DIGEST - Volume 10, Issue 1

6 TPC Digest D istance education has become commonplace within counselor education programs with approximately 25% of students enrolled in online programs. Given the growth in this teaching modality, it is time to think critically about best practices in the use of technology in the distance education of professional counselors, clinical supervisors, and counselor educators. This is the lead article in a special section of The Professional Counselor that explores a range of critical questions regarding pedagogy, student selection and retention, issues of diversity, legal and ethical considerations, and more. It is worth considering that disruptive change in education as a result of emerging technologies is not a new phenomenon. Oral methods of teaching and learning were supplanted by the adoption of the written word. Gutenberg’s printing press made possible the mass distribution of those written materials. Radio, telephone, and television emerged to compete with books and newspapers. The modern digital age, with the worldwide connectivity of the internet and smartphones, has brought all the preexisting technologies together in the palm of your hand. Counselor education programs have the potential to use all of these accumulated technologies to improve student learning, but only if they adjust their instructional pedagogies accordingly. The U.S. Department of Education has officially adopted the broader term of distance education to describe programs that deliver over half of their content using technology to faciliate learning for students separated from their instructor. The Department of Education requires these programs to guarantee “regular and substantive interaction between the students and the instructor, either synchronously or asynchronously.” The ability of students and faculty to connect at a distance and develop meaningful connections is improving every year. Asynchronous models of instruction have evolved with the addition of interactive videos and training modules, and recorded lectures. Synchronous models use live videoconferencing for classroom experiences, advising, and clinical supervision. Many online learning experiences are now better characterized as virtual remote classrooms . These programs are demonstrating how to leverage technological tools to create impactful and compelling experiences as they shorten the distance in distance education. What does it take for students to have a positive distance learning educational experience? Much is dependent upon the faculty member. They must of course have expertise in their subject matter, demonstrated skill teaching in the online environment, and proven effectiveness in utilizing technology. The academic program leadership also have a responsibility for student success in that distance education students who felt connected and a part of the university community report more satisfying learning experiences. In many studies, a strong sense of connection to the program and university was more important than any particular teaching pedagogy or technology. Student success is also predicated upon selecting the right students. Self-regulated learners with a supportive family and the ability to make connections with classmates are generally more successful in the online environment. There are some unique challenges to distance education, including ethical and legal issues. Programs accepting students from other states and countries must understand the confusing regulatory environment to ensure that graduates can obtain licensure and practice upon graduation. It is the authors’ conclusion that distance counselor education is here to stay and that there are excellent reasons for its current use and expansion. Both residential and online programs will surely benefit as long as our pedagogy can keep up with the technological advances that continue to come our way. William H. Snow, PhD, is an associate professor at Palo Alto University. J. Kelly Coker, PhD, NCC, LPC, is an associate professor at Palo Alto University. Correspondence can be addressed to William Snow, 1791 Arastradero Road, Palo Alto, CA 94304, wsnow@paloaltou.edu. Distance Counselor Education William H. Snow, J. Kelly Coker Past, Present, Future 6 |