Fact #1
On average, there is no statistically significant difference between instructional TV (ITV) and face-to-face instruction. Numerous studies corroborate this finding, in addition to the numerous studies across several disciplines pointing to the overwhelming research evidence there is no “statistically significant difference” between the effectiveness of distance and face-to-face instruction. Nonetheless, it seems that ITV learning has the lion’s share of distance learning research pointing this direction. This is an interesting fact, not only because of the pervasiveness of television in our lives, but the way people learn. Despite the resistance to change, with the elitist attitudes toward traditional teaching and learning, there is real data here to support distance learning as a worthwhile endeavor. In my own experience, students seem to pay far better attention to recorded video lectures from “Teacher Tube” than from my own traditional face-to-face lectures. In fact, I noticed that they were more able to perform example problems when we did them after watching the video. In my own college experience, I remember a class where the teacher was on a TV screen, and we could still ask questions and interact with him. I didn’t notice any difference in my learning – in fact, I think I might have been more engaged because of the distance.
Fact #2
Learning Management Systems (LMS) of the future will feature asynchronous features that can differentiate learning for the variety of learners’ needs in a cost-effective way. Given the current state of affairs with Learning Management systems, this is an interesting fact that details where distance education is headed. The article points out that current systems such as Blackboard are limited in their ability to differentiate for learners based on their prior knowledge, background, and skills. It’s exciting to think that true differentiation of learning can occur to provide the best individual education possible for distance learners. One can only hope that the future will provide this, as many people use differentiation as an argument against moving to distance learning models and paradigms.
Fact #3
Covert curriculum – many institutions, aside from the content they teach have a covert curriculum -- Punctuality, obedience, and rote repetition. To me, I think of these as prerequisites to the learning process. Being on time and doing what you’re told are essential for success in any endeavor in which you are performing work to be evaluated. However, the rote repetition is starting to change, at least in public K-12 schools. Since I’ve worked in the field, I’ve noticed less emphasis on repetition, and more focus on inquiry, problem solving, and collaboration. I find it interesting that Toffler’s ‘covert curriculum’ is so widespread among both public and private educational settings, including corporate settings. In my opinion, it is vital that distance learning become more commonplace in these instructional environments.
Interesting Coincidences
I had no idea that the term “distance education” went back so far in modern history, and was so apparent in my life. My grandfather worked for the UC Extension Agricultural program in Kern County. I remember him telling me about the USDA and the radio programs in which he was involved. Also, I’m familiar with a place in Pacific Grove, CA called “Chautauqua Hall.” I’ve visited this place on several occasions, mostly playing percussion for musical events. I remember reading a placard outside the hall about the Chautauqua movement, a name that struck me right away when reading this article. It told all about the history of the movement and the halls (of which there are several) Needless to say, I found it interesting that the Chautauqua movement mentioned in this article not only was based in New York, but expanded out into places like California! Beyond the learning about distance learning, I found connections to it through both history and personal life experience. This speaks to the pervasiveness of distance learning both in our history and our everyday lives.
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