Reflection: The Future of Distance Learning

The Sloan Consortium reported the United States had over 6,000,000 students enrolled in at least one online course in the year 2011, which represents an increase of over 5,000,000 students since the year 2002 (Allen & Seaman, 2011). No doubt such an exponential growth of enrollment in 9 years marks an important trend for the field of distance learning and a positive evolution of associated educational methodologies and practices. As distance learning continues to increase in prevalence in our society, it has a fascinating potential future and could benefit from the influence of sound instructional design.

 

Future Perceptions of Distance Learning

Currently, the perceptions of distance learning embody a vast range of feelings. Despite its growing popularity among students, use at all levels of education (K-12, universities, and industry training), and recognition as a way to attain a certified degree (Bachelors, Masters, Post-Graduate, and Doctoral), skeptics still abound in the field and society in general. General stereotypes still exist that frame distance learning as a lower quality educational method or less rigorous for the student to complete. As distance learning reaches its “critical mass” (Simonson, 2009) in society and continues to grow in all fields of education, these negative perceptions will continue to fade away and be replaced with more positive notions. Most likely in the near future, five to ten years from now, distance learning will be an acceptable way to receive any institution-based form of education. Societal factors such as the growing competence with technology, increased quality of online communication, and practical experience with online applications will further the positive reputation of distance learning overall (Siemens, 2009). In general, distance learning, especially web-facilitated courses, will be the new normal in all types of education.

 

Improving Societal Perceptions of Distance Learning

Core to instructional design is the principle to put the learner first, focusing on their needs and how to best achieve the desired learning outcome for them (Morrison, Ross, Kemp, & Kalman, 2009). When designing instruction for distance learning, the focus should be no different. The instructional designer, therefore, will play a key role in making the negative perceptions of distance learning disappear completely and helping the method to actually reach critical mass and find a common place in the field of education. If instructional designers maintain their focus on the learner and promote sound learning and teaching strategies in distance environments, then the field will continue to grow in a positive manner, just like any other education method. Overall, effective education, even in a distance environment, is about sound instructional strategies and not just presentation of information (Moller & Huett, 2012). To improve distance learning, instructional designers must see themselves as creators of learning experiences that authentically create all of the positive qualities of traditional learning and further educational outcomes through the use of technology.

 

Continuous Improvement for Distance Learning

            Besides continuing to have a focus on the learner in my career as an instructional designer, there are many other ways I can be a positive force for continuous improvement in the field of distance learning and teaching. First, I can have an open mind towards technology and be willing to harness the power of new online applications that may have a positive influence on the field. For example, Simonson, Smaldino, Albright, and Zvacek (2012) note little attention was given to course management systems in 1998, and yet, as they write the fifth edition of their book, whole chapters are being dedicated to that exact topic. This type of growth and change of technology is exactly the kind of feature an instructional designer can be a proponent for. Second, instructional designers can be champions for distance learning as an instructional solution. Especially in the business and industry training field, instructional design consultants can promote the use of distance learning options to answer calls for training if that method is deemed most appropriate. Third, we can be a force for improvement by continually revisiting distance courses we have designed for revision, and reviewing existing traditional course to see if they can benefit distance learning options. Since the field is growing exponentially, it is important to revisit courses often, even if they were created recently.

            As an instructional designer, distance learning is an exiting notion that presents many innovative solutions to learning and teaching. As the field continues to evolve from its humble roots centuries ago in mail correspondence courses to a billion dollar global business in all areas of learning and teaching, there is a remarkable future ahead for distance learning (Simonson, 2009). Certainly it will shape my career as an instructional designer, and I am excited to be a part of the movement.

 

References

Allen, I., & Seaman, J. (2011). Going the distance: Online education in the united states, 2011. Babson Survey Research Group.

Moller, L., & Huett, J. (Eds.). (2012). The next generation of distance education: Unconstrained learning. New York, NY: Springer.

Morrison, G., Ross, S., Kemp, J., & Kalman, H. (2009). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons. 

Siemens, G. (Director). (2009). The future of distance education. [Motion Picture]. Laureate Education.

Simonson, M. (Director). (2009). Distance education: The next generation. [Motion Picture]. Laureate Education.

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