REFLECTION: THE FUTURE OF DISTANCE LEARNING

Developments in technology in the past decade have had a considerable impact on the distribution of content, learning tasks, and assignments in training and distance education. Martens, Bastiaens, and Kirschner (2007) stated, “A rapid fall in prices and a huge leap in the processing capacity of PCs and the proliferation of the World Wide Web have unleashed new opportunities for useful educational applications” (p. 81). In the video presentation, “The Future of Distance Education,” Dr. Siemens indicates, “As peoples’ comfort level with computer technology increases through frequent use in common situations, peoples’ positive perceptions of media within education will increase, as well.” The shift in society demands to include, government agencies, corporations, and educational institutions, that the offering of distance learning opportunities have become not only a viable option, but have made significant strides in meeting learners needs and expectations. A key aspect to the success of any distance learning program is the offering of useful learning opportunities. Today’s learners are technology driven and want to be actively engaged in their own learning. Kaufman, Watkins, and Guerra (2001) explained, “Successful distance learning programs of the future must maintain agility” (p. 25). Entities of learning will need to be able to provide responsive and responsible learning opportunities that continue to remain convenient for the learner. In my view convenience does not necessary have to mean a compromise of the overall quality of the distance learning material or program.

Gambescia and Paolucci (2009) stated, “Periodically, scholars and practitioners interested in online learning present a vision or make a prediction about the future of online learning” (p. 5). They concluded that factors such as the role and direction of technology, administrative oversight, target student audience, and faculty training must be considered in the planning phases. It is absolutely crucial that we select and justify the ends and consequences we commit to deliver before selecting the required means of distance learning. The efforts we put into justifying distance learning outcomes can help to strengthen the overall perceptions of learners that may be on the fence about its effectiveness.

As an instructional designer we will need to take on a more prominent role of ensuring that our skills are sharpen to recognize learner’s needs along with the changes that are influencing these needs in our society. The task at hand is not only for institutions and entities with training programs to identify and scrutinize every element of how they are delivering authentic courses, but this will require the expertise of an instructional designer to become the driving force of improving the overall image of distance learning. The goal in course designing is to ensure that the highest level of quality is always present in every aspect of the course. Gambescia and Paolucci discussed the importance of academic fidelity and integrity having a bearing on the quality of the online courses to be developed. Academic fidelity and integrity should be an ongoing process if we are to see the necessary improvements in society’s perceptions of distance learning.

The most effect and positive way to bring about continuous improvement in distance education will be through the establishment of respect and holding each other responsible. Simonson, Smaldino, Albright, and Zvacek (2012) explained, “A goal of some distance education programs is to make education more student centered through the prepackaging of instructional materials that students may use when convenient” (p. 81). With the tools of technology and lessons designed deep rooted in learning theories I will look to provide learners with opportunities that they will be able to continue to transfer through knowledge, demonstrating a mastery understanding, and improving problem-solving skills. Instruction designers must work closely with instructors and subject-matter experts in designing learning experiences that help to expand learner’s ability to invoke thought-provoking and critical thinking. The responsibility will lie in instructional designer’s hands to help build a community with members who not only cares about learner’s outcome, but will work at promoting the positive aspects of learning in a distance learning environment.

References:

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Kaufman, R., Watkins, R., & Guerra, I. (2001). The Future of Distance Learning: Defining and Sustaining useful results. Educational Technology. Retrieved from http://www.megaplanning.com/articles/FutureofDLinEdTech.pdf

Martens, R., Bastiaens, T. & Kirschner, P. A. (2007). New learning design in distance education: The impact on student perception and motivation. Distance Education. 28(1), 81-93. Retrieved from http://5049623944730199687-a-1802744773732722657-s-sites.googlegroups.com/site/inst6105summer/Home/course-discussions/Martens_2007.pdf?attachauth=ANoY7cq1gCpFML6tz7fGoE6IhrqXQzTkiFk7V3c560i-CPEE7u31RM-jnsfDz2us7N5gfYT94X8wcdAlOb9ZibSlNA0LTItHHBebrL4GlgMUQ-GVYPLS-n9Pe2kwn7bX6Yw0wP-Bu3pzLiFiV3SEe_mldVgRwgTlhQZbhm8a700lJGoEn4KciUndEc929klNc66GNCXFUyeXai9F3rJx-_r2My7rquhUrcMvK6wLeB2jX3OiuOOOFMg%3D&attredirects=0

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Video Program: “The Future of Distance Education”, George Siemens

Photos retrieved from www.msn.com