The assertions of Simonson Equivalency theory is that covalent does not mean equal. Students in extremely differently environment are not equal but can receive instructions that are equivalent in distance education. Equivalency is established in the instructors’ approach. In other words, instructors should provide to students equivalent rather than identical learning experiences. This should be maintained either in local or distant. Additionally, the expectations should be that the equivalent rather than identical outcomes should be expected of the learner.  Several elements of this theory have been explained by #+$++#@. These theories play an essential role in the development of successful distance learning that is appropriate. The application of such a problem means it should be timely and proper.  For instance, a collaborative learning strategy is not appropriate when a student is isolated unless equivalent technology-based collaboration is arranged. Students should be determined by enrollment rather than a location with measurable outcomes being determined. The determination of outcomes should be the responsibility of both the instructor and the student.

Instructor effectiveness is a reliable indicator of student success in distant learning. The verdict is still out on whether outcomes for k-12 students and distant learning situations are as good as face to face learning. According to Garratt-Reed, Roberts, and Heritage (2016), the control and ease of the implementation for design simulations make them more likely to be adopted in the classroom. The reason behind this is that the face to face approach is rich in dialogue and potential agency they afford. Emergent simulations involve an additional level of authenticity and ownership. However, this complicates their use in K-12 classrooms, since learners are different in physical and social-cultural environments. It is, however, questionable what the simulations should look like as well as how equivalency will be achieved.

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, 7, 673.

 
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