Teacher Education: Research Obligation and Virtual Schools Michael Simonson, Ph.D. Program Professor Instructional Technology and Distance Education Fischler School of Education Nova Southeastern University North Miami Beach, FL

Remember Him?

It is happening Again! This Report sounds Great, But???

The Florida Virtual School SoundsExciting, but?

Our Agenda Status of Distance Education today – Who is getting into DE Distance Education – What do we really mean? Myths and misconceptions A Research Agenda

Status of Distance Education Literature Definitions Status Reports – Sloan Consortium

Journals

The Future of Distance Education

Definition of Distance Education Institution-based formal education where the learning group is separated, and where interactive telecommunications systems/media are used to connect learners, resources and instructors (Simonson, 2009) Encyclopaedia Britannica’s Definition

Categories – Sloan-C

Equivalency Theory of Distance Education “Learners, distant and local, should be provide equivalent learning experiences in order for them to achieve similar learning outcomes”

Critical Mass When an innovation “takes off on its own.” Critical Mass

Myths and Distance Education The term "myth" is often used colloquially to refer to a false story!

Teacher as Skeuomorph

Make Distance Classes as Close to Traditional Classes as Possible Nope!

Equivalency Theory of Distance Education "The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."

Distance Education is Different Nope

Distance Education will replace Traditional Education Nope

Face to Face Instruction Distance Delivered Instruction Teaching Categories

Learning About Social Networking: A Taxonomy Level 1: Learning about social networks – definitions, history, background, and examples. Level 2: Designing for social networks – profiling, blogging, wiki-ing, and friending. Level 3: Studying social networks – ethics, uses, mis-uses, policing, supporting. Level 4: Learning from and with social networks – social networks for teaching and learning, science, research, and theory building. Level 1: Learning about social networks – definitions, history, background, and examples. Level 2: Designing for social networks – profiling, blogging, wiki-ing, and friending. Level 3: Studying social networks – ethics, uses, mis-uses, policing, supporting. Level 4: Learning from and with social networks – social networks for teaching and learning, science, research, and theory building.

Distance Education has Little or No Research Nope…Well?

Best Practices U-M-T Design Approach Logical and Intuitive Organization Multimedia Use to Present Content High Quality Production Standards Content-Rich DesignMultiple Options Content-Rich DesignMultiple Options Meaningful, Quick and Meaningful Interaction Self Pacing Apparent Continuous Evaluation and Revision

Indicators of Concern Dual tracks – distance learners and traditional Dual populations Dual evaluation systems Standardized courses Duplication of traditional courses –Failure to apply Equivalency Theory Poor Institutionalization Many drop-outs Many complaints Dual tracks – distance learners and traditional Dual populations Dual evaluation systems Standardized courses Duplication of traditional courses –Failure to apply Equivalency Theory Poor Institutionalization Many drop-outs Many complaints

Indicators of Quality A clear mission statement Faculty oversight and input Support ~24/7 Clear plans for the future Rigorous Evaluation A clear mission statement Faculty oversight and input Support ~24/7 Clear plans for the future Rigorous Evaluation

A Distance Education Research Agenda

The Plan Evaluation Studies Comparison Studies (Sorry R. Clark) Multiple Variable Studies Prediction Studies Evaluation Studies Comparison Studies (Sorry R. Clark) Multiple Variable Studies Prediction Studies

Researchable Topics Theories – Relevance and Appropriateness Instructional Design Assessment Strategies Time Expectations – teachers and students Social Networking Technology Needs Theories – Relevance and Appropriateness Instructional Design Assessment Strategies Time Expectations – teachers and students Social Networking Technology Needs Cost Analysis Teaching Strategies Administrative Competencies Selecting and Managing Vendors Organizational Transformation Student Teaching/Certification