The Future of Distance Education

As we look into our society today, access to education has grown exponentially. According to the Association for Educational Communications and Technology (AECT), in the United States, fewer than 10 states were promoting distance education in 1987 (2001). A year later, that number had grown to two-thirds of the states, and by 1989 virtually all states were involved in distance learning programs (aect.org). Advancement in technology allowed us to do that and had given everyone, with Internet access, the ability to attain a higher education. Distance education grew out of the need to meet the educational needs of those who could not be in the same place and time with the teacher (Naidu, 2014). Its aim was to release educational practice from the confines of the four walls of the classroom and make it accessible to anyone who wanted and/or needed it, and not just those who could afford the time and money (Naidu, 2014).  

As popular as distance education might seem nowadays, there are still students who would prefer the face-to-face interaction and the ambience of brick-and-mortar universities. We often wonder why this is so, considering the convenience of taking classes without time and location constraints. According to Tichavsky, Hunt, Driscolland Jicha (2015), online classes present unique challenges for effective communication since we cannot replicate the interaction that occurs in many traditional classrooms. I think that some students today still prefer the immediate feedback from instructors when they are able to directly ask questions and immediately seek to clarify information.

If I look forward 5-10 years from now and ask myself how students will perceive online education then, I do think that students will continue to embrace the idea of taking online courses. Online communication is going to get better because technology continuously evolves. I believe that there is going to be an increase in student enrollment for distance education programs. Through the advancement of technologies specifically in multimedia, games and simulations, more traditional campus-based organizations are going to implement distance education programs in order to adapt to higher education demands. As George Siemens states that the growing acceptance of distance education is fueled by:

1.     An increase in online communication

2.     Practical experience with new tools

3.     Growing comfort with online discourse

4.     Ability to communicate with diverse and global groups

Another thought on the future of distance education is the idea of using more of Virtual Reality (VR) in online classrooms. VR is a newer technology, which is currently expensive but 5-10 years from now, this technology may become affordable. Medical students wearing a virtual-reality visor and data suit could perform any operation on a computer-generated patient and actually see the results of what they are doing (aect.org). Also, through Internet access and increasing advancement in telecommunications and technology, other countries will not be constrained in accessing education around the world. The spread of the Internet will enhance global connectivity, fostering more positive relationships among societies (pbs.org).

However, as Internet connectivity in a global standpoint continues to increase, I also believe that there are still those who will have negative opinions about online education, perhaps with regards to quality, or doubts on the effectiveness of using simulations, multimedia and games as an educational tool. As an Instructional Designer, (ID) our role is focused on creating a positive learning experience for our distance education learners by understanding their needs. We promote a positive perception of distance learning when the instructional tools we decide to use in our design is user-friendly, works with the educational platform, is affordable for the students and has minimal functional inefficiencies. It will be frustrating for a student to access a learning tool that won’t work. Students have to be comfortable with the learning environment in order to have a positive experience (Siemens, n.d.). If the program requires collaborative group learning activities, the technology should support those activities, and students should be provided with instructions in the collaborative technology so that they can participate effectively (aacsb.edu). Another role that instructional designers need to remember is to find ways to continuously improve and this can be achieved using program evaluations. To create an evaluation plan that determines the success of a distance-delivered course or program, ID’s need to define the meaning of success in a program (educause.edu). Does success mean increase enrollments, outstanding learner performance or increase in job potential of graduates? (educause.edu). Identifying and answering these questions will help instructional designers find opportunities to improve in designing distance education programs.

As I end this post, I leave you with this info-graphic from mymood.altervista.org.  Even with the skeptics of distance education, online programs are here to stay.  Technology will continue to evolve and instructional designers have to be the promoter and positive influencer for the learners.

References:

AECT (2001). History of distance education. Retrieved from https://www.aect.org/edtech/ed1/13/13-02.html

Naidu, S. (2014). Looking back, looking forward: the invention and reinvention of distance education. Distance Education, 35(3), 263-270. Retrieved from https://class.waldenu.edu

Tichavsky, L.P., Hunt, A.N., Driscoll, A., Jicha, K (2015). Its just nice having a real teacher; Student perceptions of online versus face-to-face instruction. International Journal for the Scholarship of Teaching and Learning: 9(22), Article 2. Retrieved from https://doi.org/10.20429/ijsotl.2015.090202

PBS (2014). 15 Predictions for the future of the Internet. Retrieved from https://www.pbs.org/newshour/nation/15-predictions-future-internet

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

AACSB International (2007). Quality issues in distance learning. Retrieved from http://www.aacsb.edu/-/media/aacsb/publications/white-papers/wp-quality-issues-in-distance-edu.ashx?la=en

Lockee. B., Moore, M., Burton, J. (2002). Measuring success: Evaluation strategies for distance education. Retrieved from https://www.educause.edu/ir/library/pdf/eqm0213.pdf

MYMOOD (n.d.). The future of elearning [image]. Retrieved from http://mymood.altervista.org/learning/images/stories/the%20future%20of%20elearninginfo.jpg

Distance learning is becoming increasingly popular for working adults and for learners who prefer the flexibility of learning at their own pace, without being limited by time and location.  Distance learning can by fully asynchronous, wherein students learn from a digital or online environment, or blended, wherein students learn both face-to-face and online.

In our assignment this week, we are given the following scenario and we have to create a project guide that will help the training manager convert their training program to a distance learning format:

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

With this given scenario, I’ve created a project guide. This project guide is a summary of the items that should be considered when converting their training program to a blended learning format. This will be helpful for the training manager to plan, develop and implement their training program.
   

References:

      1.  Simonson, M., Smaldino, S., Zvacek, S. (2015).  Teaching and Learning at a Distance: Foundations of distance education (6^th ed). Charlotte, NC: Information Age Publishing

     

           2. Online Learning Consortium (2014, December 17). A real conversation. Making online discussions awesome [Blog Post]. Retrieved from https://onlinelearningconsortium.org/real-conversation-making-online-discussions-awesome/

Distance Learning

In my current online class, we had the opportunity to look back and think about our personal definition and observations of distance learning before starting this course. I’ve personally defined distance education as taking classes anywhere and anytime in order to attain a higher degree such as a Master’s and Doctorate degree. However, I’ve previously associated distance learning as taking independent studies, without any support but self-motivation. Years ago, I had taken a class through mail correspondence. The learning materials were shipped to my house, including the tests that I had to mail back to the school for grading. I disliked the fact that there was no interaction with the teacher or any of my colleagues. I couldn’t have a discussion with anyone so all the learning I achieved was based on my own understanding. If I didn’t understand anything, I had no one to bounce off ideas with. Needless to say, I decided then that distance education was not for me. I needed the traditional face-to-face class in order for me to achieve my goal.

But life moved on and my schedule got too hectic with work and family. Going back to school was never going to happen. However, that changed when distance education evolved and was offered in an online format. I decided to reconsider my opinion about distance learning and went back to school. This week’s learning resources has expanded my view of distance education and my observations regarding this topic has changed.

In listening to a vodcast of Dr. Simonson, he defines distance education as formal education in which the learning group (teacher, students, resources) are separated by geography, and sometimes by time (Laureate production, n.d.). Throughout the years, it is interesting that distance education has changed so much since its inception. In one of the interactive multimedia presented in my class at Walden University, distance education’s timeline continuum was given. It started with mail correspondence in 1873, Radio broadcast in 1922, TV broadcast in 1934, Telephone in 1965 and Internet in 1984 (Laureate production, n.d.). This timeline showed that distance learning has evolved as technology became more advanced. Nowadays, there are many learning resources available and can be accessed online, and there are so many ways to interact with your peers and instructor, making it easier to exchange ideas and learn from each other.

Distance learning truly has evolved over time, and I think it is due to the advancement of technology, making it almost comparable to the traditional face-to-face classes. But even with such changes, there is one constant factor that drives this change, and that is the need for people to learn more. Som Naidu states that distance education grew out of the need to meet the educational needs of those who could not be in the same place and time with the teacher (2014). Its aim was to release educational practice from the confines of the four walls of the classroom and make it accessible to anyone who wanted and/or needed it, and not just those who could not afford the time and money (Naidu, 2014). Distance learning has changed, not only in higher education, but also in the way training is presented. Prior to e-learning opportunities, only a few professionals are selected to participate in seminars and workshops because of time and travel expenses. I believe that individuals nowadays are more career- oriented and want to achieve some type of advancement professionally or to gain more experience and enhance their skills. Distance learning provides professionals the ability to maintain continuing education credits, without the need to travel. Training and higher education, I believe drives the evolution and change of distance education.

With the current advancement of distance education, I can still say that change does not end here. Technology consistently evolves and with that, the opportunity to make distance learning accessible to a lot more people, even those who do not have great internet accessibility, will eventually be resolved. Through the advancement of technology, my view of distance learning has changed because now, it is easier than ever, to make connections digitally and create meaningful discussions online. In the future, a lot more Universities who are solely offering traditional face-to-face classes, will have to provide e-learning opportunities. Otherwise, their economic status might be affected and they lose student enrollment because of time and location constraints. One key factor does not change, and it is an individual’s need to learn more and advance in their field. Educational institutions will have to adopt to such need and make themselves marketable to a rapidly growing society of convenience-seeking learners.

Here is a video that summarizes what’s to come in the future of distance learning. 

References:

Laureate Education (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu

Moller, L., Foshay, W.R., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part I: Training and Development). Techtrends, 52(3), pp 70-75. Retrieved from http://academicguides.waldenu.edu/courseguides

Moller, L., Foshay, W.R., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part II: Higher education). Techtrends, 52(4), pp 66-70. Retrieved from http://academicguides.waldenu.edu/courseguides

Laureate Education (Producer). (n.d.). Distance learning timeline continuum [multimedia file]. Retrieved from https://class.waldenu.edu

Naidu, S. (2014). Looking back, looking forward: the invention and reinvention of distance education. Distance Education, 35(3), pp 263-270.

Reinvent your Imagination (2017). Learning predictions 2017- the future of learning. Retrieved from https://youtu.be/3Nmz4l31mM4