EDUC 633- Behaviorism and Distant Learning

Frustration sets in this week as I reevaluate the purpose of my Master's program.  Struggling to identify my priorities and the stress retaliating on the revelation of how can "synchronous courses" be truly effective?  After thinking the amenities of distance learning and then reflecting on the "adult learning" perspective on the expectations of synchronous learning has grasped me in the direction of my true objective of this program and that is to look deeper into the behaviorism of distant learning.
Davidson-Shiver and Rasmussen (2006)  explained that modeling and practicing behaviors in an online environment is important to clone a normal virtual classroom in order to make learners feel effectively heard as individuals.   The fact that learners choose to enroll their skills into an online learning atmosphere is considered when they may be too ill to join "real sessions,"or the fact they work full time can play an important role in distant learning. However the argument for distant learning is that critical thinking is imperative in order to create a highly ordered thinking classroom....one to jog its potential.  The other argument is to get an expensive education with as little interaction as possible for the means of it being strictly convenient and effective.  Behaviorism plays an important role in considering these arguments.  Depending on the atmosphere of the virtual world, interaction is key as a behaviorist approach to distant learning. Making sure students are effectively communicating and satisfying one's needs in a virtual classroom atmosphere is a necessity.  Positively reinforcing behavior while still relying on participation is effectively important in a distance learning community.  Shea, Picket, and Li (2005) addressed the implication that the faculty that gave critical criticism, responded to emails promptly and had high levels of interaction were the most effective for their online learning environment.  Making sure students that are distant create a connection that will allow them to participate effectively in a synchronous learning atmosphere.  Considering the expectations by the student as well as the community needs to be flexible, which could have a negative effect on the class.  Hilta, Shea and Eunhee (2004) have addressed , taking in consideration of the argument for adult distant learners in different time zones. Behaviorism is bar none for distant learners because they strive for community but also consideration of one's schedule and time zone.  The weakness of behaviorism is that we strive for community but at our convenience. In conclusion, setting a community through interactions is wanted by most individuals.



Hiltz, S. R., Shea, P. & Eunhee, K.(2004). Using Focus Groups to Study ALN Faculty Motivation.
       Journal of Asynchronous Learning Networks 11(1): 107-124.
Shea, P., Picket, A. & Li, C. (2005) Increasing access to higher education: A Study of the diffusion of
      online teaching among 913 college faculty. International Review of Research in Open and Distance
      Learning 6(2).

EDUC 633 and 638- Introduction

Hi Everyone,
So excited for this course!  Looking forward to meeting all of you on the web!  Here is a little about me;-)
My name is Maggie Ward and I live in Littleton, CO.  I teach first grade at Littleton Public Schools.  I am currently pursuing my Masters in Educational Technology Instruction and Design.  I love to play tennis, shopping, watching movies, and playing with my boys.  I am looking forward to learning about how I can effectively use technology and support for my colleagues.

Video Blog of Maggie Ward