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and Allyson Mitchell and Tami Moehring of the Center for Interactive Learning and Collaboration, the podcast challenges outdated narratives about distance learning and explores what becomes possible when live virtual education is designed intentionally, human-centered, and grounded in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. REWIDE #30 Empathy Across Continents with Shared Studios' Virtual Portals

    1D AGO

    REWIDE #30 Empathy Across Continents with Shared Studios' Virtual Portals

    About Our Guests Dr. Brandon Ferderer is Head of Programming at Shared Studios and honors faculty at Arizona State University. A writer, performer, storyteller, and expert facilitator, Brandon holds a doctorate in intercultural communications from Arizona State University. His work spans private, education, and nonprofit sectors, harnessing communication technology to bridge cultural divides through dynamic educational and arts programs. His academic and creative works have been featured in Critical Studies in Media Communication and The Seventh Wave, and he has performed at the Scottsdale Museum of Contemporary Art, Phoenix Art Museum, the Moth Main Stage, and the Dixon Theater in New York City. Ross Phillips is a social studies teacher at Winnacunnet High School in Hampton, New Hampshire. Holding a master's degree in education from the University of New Hampshire, Ross is passionate about bringing the world into his classroom through live virtual connections. An avid world traveler who has explored Thailand, Cambodia, Vietnam, Egypt, Italy, Iceland, and beyond, Ross uses real-world application to ignite students' curiosity for non-Western history, law, and geography. What Is Shared Studios? Shared Studios is best known for its immersive portals — repurposed shipping containers equipped with audiovisual technology that place users in a full-body, face-to-face conversation with someone in a similar container in one of 20–25 countries around the world. But at its core, Shared Studios is a network of people: trained facilitators and community members around the globe — from community activists to UN officials — brought together to create meaningful educational connections. Programming can be delivered through the immersive portal environment or via video conferencing. Key Topics Discussed Why immersive portals go beyond video conferencing Brandon explains that 65–75% of a message's meaning is communicated nonverbally. While video conferencing restored face-to-face visibility, it also introduced "Zoom fatigue" — the tendency to monitor how we appear to be connecting rather than actually connecting. The portal creates full-body presence and a sense of accountability to your conversational partner, which is essential for building genuine empathy. The origin story of Shared Studios Founder Amar Bakshi originally built the portal concept to help his grandmother feel connected to her native Pakistan — imagining her sharing a chai in a café. The first portals debuted at a New York art gallery and in Tehran, Iran, where the profound emotional responses (women dancing freely behind closed doors, a young man coming out) revealed the technology's transformative potential. How Ross uses the portal at Winnacunnet High School Ross has built years of relationships with curators in Mexico City, Kigali, and other sites. Students recognize facilitators by name, ask about their lives, and engage in deeply personal conversations — including discussions about the Rwandan genocide with survivors and their families, a topic directly tied to New Hampshire's state curriculum standards. The role of the facilitator On-site facilitators like Ross help students acclimate to the unique, distraction-free environment of the portal. The shared studios curators on the other end are trained to handle sensitive or culturally awkward moments as teachable opportunities rather than offenses — creating a space where students can "trip up" and grow. Reaching reluctant learners Rather than leading with heavy topics, Brandon and Ross recommend starting with common ground — video games, food, music, daily life. A memorable example: skeptical Arizona State students connected with young men in Herat, Afghanistan over football and video games, and ended up in a 45-minute conversation about U.S.-Afghan relations. Preparing students for cross-cultural conversations Shared Studios uses "shared understandings" drawn from the Mejlis style of dialogue — an approach rooted in Arab cultures emphasizing equity in speaking time, active listening, and respectful engagement. Brandon also discusses the importance of teaching students the difference between cultural relativism and universalism before entering conversations. Why distance learning matters Both guests emphasize that the problems facing the next generation — climate change, refugee crises, global poverty, genocide — are deeply interconnected and cannot be solved by any one nation or culture. Distance learning, especially in immersive forms, is how we build the global citizens equipped to meet those challenges together. Quotable Moments "Video conferencing has been really great for connecting us. It has not been so good at creating connection between us." — Dr. Brandon Ferderer "I've never walked away from a connection being like, 'Well, that didn't go well.' There's always a nugget." — Ross Phillips "We have to find ways to put young people into conversation with people who are different than them... distance learning is the way that we do that." — Dr. Brandon Ferderer Resources & Links Shared StudiosWinnacunnet High SchoolFind all episode links and visuals at cilc.org/podcastHost 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/Enjoyed this episode? Tell a friend, follow the podcast, and leave us a review! Editing by Lucas Salazar.

    46 min
  2. REWIND #51 From Stopgap to Standard: The Rise of Virtual Learning with DLAC's John Watson

    MAR 2

    REWIND #51 From Stopgap to Standard: The Rise of Virtual Learning with DLAC's John Watson

    After attending DLAC — the Digital Learning Annual Conference — founded by John Watson, one thing is clear: the digital learning community doesn’t retreat under constraints. It builds. Yet, for some, the question persists:Was distance learning just a pandemic stopgap? Or is it a durable part of education’s future? In this episode, John Watson joins us to unpack what the field actually learned from 2020 — and what it didn’t. One of the most persistent misconceptions, he argues, is the conflation of emergency remote instruction with purpose-built online learning. High-quality digital programs take months or years to design. What happened during the pandemic was an emergency pivot. Those are not interchangeable. More importantly, this conversation reframes the debate entirely. The future isn’t “online versus in-person.” It’s about expanding options. What We Explore Why online learning should be compared to real on-the-ground alternatives — not idealized versions of school.How digital access enables other opportunities (CTE pathways, dual enrollment, flexible schedules), not just online coursework.Why hybrid models are emerging as one of the most dynamic growth areas in K–12.What personalization actually means — beyond superficial choice menus.How AI may reshape agency, instruction, and lifelong learning in unpredictable ways.A powerful story of a student who moved from functional dropout status to graduate school through a hybrid pathway.Throughout the conversation, a consistent theme emerges: Success should not be measured at the system level alone. It has to be measured at the level of individual students and the futures they’re building. Distance learning isn’t valuable because it’s digital. It’s valuable because it creates flexibility where rigidity used to exist. A Shift in Perspective Instead of asking whether distance learning has a future, perhaps the better question is: How do we design systems where digital tools expand human possibility — rather than merely digitize existing constraints? The schools represented at DLAC are not arguing for replacement models. They are building blended ecosystems that combine online coursework, face-to-face experiences, internships, community partnerships, and emerging technologies in ways that make school more adaptive. Episode Links Learn more about DLAC and their year-round professional learning communities: https://www.deelac.comExplore additional episodes and resources: https://www.cilc.org/podcastAbout the Hosts Seth Fleischauer is the founder of Banyan Global Learning, which designs structured live virtual and global learning experiences that expand student connection across classrooms and continents. Tami Moehring and Allyson Mitchell work with CILC to support educators in implementing high-quality digital learning experiences across grade levels. 🎧 Listen in for a grounded conversation about what’s hype, what’s durable, and why distance learning is less about modality — and more about access, design, and student futures.

    48 min
  3. #76 Building Florida Virtual School From Scratch with Julie Young

    FEB 16

    #76 Building Florida Virtual School From Scratch with Julie Young

    Virtual learning didn’t start as a tech experiment. It started as a capacity and access solution. In this conversation, Julie Young traces the early design logic behind Florida Virtual School—what problems it was built to solve in the mid-1990s, and what that origin story still reveals about rigor, relationships, student identity, and how to design learning systems that scale. You’ll hear why the mission was never “deliver online,” but break the capacity ceiling—especially in places where schools couldn’t staff courses, couldn’t afford expansion, or literally didn’t have rooms to add sections. Key Ideas and Moments 1) “Virtual delivery was the means, not the mission.” Julie frames FLVS as a response to overcrowding, teacher shortages, and unequal course access—not a fascination with the internet. 2) The AP “try it with a safety net” design An early innovation: students could attempt AP coursework while having a built-in path back without public shame, sometimes even with the same teacher—reducing fear of failure and expanding who even tries advanced courses. 3) Why some students “become a different person” online Julie describes how virtual learning can enable students who were failing or labeled in traditional settings to succeed because: they can move faster or slower without an audience,teachers can give more individualized attention,relationships can be built deliberately,bullying/social status pressures are reduced.4) Relationship-building as an operational system, not a vibe Early FLVS practice emphasized front-loading relationship-building: extended calls, deep parent conversations, learning student voice through writing, and using that baseline for both instruction and academic integrity (in an era before tools like Turnitin). 5) The parent’s role: support pace, don’t replace the teacher Julie is explicit that FLVS was designed with teachers responsible for learning, and parents as partners for pace, communication, and context—not as the primary instructor. 6) What online makes possible in K–12 ↔ college pathways From ASU Prep Digital, Julie shares how online models remove “physical campus” and age-related barriers in dual enrollment—making authentic college coursework possible even for unusually accelerated middle school students. 7) Why she wrote the book now Julie’s book aims to capture 30 years of policy, research, mistakes, and breakthroughs—the “drama and trauma” of building an industry that many newer educators only encountered through the distorted lens of 2020. Who This Episode Is For Policy and system leaders shaping virtual/hybrid strategyDistrict and school leaders designing scalable online programsInstructional designers and program operators trying to make relationships reliable at scaleAnyone tired of pandemic-era assumptions substituting for real history Links & References Julie Young Education - https://www.julieyoungeducation.com/Julie's new book Virtual Schools, Actual Learning: Digital Education in America (with Julie Peterson and Kay Johnson)Florida Virtual School - https://www.flvs.net/Center for Interactive Learning and Collaboration - https://www.cilc.org/Learn more about Banyan Global Learning: https://www.banyangloballearning.com

    37 min
  4. #75 How Do You Know If Your Virtual Program Is High Quality? with Dr. Chris Harrington

    FEB 2

    #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
  5. #74 Online Readiness Is a Leadership Problem with Dr. Alexandra Salas

    JAN 19

    #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
  6. #73 Virtual International Collaborations Build Equity, Maturity, and Global Competence with SUNY COIL's Hope Windle

    JAN 5

    #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
  7. #72 Inside CILC — Field Ed, Roam From Home, and the Future of Virtual Learning

    12/22/2025

    #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
  8. #71 Virtual Field Trips + Student Collaborations = Low-Lift, High-Impact Solutions for Global Competence

    12/08/2025

    #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
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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
    81
  • Rating
    Clean
  • Copyright
    © 2024 Why Distance Learning?
  • Show Website
    Why Distance Learning?