“Change is the only Constant”

As I roll up my thoughts, and reflect upon my reflections, here and overall in OMDE 603, I can’t help but consider the amount of material we have covered. My experience with distance education has been somewhat overwhelming. The amount of information resulting from current analysis has been incredible. My intent with this blog was to reflect upon class studies and analysis while thinking ‘outside the box’. One lesson I have learned is the reflective value of blogging. Blogging forced me to reflect. Asynchronous distance education requires reflection. As Garrison states, asynchronous learning results in “reflective inquiry, self-direction and metacognition” (2003).

MDE activities have allowed a level of self-directed learning. The class is structured and we must adhere to the module timeframes. We also must remain sensitive to assignment prompts and conference questions. However, I have been encouraged to further seek a deeper learning regarding distance education.

My takeaway is the more I learn, the more I learn that I need to continue to learn. Yet, as we discussed during the conferences, distance education provides an environment. Environments change over time. The multitude of variables and dynamic qualities result in a fluidity of design and development. The overall goal of learning will remain constant. But, what not remain constant is the distance learning environment to support learning objectives. Change will become the new constant.

Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. Elements of quality online education: Practice and direction, 4, 47-58.

Taylor, J. C. (2001). Fifth generation distance education.