Reflection

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

It is clear that distance learning and digital education is an emerging trend in education, on its way to prominence (Cohen, 2012). Distance education will become a mainstream educational delivery method, evidenced by most colleges and universities already providing a majority of their educational offerings in web-based formats. There is clear value and advantage in incorporating new technologies in education. In the global brain-based economy of the 21st century, our workforce requires ever greater levels of education and constant learning. However, there are educators who maintain a cynical reaction to distance learning, and others are vehemently opposed to the technology involved. For instance, I had an online course with an instructor that strongly did not believe in distance learning technology for literature research, and my ideas for the project were constantly rejected. Nevertheless, there is a growing shift towards a “triple-helix”, in which universities, corporations and government agencies prominently use distance learning in their operations and training (Laureate Education, n.d.). Innovative use of technology can make acquisition of education and knowledge more available and flexible. This advancement is widely expected by experts to increase the amount of education available throughout the world. On social level, students will increasingly utilize distance learning as a means to building connections and friendships that valuable to a successful professional career.

Distance education also benefits corporations by allowing them to interact with different offices worldwide (Laureate Education, n.d.). Connecting with their global offices they are able to standardize training by offering online courses, archived instructional videos and access to learning management systems. Tools such as wikis and blogs are expected to continue to build successful learning experiences and projects for online education.  Web conferencing tools such as Elluminate and Skype are among the technologies that increase instructional delivery and access for distance learners across the globe. Furthermore, there are other important developments with use of technology devices such as iPads and smart phones. These communication tools are now be equipped with instructional applications to enable students, instructors, workers, and others to interact with each other over long distances.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

Online learning is viewed as a convenience because students stay at home and attend school, and set their own time and pace to complete their assignments. However, this can be quite perilous, because there is the risk of procrastination. This situation can cause students to become overwhelmed with assignments and projects that will be done hurriedly and submitted at the last minute. But with proper planning and discipline such problems can be avoided. Distance learners have the responsibility to review and work in accordance with the curriculum and assignment schedule that is posted online at the beginning of each semester. Another area of difficulty exists with some learners being turned off by the lack of face-to-face interaction with the instructor or other students. This is why interaction has to be an essential part of the distance education setting. It is important for me as an instructional designer to engage in communication such as phone conversations, e-mails, or synchronous chats or online meetings.  Each student has the opportunity to easily interact with other students to talk about what they are learning. It is also imperative for the student to be able to contact the teacher with questions, concerns, or general feedback. I would provide timely feedback on assignments, via chats, discussion posts, and e-mails. Students are likely to lose motivation if they feel isolated. Therefore, it would be required of me to develop and create these opportunities for collaborative learning which also helps to build intrinsic motivation.

How will you be a positive force for continuous improvement in the field of distance education?

During the analysis phase, I would ensure that I obtain critical data on characteristics of the target audience, such as learning needs, learning styles, and expectations of the instructional project. This would be accomplished by discussion board posts, chats, and surveys. Because online learning is largely self-directed, I would encourage learners to engage in decisions about their learning including the ability to communicate and collaborate with unfamiliar colleagues and peers (Morrison, Ross, Kalman, & Kemp, 2007). Instructors and instructional designers have to be able to provide proper organizational conditions to allow flexibility, time, and incentives to experiment with new instructional methods. Therefore, I would maintain allowances for several distance education delivery modes, such as blended, mobile, and video game-based simulation (Nash, 2005). Increased use of these tools is critical to the growth of distance education (Laureate Education, n.d.). By doing this, I am enabling multiple instructional and component materials in a manner that effectively conveys the information to learners (Morrison et al., 2007). Additionally, it not only enhances understanding of the particular subject, it also provides the motivation for learners to remain engaged in all aspects of the course.

Another very important factor of distance education that I would need to figure out is the use of technology to deliver instruction (Fendel, n.d.). In order to keep the distance learner motivated, it is important that the learner is comfortably using the technology required for the instruction. In my orientations, I would detail how the course will be conducted, as well as the various media that will be used, along with the platform or learning management system that should be used. My overall goal is to always evaluate how effective course development, instructional methodology and use of technology achieve successful learning outcomes. I would also maintain professional growth by taking advantage of related seminars, webinars and research of best practices in the instructional design field.

References:

Cohen, S. (2012). Distance Learning and the Future of Education. Retrieved December 20, 2012 from http://www.huffingtonpost.com/steven-cohen/distance-learning-and-the_b_1928535.html

Laureate Education, Inc. (Producer). (n.d.). The Future of Distance Education [Video webcast]. Retrieved December 20, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959715_1%26url%3D

 Fendel, B. (n.d.). Instructor Strategies for Motivating Students in Distance Education.
Retrieved November 19, 2012 from http://itec.sfsu.edu/wp/860wp/F06_860_fendel_motivating_students.pdf

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Smith Nash, S. (2005). Learning objects, learning object repositories, and learning
theory: preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1. Retrieved December 17, 2012 from http://www.ijello.org/Volume1/v1p217-228Nash.pdf