To think…that is the question

A response to the reflection questions posed by Scott Warren LTEC 6040 UNT

In Caravaggio’s painting of the Greek God Narcissus, the youth kneels before the puddle and peers into his reflected image with contemplation, admiration, and introspection. His name has come to define a mental health condition characterized by an exaggerated sense of self-importance. Like Narcissus, introspection of one’s conscious thoughts and feeling requires throttling, for when asked what one “thinks,” it can light a fuse of opinion, beliefs, speculations, and ramblings that cannot be extinguished. The narcissistic ego exalts in recognition with a premise that their view, opinion, thoughts, and intellect are worthy of an answer; however, those who ask for “thoughts” rarely are sincere or care what one thinks. Perhaps the wisest among us is the fellow whose ignorance and who apathetically says, “I don’t know, and I don’t care.”  

            Addressing one’s reflective thoughts about education and training would lend itself to the previous statement, with no more than observation, conjecture, and uninformed opinion. I have observed distance education as a modality and method. I have experienced it with disdain to capitulation but have a sustained opinion on purported effectiveness and a perception that any perceived value and efficacy lies squarely in its cost-effectiveness for the educational institution. Unfortunately, education has become a product, and distance education is just the packaging du jour. When future generations forget the value of face-to-face instruction and distance/online learning becomes the de facto method of education, then the question and answer will be immaterial. 

            Regarding the dipolar scale of pros and cons, a negative or positive view of distance learning and training, one offers no opinion worthy of consideration. There are too many variations, derivatives, and applications:

• disparate elements of quality, form, and presentation
• a broad scope of environmental considerations and variables
• a multitude of incongruent student profiles involved
• questionable return on investment funding
• modest empirical research upon which to establish the fact.

One cannot view distance learning beyond speculation.