of yourself as a learner? As an online learner? How prepared are you for online learning? Take the preparedness test and let us know how you did: http://www.adprima.com/dears.htm I view myself as a responsible, self-directed learner and I believe I excel best as an online learner in particular. My"A" type personality in the academic sector significantly influences my learning preparedness. I scored 71 out of 75 on the Distance Education Aptitude and Readiness Scale (DEARS). My high score suggests that I would "have no difficulty with distance education courses" and "have a pronounced sense of autonomy and self-direction." I would have to agree with my results. 4. During Week 1, you were meant to review the OMDE601 Library Guide (http://libguides.umuc.edu/omde601). In what ways were you able to use this guide for your first assignment? How do you foresee using the guide in the future? After reviewing the OMDE601 Library Guide during week 1, I used the citing sources tab as a guide when formatting my APA references in the first assignment. I also reviewed the Distance Education Organizations tab as a guide for following DE organizations on Twitter. I foresee using the recommended Education Resource Complete and ERIC databases for education as a guide for finding APA sources for future assignments.
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AuthorWincy Fisher's learning journal reflections for the Distance Education and E-Learning Master's Program. Archives
April 2018
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