EDUC 633 Best Practices in Distance Education

This blog on best practices asks us as students to examine current best practices in distance education. First when looking at best practices, I think it is first most practical to define what a best practice is. I found this definition on Dictionary.com (Best Practice, n.d.),

“A practice which is most appropriate under the circumstances, esp. as considered acceptable or regulated in business; a technique or methodology that, through experience and research, has reliably led to a desired or optimum result.”

I took the following concepts away from this definition—that best practice is defined by the 1. Circumstance, 2. Technique, 3. Experience/Research, and 4. Result. Additionally, Simsonson, Smaldino, Albright, & Zvacek (2012) suggest a theory which states that equivalent learning experiences be developed for distance education rather than identical learning experiences to the brick and mortar classroom. (This idea ties nicely to that of White, Roberts, & Brannan (2003) as described in the assignment for this blog.) It is essential to apply these ideas to current practices in distance education to determine the best practices in distance education.

Throughout my studies as a graduate student, I have been told to examine the needs of the learners before designing a course and presenting content. This focuses on the circumstances part of best practices (Horton, 2012).

LaPrade, Marks, Gilpatrick, Smith, & Beazley (2011) found that the following areas, when consciously addressed by the instructors and implemented fully, contribute to a successful distance education course. The five areas are: faculty and learner engagement; relations and a sense of community within the course; faculty providing appropriate feedback for students; faculty responding in a timely manner to student questions; and using effective instructional techniques (LaPrade et al., 2011).

The technique of distance education relates to how the content is disseminated to students. Peer-to-peer interaction is one supported characteristic of distance education within a learner-centered pedagogy (Simonson et al., 2012), that also helps to build classroom community.  Building a community of learners is essential to student success (LaPrade et al, 2011), therefore making it a best practice for technique.

Experience and research go hand in hand with best practices in distance education. They can be based on what teachers have experienced and researched with respect to the subject (in this case distance education), which will significantly impact how they teach. The research provided in this post barely begins to highlight what exists on the topic of distance education, but it gives a beginning viewpoint.

Finally, a best practice focuses on the result. Are the components leading to a desired result? If so, then maybe a best practice has been discovered. If not, it is suggested that the other parts of best practice are re-examined to ensure a desirable result. Dick, Dick, & Carey (2005) suggest a lesson design that gives the teacher a chance to evaluate instruction and make changes for future success (Rockinson-Szapkiw, n.d.).

It is my recommendation that all educators engaging in distance education continue to examine the best practices specific to what content and which learners they are teaching (circumstance). These teachers need to find effective techniques through their past experience and research, to ensure the best and most desirable result. It is my opinion that this is the best way to find the best practices in distance education.

References:

 

Best practice. (n.d.). Dictionary.com. Retrieved March 3, 2014, from http://dictionary.reference.com/browse/best+practice?s=t

Horton, W. K. (2012). Designing e-Learning. E-learning by design (Second ed., pp. 1-66). San Francisco: Pfeiffer.

LaPrade, K., Marks, A., Gilpatrick, M., Smith, D., & Beazley, J. (2011). Walking through online classrooms: A study in best practices . Review of Higher Education and Self-Learning, 4(9), 24-30. Retrieved March 3, 2014, from the Education research complete database.

Rockinson-Szapkiw, A. (n.d.) Module 2: Theories and foundations of instructional design [PDF document]. Retrieved from Liberty University Blackboard: http://amandaszapkiw.com/resources/tutorials-and-instructional-materials/principles-design-management-distance-education/.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.  (2012). Teaching and learning at a distance: Foundations of distance education. (5th ed.). Boston, MA: Allyn & Bacon.