The Future of Distance Learning

One thing I strongly believe, in regards to distance learning (DL), is that it is here to stay! Most people would likely be surprised to learn DL was present as far back as 1833 where composition, language and civil service courses were offered via mail correspondence (Distance Learning Timeline). In fast forwarding to today, and anticipating what the future holds for DL, I would like to first recognize three different forms of DL being online courses, blended or hybrid courses, and Web-facilitated courses. A primary distinction between the three forms is that at least 80% of the content is delivered online, 30%-79% of the content is delivered online, and less than 29% of the content is delivered online, respectively (Simonson, Smaldino, Albright, and Zvacek, 2009). With learning management systems (LMS) becoming mainstream in the late 1900’s and the appearance of Web 2.0 technologies such as wikis, blogs, podcasts, and multi-user virtual environments, standards and the regulation of DL environments arose (Distance Learning Timeline). With the quality of DL continuing to advance, and faculty and administration viewing DL more positively (Simonson et al., 2009), I can only conclude future perceptions of DL will also continue to be more positive.

With factors such as economics and access being key in the significant growth of DL at the post-secondary level (Moller, Foshay, and Huett, 2008), and the changing learning styles of students at this level, as a result of technology (Dede, 2005), and the academic fidelity of online programs adhering to the quality and standards of face-to-face (F2F) programs being a leading indicator of a DL program’s integrity and quality (Gambescia and Paolucci, 2009), I can see nothing but positive perceptions of DL to increase, as the quality and understanding of DL grows. Additionally, with more people personally experiencing the use of technology tools that are also used in DL, in particular those involving communications, the distance aspect of DL will become less of a factor (Siemens). I see the growing familiarity and capabilities of individuals to provide increased levels of expertise from instructors and by learners who will be participating in DL environments.

As a future instructional designer (ID), the most important thing I need to do, in order to help in the advancement of perceptions of DL, is design instruction in a systematic and structured way for the primary purpose of ultimately designing a program of high quality and ultimate effectiveness. By using a design procedure such as the ADDIE process, and planning for the variables for each particular and specific learning environment, such as:  the facilitator, the learners, the technologies, and the content, I will be able to address the important aspects of building a successful online course (Piskurich and Chauser). There are many problems with merely taking materials utilized in a F2F learning environment and placing them online (Moller, 2008). The DL environment is one that shifts towards a visual presentation of materials and one in which learner interactivity and engagement must occur (Simonson et al., 2009). The presentation and delivery of content and materials must be such that the facilitator, in that given circumstance, possesses the necessary knowledge and ability to effectively implement the course. Equally important is the learner’s knowledge of and access to the technologies utilized in the DL environment (Simonson et al., 2009).

While it is difficult for me to envision what the actual DL environment 10-20 years from now may be, as I find the future of technology difficult to see in terms of the capabilities therein, I do see DL being an acceptable form of quality learning. As with most products and services, the continued increase in quality design of DL environments, elevated levels of expertise on the part of instructors implementing DL, and learners growing in their understanding of how to effectively function in a DL environment and the responsibilities they have as a distance learner, are the reasons DL will continue to grow in offerings and more importantly, acceptance as a quality learning experience. If the DL product and service is not of quality, it will fall by the wayside. The fact that a course or program is offered in a F2F environment does not alone ensure the integrity and quality of the course or program. I believe my personal positive impact on distance education will ultimately result from having gained the knowledge of quality ID, becoming an instructor or facilitator of DL, and personally experiencing DL as a learner. My views and understanding will encompass a broad view of DL, in both its challenges and benefits. I look forward to my continued advocacy, yet on a much greater scale, of education at a distance!

  

References

Dede, C. (2005). Planning for Neomillennial Learning Styles. EDUCAUSE Quarterly, 28(1), 7-12. Retrieved from EBSCOhost.

Distance Learning Timeline Continuum. Lecture presented for Laureate Education, Inc. Retrieved from  http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.

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.

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66-70.

Piskurich, G. & Chauser, J. Planning and Designing Online Courses. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.

Siemens, G., The Future of Distance Education. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7270808&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.