The Future of Distance Learning: Reflection

Distance learning is defined as “formal education in which the learning group (teacher, students and resources) are separated by geography and sometimes time” (Simonson, Smaldino, Albright, & Zvacek, 2012).  It is learning that is institutionally based and utilizes communication technology such as the Internet to link participants and resources.  Distance learning has grown exponentially, developed and used within a variety of educational settings, corporate training, K-12 education, and higher education. Technology is the driving force of this tremendous growth, generating increased and improved communication between participants.  The introduction of a variety of mobile devices, i.e. smart phone, tablet and ultra book laptops, has generated a considerable amount of excitement in the field of distance learning.  These portable devises allow individuals continuous connections to information and people, technology that is quickly embedding itself within our personal, professional and educational activities.

General perceptions of distance learning seem to be a “mixed bag” of reactions.  Prior experiences appear to influence perceptions among individuals.  Learners having distance-learning experiences were more likely to have a more positive outlook than those who have had little or no distance learning experience.  Although distance learning may not be a right fit for every learner, given the opportunity to experience this method of instructional delivery the learner’s opinion and outlook toward distance learning may change.  “Seizing the Opportunity, indicated that online and/or distance education was growing rapidly and was perceived positively by the faculty and administrators” (Simonson, Smaldino, Albright, & Zvacek, 2012).  Although, many students have reported that their first choice is not to learn at a distance, craving the personal, face-to-face instruction.  While at the same time demanding that they be allowed to learn at a distance.  With the continued economic difficulties ahead for most higher education institutions, a blended form of distance leaning would make the most economic sense.   Initially the development and implementation of this type of course is more expensive, but the long-term effects will be much more cost effective.  Distance learning is “becoming widely adopted and approaching critical mass in society” (Simonson, Smaldino, Albright, & Zvacek, 2012), influencing the blending of traditional and distance learning environments.  A blended distance-learning environment will satisfy the needs of many of the learners requiring face-to-face instruction and wanting the flexibility of online instruction.

Instructional designers have an obligation to develop their skills and familiarize themselves with emerging technologies and pedagogical practices, enhancing distance-learning delivery.  There is a responsibility to educate others and promote the various forms of distance education delivery formats.  When designing distance learning programs it is imperative that the designer does not solely move a traditional course to an online setting.  But that he proceeds through the various stages of transferring the course correctly to an online stetting.  Providing an exceptional learning experience. 

As an instructional designer I will continue to advocate for increased distance education curricula within the public K-12 setting.  Education will continue to be enhanced with the introduction of new and innovative technology and ideas, all of which will require a voice to ensure application in the classroom/online environment.  Implementing distance-learning opportunities in the classroom will allow students a variety of learning experiences which otherwise would not be possible in traditional education setting.

Reference:

Laureate Education, Inc. (Producer). Distance Education: The Next Generation [video]. Retrieved from: http://sylvan.live.ecollege.com

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