George Siemens (n.d.) states that the growth of distance education is attributed to the growth of the Internet and as more people use the web and are more comfortable conversing through it, the more they will become comfortable in accepting distance education (para. 1). Furthermore, George Siemens states that due to technological advances and ease of use, there is no need to have any special technical skills to communicate online, send emails, attach a picture or have a video discussion with a group or individual (para. 3-4). The third element of distance education diffusion is the “triple-helix model” (para. 5), which is the interaction between the government, the universities and commerce to create a new discourse and to empower students in an online environment.
My outlook:
Siemens (n.d.) pinpoints the reasons for the growth of distance education. In my opinion, although all are important and valid points, the “triple-helix model” (para. 5) stands out the most. The accreditation of a distance education institution by the government makes an online degree from that institution recognizable, which makes it valid for other universities and employers.
Moreover, due to social networks and tools such as Skype, blogs, and WIKI, collaboration and interaction is available and can create a combination of asynchronous and or synchronous communication among the class members and the instructor.
Reference:
Siemens, G. (n.d.) The Future of Distance Education. [Study video]. Retrieved September 21, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn? M02Video02-8a53b7841e26a5ad011e2d290c5c0018_LARGE_MP4 .
Hi Orit,
ReplyDeleteI have just a thought about the "triple helix model" from paragraph 5. Do we want such interaction between the government, universities, and commerce to validate an online course? I can see many universities that would object to such government interference.
Reference:
Siemens, G. (n.d.) The Future of Distance Education. [Study video]. Retrieved September 21, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn? M02Video02-8a53b7841e26a5ad011e2d290c5c0018_LARGE_MP4 .
Hi,
ReplyDeleteWe need the "triple helix model" cooperation on a limited basis.
The technological field is a rapidly evolving, therefore there must be continuous collaboration between technology and institutions in order to make our students competitive in the global marketplace; something that institutions should keep in mind as they design and create new classes and improve old ones. Regarding the importance of the government in this model, most institutions need funding and be regulated in order to attain universal basic educational expectations. Governments also generate and regulate business policies, therefore they are an important institutional partner.
Orit,
ReplyDeleteFrankly, I am somewhat uncomfortable with the government being the ones to accredit higher learning institutions. Given the history of governmental bureaucracies, I see a behemoth slowing the progress inherent in the inclusion of technology and institutions reviewing their practices in an effort to find best practices.
Also, I do see a great deal more influence in corporate contracts between educational institutions and online learning institutions. I see a potential for problems with corporate interests dictating academic rigor. For example, the book industry is a huge behemoth that has a great deal of influence in academia. Book selection drives course development in many cases since content has to be adjusted to reflect changing assignments and references. Contracts with large book sellers in which the the school must order a certain number of texts through these preferred partnerships is not necessarily a good thing.
On a more positive note, the buying power of large academic institutions makes possible inexpensive computers available for online students, ensuring that each student has the minimum technological requirements needed to successfully navigate the media within their courses no matter where they are.
Kimberly