Liberty University Simonson’s Equivalency Theory Discussion
Writing
100 word reply minimum
Topic: After this module/week’s lesson and reading, discuss Simonson’s Equivalency Theory and how it might affect how universities or K-12 handle the development, implementation, and management of a distance learning program.
“Equivalency Theory is based on the notion that instructional experiences are essential to learning and that no student, regardless of study mode, should be forced to endure lesser instructional experiences” (Garratt-Reed & Heritage, 2016, p. 2). As a result, students who study and take courses online require learning experiences that are specifically tailored to their learning. In order for it to be equivalent the learning experiences and outcomes for distant learning should be comparable to those found in a traditional classroom. The premise of this theory is to not expect each learner to be taught and learn in the same way.
Simonson’s Equivalency Theory may possibly affect how universities or K-12 handle the development, implementation, and management of distance learning programs by making them accountable for the programs they offer. “Before equivalent experiences can be conceived, designers must first recognize the differences in learning environment and situation that exist between resident and distance learners” (Slear, Slear, Connelly, Reames, Maggard, 2016, p. 3) As soon as the designers of the distance learning program understand the differences, they should overdesign the learning activities to maximize the equivalency for all learners. The learning institution would then have to ensure online instruction is customized to the online learning environment. According to Simonson, Smadino, and Zvacek(2015),
Each individual academic program to be delivered at a distance should have a realistic business plan that justifies the existence of the program, clearly identifies the target student population and describe how it will be recruited, describe its means of delivery, and projects the anticipated cash flow at a level acceptable to the organization (p. 281).
The institution must also address whether they have adequate resources, or can obtain resources to accommodate the extent of the task in creating and supporting course and programs to be delivered at a distance.
References
Garratt-Reed, D., Roberts, L. D., & Heritage, B. (2016). Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory. Frontiers in Psychology. Retrieved from http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A457547403/HRCA?u=vic_liberty&sid=HRCA&xid=a238b7b7
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. (6th ed.) Boston, MA: Allyn & Bacon.
Slear, J. N., Slear, S. E., Connelly, D. A., Reames, E. H., & Maggard, P. (2016). Creating Equivalent Learning Outcomes in a Distance Education Leadership Course: An action research partnership. Quarterly Review of Distance Education, 17(2), 1-14,61-62. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1822035927?accountid=12085
