Michael Simonson
Simonson’s emerging theory of distance education and equivalence of learning experiences sets a tone that all education should be equal. Students should have all of the same experiences no matter their location. Many theories have come from sources external to America. This theory of the equivalency approach is uniquely American. The focus of equivalency also sets this theory apart from others. The sheer need to solely focus on providing an equal state of education makes this an interesting theory.
This theory is interesting to me because it shows a need for students to receive the exact same education without mileage interfering. It is defined as permitting the learners to see and be seen, hear and be heard, in almost the same way as in the local classroom. The concept is an awesome idea, but I believe that students are learning from a distance for a certain reason. Distance education allows me as a student to receive and apply lessons on my own time. I’m afraid that advancements in this theory/methods may require more distance learning to be achieved on the professors’ time. I’m thinking along the lines of having to be at your computer at a certain time during the day. Another way of thinking about this is the professors and students having the ability to interact through video and voice messaging without having to meet at a set time. Many students are visual learners, which through distance education is hard to perceive. Following this theory would allow learners to gain the exact education that is being used in a traditional classroom.
This theory applies to all levels of learning. At each level it might be viewed or used in a different way, but allowing students’ learning to increase through technology is always a positive. At the school that I teach, the 3rd grade teachers preform a distance-learning lesson on rattlesnakes. The teachers go on rattlesnake hunts and create a video of all the aspects of rattlesnakes. This is a learning experience for our students as well as students from other areas or other countries. It allows students to see and learn ideas about rattlesnakes that they would never be able to experience. This lesson is sent to other areas of the United States and our students’ produce a distance-learning lesson that allows another district to interact and ask live questions through video. This is an amazing learning experience for our students as well as the students that we are presenting to. Our local high school is also creating avenues for students to learn at a distance. College professors are conducing lesson via video for high school students to watch and interact with while in class. These due courses are allowing the students to receive high school and college credit.
Simonson, M. Schlosser, C., & Hanson, D. (1999). Theory and distance education: A new
discussion. The American Journal of Distance Education, 13(1).
Simonson, M., Smaldino, S. E., Albright, M. J., & Zvzcek, S. (2012). Teaching and learning at a distance:
Foundations of Distance Education (Fifth Edition). New York: Pearson.
This theory is interesting to me because it shows a need for students to receive the exact same education without mileage interfering. It is defined as permitting the learners to see and be seen, hear and be heard, in almost the same way as in the local classroom. The concept is an awesome idea, but I believe that students are learning from a distance for a certain reason. Distance education allows me as a student to receive and apply lessons on my own time. I’m afraid that advancements in this theory/methods may require more distance learning to be achieved on the professors’ time. I’m thinking along the lines of having to be at your computer at a certain time during the day. Another way of thinking about this is the professors and students having the ability to interact through video and voice messaging without having to meet at a set time. Many students are visual learners, which through distance education is hard to perceive. Following this theory would allow learners to gain the exact education that is being used in a traditional classroom.
This theory applies to all levels of learning. At each level it might be viewed or used in a different way, but allowing students’ learning to increase through technology is always a positive. At the school that I teach, the 3rd grade teachers preform a distance-learning lesson on rattlesnakes. The teachers go on rattlesnake hunts and create a video of all the aspects of rattlesnakes. This is a learning experience for our students as well as students from other areas or other countries. It allows students to see and learn ideas about rattlesnakes that they would never be able to experience. This lesson is sent to other areas of the United States and our students’ produce a distance-learning lesson that allows another district to interact and ask live questions through video. This is an amazing learning experience for our students as well as the students that we are presenting to. Our local high school is also creating avenues for students to learn at a distance. College professors are conducing lesson via video for high school students to watch and interact with while in class. These due courses are allowing the students to receive high school and college credit.
Simonson, M. Schlosser, C., & Hanson, D. (1999). Theory and distance education: A new
discussion. The American Journal of Distance Education, 13(1).
Simonson, M., Smaldino, S. E., Albright, M. J., & Zvzcek, S. (2012). Teaching and learning at a distance:
Foundations of Distance Education (Fifth Edition). New York: Pearson.