Distance Learning Reflection

Introduction

Learners continue to embrace distance learning due to many factors of convenience attributed to synchronous and asynchronous learning formats.  In my opinion, distance learning advances an option for training and educating new learners; however, it will not totally replace face-to-face learning.  Generally, corporate industry chooses distance learning because it eliminates travel cost and quickly trains employees to be productive.  Schools in my area switch to the distance education format to reduce upkeep of facilities, equipment, technology, instructors, and support staff.  This post reflects on my perception of distance learning in the future, my suggestion to improve societies’ perception and learning experience through distance learning; and to explain how I can be a positive force for continuous improvement in the field of distance education.

Future

Sieman (Laureate Education, 2012) reveals profound changes with interaction to include:  “increase in online communication; practical experience with new tools; growing comfort with online discourse; and ability to communicate with diverse and global groups.”  These signs lead me to believe that distance learning will have a dramatic impact on learning within the next 5 to 10 years.  First, public technical centers in my area have already rolled out total online learning for the GED program and business courses.  Teachers serve as facilitators of the asynchronous environment.  Benefits to school include enrollment of more students in a wider market; the ratio of teacher-students increases greatly because of technology management tools; and less upkeep of facilities, technology, furniture, and equipment are required due to students working from home.   Second, “the rapid rate of technological and social change.”  (Peters, 2007, p. 1)  Technological changes have opened-doors to learning on the go and in an informal way.  For example, society constantly uses mobile devices to look up information, a form of informal learning.  Educators have been slow to delivering instructional content accommodating learning with mobile devices.  However, with learners demanding change in the focus from traditional learning to distance learning; inevitably, formal learning will increase on technological advancements.

In 10 to 20 years, the increase in interaction advanced by the Triple Helix model (Laureate Education, 2012) of government, higher education schools, and corporate industry will change the market of learning as well.  Currently, distance learning courses include surcharges for technology, as in the case with the State of Florida (Scott, 2012) pondering expansion of online courses, which means higher course fees.  The state also considers skepticism of the public’s response to online courses assumes a flaw in the delivery of instruction. 

My thought would be that a majority of students will participate in distance learning formats because improved technologies will eventually reduce cost associated with the design and development of learning experiences.  In less than 20 years, I visualize distance learning as the preferred format made available to learners.  On-the-Job already is the most expensive instructional format, but face-to-face will be rare and a more expensive learning format in the future. 

Perceptions of  Distance Learners

My role would be to include interaction that engages and support new knowledge.  Use of multimedia such as two-way video could increase linkage among learners and the instructor.  In contrast, a synopsis of interviews recently taken with individuals in regards to their perception of a distance learning format, revealed feelings of isolation with distance learning.  My job as the instructional designer would be to provide advance training and resources to facilitators that foster a learner-centered environment. 

Continuous Improvement

To be a positive force for continuous improvement in the field of distance education, I must work as a team player to build unique learning opportunities.  Instructional designers (ID) that apply a systematic approach to developing and designing learning experiences only reflect one perspective.  A minimum trio of three professionals brings about “materials that are usually much more complete and effective (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 173).”   Combining expertise of key players brings about a uniqueness of ideas.  My goal would be to apply sound effective design principles along with collaboratively planning activities which learners become active participants.

Conclusion

In closing, distance learning will continue to be an economical favorite among stakeholders.  As technologies improve, it will win the younger generation over to its format especially since learners grow with changes.  Although educators tout writing skills as a way for students to interact on a higher level, future distance learning formats should look toward the inclusion students with limited writing skills, those deemed not ready for distance learning. 

References

Laureate Education, Inc. (Producer). (2012). Future of distance learning. [With Dr. Michael Siemen] [video]. Baltimore, MD.

Peters, K. (2007). m-Learning: Positioning educators for a mobile, connected future. International Review of Research in Open and Distance Learning, 8(2), 1-17.

Scott, T. (2012, December 17).  Florida board weighs major expansion of online college courses.  Sun-Sentinel.  Retrieved from sun-sentinel.com/news/broward/fl-board-governors-online-20121217,0,5671887.story.

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

Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328.