A Humanistic Framework for Distance Education

Counselor educators discuss how to maintain humanistic values when using distance education methods to deliver course work. The authors outline 4 principles that guide their practice of humanistic education within technically oriented formats and, specifically, their use of the interactive video network. Specific strategies for implementing each principle are described. ********** A growing trend in counselor education is the use of technology, specifically the use of Internet and distance education instructional methods. As suggested by Layne and Hohenshil (2005), the integration of technology and counseling may be viewed by some as an opportunity for continued growth in the profession, whereas others may see it as a threat. Among professionals who are most likely to resist the use of technological advances are counselor educators who are in programs that emphasize helping relationships as the core of effective counseling. For these individuals, technologies such as the Internet, computer networking, and interactive video may seem inconsistent with their view that what is paramount to a healthy and productive educational experience are the face-to-face relationships among the individuals involved in that process. Therefore, these professionals are seeking an effective merger between an increasingly technological world and a profession that is practiced through very personal contact (Lundberg, 2000). The real challenge is how to maintain a student-centered focus within a technically oriented format. In general, distance education formats involve physical separation between students and instructors and allow students to complete a program of study without actually meeting other students and faculty (Ko, 2006). According to Moore and Thompson (1990) and Verduin and Clark (1991), distance education needs to meet certain conditions to be as effective as face-to-face instruction. These conditions include technologies that provide the appropriate means to achieve what is expected to be accomplished, timely feedback from the instructor to students, and student-to-student interaction on a spontaneous and regular basis. Currently, there are technologies such as videoconferencing that allow all participants to see and hear each other. Baron and Hutchinson (1984) discussed the promising future of interactive video in delivering counseling services at a distance that provide the client with "humanizing, informative, and therapeutic audiovisual material" (p. 246). Today, significant attention is given to these advanced, interactive-video distance education experiences to expand educational opportunities, target underserved groups of students, and allow for a more diverse student body (Forster & Washington, 2000; Gillies, 2008; Jencius, 2003). Moreover, there is evidence that interactive teleconferencing and Internet-based videoconferencing will continue to expand and to be used to counsel clients as well as to teach students in counselor education programs (Layne & Hohenshil, 2005; Vaccaro & Lambie, 2007). By effectively using interactive distance education methods, counselor educators can promote counseling and, at the same time, maintain personalized, humanistic instruction. Distance learning is especially important to counselor education programs at land grant universities, such as North Dakota State University (NDSU), where one aspect of the mission is to serve students throughout the entire state and region. The Counselor Education program at NDSU uses an interactive video network (IVN) for several core counseling courses as well as for group internship supervision. Through trial and error and a commitment to building and maintaining humanistic relationships, the NDSU counselor education faculty members focus on developing best practices for IVN use and for adapting their pedagogy to enhance the personal aspects of distance learning. BACKG ROUND In 1989, North Dakota became one of the first states to develop and implement a statewide IVN (Tvkwinski & Poulin, 1991). …