Flexible Distance Learning thoughts and musings

The concept of Flexible Distance Learning (FDL) is a relatively new one and its emergence has cause educators to begin (admittedly slowly) to reexamine practices and pedagogy which have been developed over the course of decades if not centuries.  

Questions regarding best-practices, the "appropriate" audience for such instruction, and the overall efficacy of FDL have risen and have begun to be answered by theorists and practitioners alike.  Regardless of what form the answers to these and other questions take one thing is certain: FDL is here to stay.

Over the course of this class I have been exposed to MANY challgening ideas regarding the nature of education and the shape it is to have in the future...especially taking into account the presence and emergence of FDL.

I have been particularly challenged with these questions taking into account my role as an educator at the secondary level.  "Pure" FDL seems to indicate that there need be no face-to-face interaction betweeen classmates or between student and instructor(s).  While this idea does make learning by anyone from any institution or organization possible, it raises questions about what seems to be an inherent need for face-to-face interaction between humans.  Particularly troubling is the idea that college/university-level courses might be taught this way.  It would seem that the potential for fraudulent practices on the part of students skyrockets.  One can imagine a student being able to present themselves as someone or something else for the purposes of a better grade.

Further concerns with regards to FDL include technology problems beyond the control of student or teacher impeding learning.  All of us, I'm sure, can point to one, if not several, instance where internet downtime, computer formatting, etc. ad nauseum have prevented us from doing what it is we need to do.  I wonder how this reality can be efectively addressed for the level I teach.  

Also I wonder if FDL truly improves learning or just makes it more convenient.  If the former is the case then we ought to move towards FDL with all haste.  If the latter is more true then we would do well take a more reticent approach to adopting FDL if its only tangible benefit is convenience.  Making learning more convenient seems to belong to the province of adult-learning and the like and not more typical school-aged children.

Finally, although this is not entirely related to FDL I believe it is nonetheless important.  Given the increased connectivity of our society through cell phones, laptop computers, Blackberry's etc. I begin to wonder if we are not heading down a slippery slope towards a condition where  people (teachers, students, employees) are expected to be constantly working.  As things are now, I am only available to my students during a particular time period.  Will increased connectivity open the door for my administration to expect that I am available nearly 24/7?  Will increased connectivity open the door for teachers to expect the same from their students or vice versa?  

To be sure, impositions of this nature require consent...but I wonder if consent is something that can be witheld when grades or a paycheck are on the line.