Reflection on the Future Of Distance Education

      Distance education continues to evolve.  DE is at a significant turning point in the history of education, improvement in government operations, and in the corporate environment.  Siemens, (n.d.) “Claimed that online courses and degrees are acceptable and even better received than F2F courses because people are getting comfortable with online classes”.

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

      The future is brighter. There is a higher level involvement at higher institution, K1-12, in conjunction with the government to standardize the operation   in distance learning community.  This is what will shape the future.  Simonson, Smaldino, Albright, & Zvacek, (2009).  State that more and more research is proving that distance education provides equivalent or even superior education.

Distance education will continue to grow dramatically. Siemes (n.d.) discussed the growing acceptance of DE as fueled by:

·         Increase in online communication.

·         Practical experiences with new tools.

·         Growing sense of comfort with online discourse.

·         Ability to communicate with diverse and global groups.

     Currently, new technologies are unveiled at least, three to four times a year; the use of distance learning is expected to increase in the next decade.   Simonson, et. al., (2009), state that students of all ages are engaging in distance education. As more technology resources are becoming available to education settings, more students are becoming more involved in learning at a distance.”

     In addition, Siemes (n.d.) states that DE benefits corporation by allowing them to interact with different offices around the world.   Though a number of critics continue to challenge the validity and the benefits that DE claims, it is obvious that the benefits outweigh the challenges.  DE is here to stay.  The major challenge on the part of Instructional Designers in the field is to continue to establish the standard of practice across the board. Judging from what is happening now, organizations and institutions aspire to convert their traditional f2f curriculum to an online course to remain competitive in this era. That should not be the practice. There are a number of theories and practices that could guide organizations seeking to adopt distance learning.  Equivalency theory is practical in the design of distance learning experiences, and should be considered especially when “converting” traditional classroom experiences into distance experiences. As an instructional designer, we must consider the differences between traditional and distance learning, to develop learning experiences appropriate for the learner in their environment.

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

Gambescia, & Paolucci (2009) discussed the fact that a student attending college level online courses has exceeded any other kind of distance learning. In addition, visibility, academic integrity, and proper marketing can determine the success of a learning program.

 As an instructional designer, my individual contribution to the best practices approach is crucial. We all live in a small world, where people are entitled to their opinion. Moving forward, providing  a real experience, a wow moment, based on facts, and the plight to  generate a thought provoking adventure to the world of distance learners is what I aspire to add.

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

I am one of the people that are more connected to the emerging technologies in all aspects of my live.  I think the first thing I will do  to maintain a positive force for the  continuous  improvement in DE,  is to become a member of various  organizations  that advocate for the future of Distance learning in my immediate environment.

I will commit to continuous review of the standard of practice, volunteering at Walden community of learners, and in communication with my predecessor, beyond my degree accomplishment.  I am enthusiastic to be a part of this program, knowing the benefits of the quality of information that is presented in the pursuit of learning.  

I will increase the awareness of my organization to the possibilities offered by online learning, such as using multimedia tools and other approaches that may not be accessible in a f2f learning environment.

I recognized the possibility for improvement with some of the DL offerings; I will consider how to influence the learner-learner, and learner-instructor interaction, which seems odd, to most unfamiliar with DL.  I will concentrate on the diversity of the learners, and how to use the information to improve their experience.

       In conclusion, there are still negative perceptions of distance learning, I may not be able to change that fact. Adults with multiple responsibilities are tuned to participate in distance learning more than other population.  As more learners adapt to newer technologies, and as information become more accessible at the finger-tip, the demands for distance learning will continue to gain greater acceptance in the future.

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.,   and Guerra, I.  (2001). The future of Distance learning: Defining and sustaining

                  Useful Results.   http://www.megaplanning.com/articles/FutureofDLinEdTech.pdf.

Siemens, G.  (2010). Facilitating Online Learning (Video). Retrieved from Laureate Inc.

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7229053&ClientNodeID=984650&coursenav=1&bhcp=1.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a
                    Distance: Foundations of distance education (4th Ed.) Boston, MA: Pearson.