Why Distance Learning?

Seth Fleischauer, Allyson Mitchell, and Tami Moehring
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Why Distance Learning? is a podcast about the decisions, design choices, and assumptions that determine whether live virtual learning becomes shallow and transactional—or meaningful, relational, and effective at scale. The show is designed for education leaders, instructional designers, and system-level practitioners responsible for adopting, scaling, and sustaining virtual, hybrid, and online learning models. Each episode examines the structural conditions under which distance learning actually works—and the predictable reasons it fails when it doesn’t. Through conversations with researchers, experienced practitioners, and field-shaping leaders, Why Distance Learning? translates research, field evidence, and lived experience into decision-relevant insight. Episodes surface real tradeoffs, near-failures, and hard-won lessons, equipping listeners with clear framing and language they can use to explain, defend, or redesign distance learning models in real organizational contexts. Hosted by Seth Fleischauer of Banyan Global Learning, and Allyson Mitchell and Tami Moehring of the Center for Interactive Learning and Collaboration, the podcast challenges outdated narratives about distance learning and explores what becomes possible when live virtual education is designed intentionally, human-centered, and grounded in evidence.

  1. #75 How Do You Know If Your Virtual Program Is High Quality? with Dr. Chris Harrington

    4 DAYS AGO

    #75 How Do You Know If Your Virtual Program Is High Quality? with Dr. Chris Harrington

    How do you know if your virtual program is actually high quality—without reducing it to a checklist?Dr. Chris Harrington returns to the podcast to share how he’s building the Virtual Learning Accelerator: a human-centered system that helps leaders assess program quality, translate results into priorities, and support teachers over time—without outsourcing professional judgment to AI. What you’ll get from this episode A clear way to think about quality as a system, not a tool or a single roleHow standards-aligned self-assessment becomes useful instead of performativePractical guardrails for using AI to speed up improvement without distorting itA sustainable model for improving virtual programs year over yearKey moments 00:01–02:05 — Why the quality question matters now02:20–07:30 — The Virtual Learning Accelerator: coaching, assessment, and PD as one system09:46–14:45 — How the needs assessment works (14 standards, ~45–60 minutes, instant report)15:45–18:45 — Why the AI launch was delayed: tightening rubrics and recommendations21:03–26:40 — Turning scores into action: why coaching is the translation layer28:30–36:10 — Supporting teachers at scale: micro-courses aligned to online teaching standards37:00–40:10 — Revisiting “Why Distance Learning?”: the shift from access to qualityLinks Virtual Learning Accelerator: digitallearningworks.orgEmpowerED Research Institute: empoweredresearch.orgNational Standards for Quality Online Learning: nsqol.orgHost Links Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer’s Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://banyangloballearning.com/global-learning-live/

    42 min
  2. #74 Online Readiness Is a Leadership Problem with Dr. Alexandra Salas

    19 JAN

    #74 Online Readiness Is a Leadership Problem with Dr. Alexandra Salas

    Distance learning doesn’t fail because of tools—it falters when leadership, policy, and systems don’t align around student success. In this episode, Seth Fleischauer and Allyson Mitchell sit down with Dr. Alexandra Salas, founder and CEO of the Delmarva Digital Learning Association, to unpack what institutional readiness for digital learning actually requires. Drawing on her experience in higher education leadership, instructional design, and nonprofit systems change, Dr. Salas challenges the idea that digital learning is merely a delivery mode. Instead, she frames it as a connective infrastructure—one that can support access, belonging, wellness, and persistence when designed intentionally. The conversation moves beyond emergency remote learning to examine how organizations evaluate readiness, why frameworks matter, and what leaders must confront if digital learning is going to meaningfully support students rather than strain them. What This Episode Explores Why digital learning should be evaluated at the systems level—not course by courseThe difference between emergency remote teaching and sustainable digital learningHow leadership, governance, policy, and student support services shape online successWhy “online readiness” is about people and structures as much as platformsThe role of reflection frameworks (Quality Matters, OLC, ISTE, and others) in continuous improvementHow wellness, trauma-informed practices, and student belonging intersect with distance learningWhat teaching yoga online revealed about presence, connection, and learning in virtual spacesWhy distance learning is better understood as connected, accessible, future-ready learningGolden Moment Dr. Salas shares an early career story from her time as an instructional designer—partnering with faculty to bring courses like anthropology, chemistry, and Arabic online before large-scale platforms made it commonplace. The moment highlights a recurring theme of the episode: trust, curiosity, and collaboration matter more than tools when innovation involves real change. Why Distance Learning? In Dr. Salas’s words, distance learning isn’t about distance at all. It’s about access, inclusion, and possibility—especially for learners in rural or underserved communities. When aligned with strong leadership and intentional systems, digital learning becomes a bridge rather than a substitute. Mentioned Work & Resources Delmarva Digital Learning Association — https://delmarvadla.orgUnited States Distance Learning Association - https://usdla.org/Bestemming Yoga — https://www.bestemmingyoga.com/meet-ytNumbers and Sense by Alexandra SalasQuality Matters, OLC, Blackboard, and ISTE digital learning frameworks (referenced conceptually)Host Links Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer’s Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://banyangloballearning.com/global-learning-live/

    36 min
  3. #73 Virtual International Collaborations Build Equity, Maturity, and Global Competence with SUNY COIL's Hope Windle

    5 JAN

    #73 Virtual International Collaborations Build Equity, Maturity, and Global Competence with SUNY COIL's Hope Windle

    In this episode of Why Distance Learning, Seth Fleischauer, Allyson Mitchell, and Tami Moehring welcome Hope Windle, Director of SUNY COIL (Collaborative Online International Learning). Together they unpack what COIL actually is, how it works inside real courses, and why it gives all students—not just those who can study abroad—access to meaningful international collaboration. Drawing on years of experience connecting students across countries, languages, and disciplines, Hope explains why meaningful collaboration isn’t about content mastery alone, but about process, perspective, and growth. Pain Point Many educators believe that authentic global learning requires travel, study abroad programs, or well-funded international exchanges—opportunities that remain inaccessible to most students. Even when virtual connections exist, they are often superficial, short-lived, or focused on “learning about” others rather than learning with them. Solution SUNY COIL offers a project-based, faculty-driven model that embeds international collaboration directly into existing courses. Rather than one-off calls or presentations, students work in mixed international teams on shared problems—ranging from food insecurity and data visualization to journalism, astrophysics, and app design. Throughout the conversation, Hope shares: What distinguishes COIL from “Mystery Skype”–style exchangesWhy friction, miscommunication, and failure are essential parts of cross-cultural learningHow COIL builds student maturity, humility, professional communication skills, and global awarenessWhy virtual exchange is a powerful tool for equity, access, and inclusion, especially for students historically excluded from international experiencesHow the UN Sustainable Development Goals provide a flexible, shared framework across disciplinesAction Educators across K–12 and higher education can begin rethinking global learning by: Designing short, team-based international projects within existing coursesPrioritizing process, collaboration, and reflection over perfect outcomesAllowing students to navigate real-world challenges like time zones, communication styles, and cultural differences—with guidance rather than rescueViewing virtual exchange not as a backup to travel, but as a distinct and powerful pedagogyWhy Distance Learning? For Hope, distance learning creates space for reflection, grace, and intentional response. By combining synchronous connection with asynchronous thinking time, virtual learning allows diverse voices, languages, and cultures to grow together—right now, not someday in the future. Episode Links SUNY COIL: https://coil.suny.eduUN Sustainable Development Goals: http://sdgs.un.org/goalsHost Links Discover global virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer’s Banyan Global Learning provides meaningful global learning experiences that prepare students worldwide for success in an interconnected world.

    43 min
  4. #72 Inside CILC — Field Ed, Roam From Home, and the Future of Virtual Learning

    22/12/2025

    #72 Inside CILC — Field Ed, Roam From Home, and the Future of Virtual Learning

    In this episode of Why Distance Learning, Seth turns the spotlight to co-hosts Tami Moehring and Allyson Mitchell to explore the work they lead at the Center for Interactive Learning and Collaboration (CILC). For more than 30 years—long before the digital pivot of 2020—CILC has been connecting classrooms and communities to museums, zoos, aquariums, and cultural institutions through live, interactive virtual programs. But as demand grew, so did a problem: users loved the programming but struggled to find the right experience in a catalog of over 2,600 virtual field trips. To solve this, CILC redesigned everything around two clear pathways: Field Ed for PreK–12 classrooms and Rome From Home for adults and older adults. Each gives users a curated entry point rather than a maze of search results. And instead of forcing teachers or community coordinators to juggle logistics, CILC introduced bundles and fully hosted webinar series—options that reduce prep time to almost zero while improving the learner experience. What problems CILC kept hearing Teachers overwhelmed by too many choices, not enough guidanceAdults and senior-living communities needing moderated, accessible programsContent providers unsure how to adapt or refresh virtual programmingSchool budgets going unused because scheduling felt too complexWhat the redesigned model delivers Field Ed: A clean K–12 catalog aligned to curriculum, standards, and CTERome From Home: Cultural and wellness programming designed for older adultsBundles: Flexible funds teachers can use anytime, without losing budgetWebinar Series: CILC handles hosting, registration, moderation, and techConsulting: Support for museums and cultural institutions building or rebooting virtual programsThe episode also explores what makes a virtual field trip truly work. Tammy and Allyson break down pacing, interactivity every few minutes, accessible visuals, and the presenter “presence” that makes a screen feel like a shared space. For older adults, the structure shifts—more narrative, slower pacing, and extended Q&A—because live virtual learning often becomes a social anchor, not just a lesson. Moments from the field bring it home: students from Nicaragua to Minnesota solving a physics challenge together in Field Ed Live, or the older adult who said, “I never thought I’d see the Smithsonian again—and I did, from my chair.” These are the access and opportunity stories that define why distance learning matters. Why distance learning? Because it brings the world to people who might never reach it—and brings it back to those who thought they’d lost it. Episode Links CILC: Field Ed, Rome From Home, Consulting – https://CILC.orgSchedule Banyan’s Bridges of Portland Virtual Field Trip via CILC

    35 min
  5. #71 Virtual Field Trips + Student Collaborations = Low-Lift, High-Impact Solutions for Global Competence

    08/12/2025

    #71 Virtual Field Trips + Student Collaborations = Low-Lift, High-Impact Solutions for Global Competence

    In this special episode of Why Distance Learning, the tables turn—Seth Fleischauer steps into the guest seat as co-hosts Tami Moehring and Allyson Mitchell interview him about the purpose, design, and future of Global Learning Live, Banyan Global Learning’s next-generation experiential global learning program. They explore what authentic global learning really requires in today’s classrooms—and why the medium of live virtual learning matters more than ever. Most schools want to build cultural competence, empathy, and real-world communication skills, but: Finding reliable global partners is inconsistent and often falls apart mid-year.Language learners rarely get opportunities to use English in meaningful, real-world contexts.Teachers lack simple, low-prep ways to bring global learning into existing schedules.Field trips and international travel are expensive and inaccessible for most students.The result? Global learning remains an aspiration, not a system. However, Banyan's Global Learning Live is structured, scalable model that connects students worldwide through live field trips, global collaborations, and authentic showcase moments. Seth shares how 20 years of partnership with Tsai Hsing School led to the creation of an experiential cycle that prepares students not only for academic success, but for a rapidly changing, interconnected world. What the program delivers: Live Virtual Field Trips Bringing students into real places—Portland bridges, Renaissance fairs, and more—with authentic “whoa” moments that make learning unforgettable.Global Student Collaborations Cohorts, not brittle partnerships—designed to reduce dropout risk, increase diversity, and ensure ELL accessibility.Authentic Purpose for Language Learning English isn’t a worksheet—it becomes the tool students use to communicate across borders and share their original ideas.A Low-Overhead, High-Impact Design Schools can join four-week pilots with one live class per week + a showcase and asynchronous global exchange.ELL-Ready, Teacher-Friendly Materials Built to make participation meaningful for all levels, not just native speakers.Impact to date: More than 42,000 student years of distance learning delivered.Students report increased confidence expressing original ideas in English.Meaningful growth in perspective-taking, curiosity, and cultural competence.Practical steps educators can take—whether or not they join the pilot. 1. Bring the world into your classroom through personal live video. Use your own life, community, or experiences as cultural text. Even small shifts build perspective-taking. 2. Integrate short, purposeful global exchanges. Asynchronous collaboration—sharing artifacts, reflections, or questions—can be powerful without live schedules aligning. 3. Join the Global Learning Live Spring Pilot. Schools receive a free 4-week experience including: One weekly live sessionA live virtual field tripA collaborative artifact exchangeAccess to a global cohort of classrooms across continents4. Start planning for sustained global engagement. Seth describes the future vision: a global network with diverse cohorts, built-in supports for ELL learners, and eventually a FERPA-compliant platform designed for authentic collaboration at scale. Episode Links Global Learning Live – Spring Pilot Sign-UpCILC.org – Schedule Virtual Field Trips, Including Banyan's Bridges of Portland Trip

    31 min
  6. #70 How Virtual Clubs Transform School Culture with Pearson's Cindy Carbajal

    24/11/2025

    #70 How Virtual Clubs Transform School Culture with Pearson's Cindy Carbajal

    Educators often assume that clubs, activities, and school culture must happen in person—that building belonging in virtual learning is limited or even impossible. Many imagine distance learners as isolated kids behind screens, missing the social experiences that shape identity, leadership, and community. But what if that assumption is simply wrong? In this conversation, Cindy Carbajal, a 20-year veteran of Pearson Virtual Schools, shows us how vibrant, student-driven communities thrive online through thoughtful structure, flexible engagement pathways, and opportunities for real agency. Cindy oversees a global clubs and activities program serving 11,000+ students across time zones, grade levels, and cultural backgrounds. Her work demonstrates that: 1. Student-Centered Design Fuels Real Belonging Clubs are built with a goal that at least 50% of live time is student talk time—not passive listening.Students share, present, lead, and create—driving engagement and ownership.Broad-topic clubs (like Art Club instead of Crochet Club) help students discover unexpected interests and communities.2. Flexible Models Match Virtual Students’ Real Lives Every offering includes both synchronous and asynchronous pathways, ensuring access regardless of schedules, time zones, or family obligations.Live sessions build community; asynchronous challenges deepen skills and allow for self-paced exploration.3. Clubs Quietly Reinforce Academic & Durable Skills Cindy calls it “stealth learning”: Math skills reinforced in esports strategies.Reading skills strengthened through participation logistics and peer review.Executive functioning, digital communication, and leadership built through planning, presenting, and collaborating.4. Data Drives Program Evolution Her team measures: Enrollment and attendanceStudent and caregiver satisfactionWithdrawal trendsOverlap between global clubs and local school clubs These insights help fine-tune offerings and spark new opportunities—like peer tutoring, reading buddies, and esports leagues.How Educators Can Apply These Insights Today 1. Start with the student experience—not the content. Ask: Where can students lead? Where can they share? How can this be theirs? 2. Build broad entry points. Instead of a niche club for each interest, create umbrellas where kids can explore together. 3. Don’t replicate in-person school—capitalize on what’s uniquely possible online. Global reach, time-zone diversity, virtual volunteer opportunities, and student leadership that scales across schools—these are advantages brick-and-mortar can’t match. 4. Teach students how to interact online. Cindy’s programs explicitly teach: How to give feedback in writing and art clubsHow to share space respectfullyHow to show kindness online (Kindness Club!)5. Track what matters. Attendance, satisfaction, enrollment, and student stories help shape future offerings. Episode Links Pearson Virtual Schools — Learn more about their virtual school network and programs, including Cindy's Global Clubs.Host Links Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer’s Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.

    38 min
  7. #69 Can You Feel Art Through A Screen? MFA Boston Says Yes (with Cassie Bride and Lauren Yockel)

    10/11/2025

    #69 Can You Feel Art Through A Screen? MFA Boston Says Yes (with Cassie Bride and Lauren Yockel)

    In this episode of Why Distance Learning, hosts Seth Fleischauer, Tami Moehring, and Allyson Mitchell welcome Cassie Bride, Director of School Programs, and Lauren Yockel, School Programs Education Specialist at the Museum of Fine Arts, Boston (MFA). Together, they explore how one of the nation’s most renowned cultural institutions is transforming museum education through live virtual programming—making world-class art accessible to students anywhere. Museums have long been seen as places you must visit in person to truly experience their magic. But how can educators bring the depth, texture, and storytelling of art to students who may never set foot in a gallery? Traditional outreach—slideshows, static images, or “loan boxes”—often fails to capture the atmosphere, intimacy, and discovery of the real museum experience. Cassie and Lauren share how the MFA Boston reimagined its approach by taking students inside the galleries through interactive live video sessions. Using simple technology—an iPad on a mobile tripod—they bring artworks, curators, and educators directly to classrooms. Students not only see art up close but also hear the sounds of visitors and experience the living energy of the museum. They discuss how this approach: Deepens students’ curiosity and contextual understanding of art.Extends the museum’s mission by reaching beyond geography and accessibility barriers.Creates hybrid experiences where virtual and in-person visits enrich one another.Builds relationships—teachers and students often recognize Lauren as a “celebrity” when they visit in person!Strengthens collaboration with Boston Public Schools, ensuring alignment between curriculum, distance learning, and professional development.For educators and cultural organizations, the MFA’s model offers a powerful lesson: distance learning doesn’t replace the field trip—it multiplies it. Start small. Use simple, mobile setups. Focus on creating authentic connections rather than high-tech production. Whether you’re teaching art, science, or history, virtual access can spark awe, equity, and engagement in ways that complement, not compete with, in-person learning. Episode Links: Museum of Fine Arts, Boston – Distance Learning Programs Host Links: Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer’s Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.

    35 min
  8. #68 The Future of Distance Learning: USDLA’s Pat Cassella on AI, Hybrid Teaching, and Access for All

    27/10/2025

    #68 The Future of Distance Learning: USDLA’s Pat Cassella on AI, Hybrid Teaching, and Access for All

    In this episode of Why Distance Learning, hosts Seth Fleischauer, Allyson Mitchell and Tami Moehring welcome Pat Cassella—Executive Director of the United States Distance Learning Association (USDLA), VP of Worldwide Sales at VDO360, and founder of ETC Video. Pat traces the evolution of video technology in education, healthcare, government, and corporate training—and offers bold predictions about what’s next. Why This Matters Educators are flooded with tools but lack training, workflows, and staffing to use them well—especially in hybrid settings where engaging in-person and remote learners simultaneously feels impossible. K-12 systems in particular face understaffing, turnover, and abandoned tech. How to Make It Work Pat argues for purpose-built technology aligned to teacher workflows and deliberate pedagogy for virtual/hybrid environments. The big shift: infrastructure is now easy—the work is pedagogical. He also highlights flexible learning models (including micro-credentialing) that expand choice for learners across K-12, higher ed, and the workforce. “You don’t want technology for the sake of technology. It has to have a purpose—and fit the teacher’s workflow.” “Without distance learning, you’re limiting student choices. Flexibility is what today’s learners demand.”Put It Into Practice Audit for Purpose & Fit: Map your most-used teaching routines. Keep/choose tools that reduce steps in those routines and increase engagement for both in-person and remote learners.Train for Hybrid: Treat hybrid as its own modality. Build camera/mic placement, interaction norms, and roles (e.g., a student facilitator) into lesson plans.Offer Flexible Paths: Pilot a micro-credential or short, skills-focused module to give students on-ramps that match their time, goals, and circumstances.Episode Links United States Distance Learning Association (USDLA) — mission, programs, and communityNational Distance Learning Week (NDLW) — first full week of November; explore events and sessions mentioned in the episodeVDO360 — video collaboration cameras and solutionsETC Video — educational technology consultingCILC Podcast Hub — past episodes, resources, and community: cilc.org/podcastHost Links Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.

    33 min
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About

Why Distance Learning? is a podcast about the decisions, design choices, and assumptions that determine whether live virtual learning becomes shallow and transactional—or meaningful, relational, and effective at scale. The show is designed for education leaders, instructional designers, and system-level practitioners responsible for adopting, scaling, and sustaining virtual, hybrid, and online learning models. Each episode examines the structural conditions under which distance learning actually works—and the predictable reasons it fails when it doesn’t. Through conversations with researchers, experienced practitioners, and field-shaping leaders, Why Distance Learning? translates research, field evidence, and lived experience into decision-relevant insight. Episodes surface real tradeoffs, near-failures, and hard-won lessons, equipping listeners with clear framing and language they can use to explain, defend, or redesign distance learning models in real organizational contexts. Hosted by Seth Fleischauer of Banyan Global Learning, and Allyson Mitchell and Tami Moehring of the Center for Interactive Learning and Collaboration, the podcast challenges outdated narratives about distance learning and explores what becomes possible when live virtual education is designed intentionally, human-centered, and grounded in evidence.

Information

  • Creator
    Seth Fleischauer, Allyson Mitchell, and Tami Moehring
  • Years Active
    2023 - 2026
  • Episodes
    78
  • Rating
    Clean
  • Copyright
    © 2024 Why Distance Learning?
  • Show Website
    Why Distance Learning?