Reflection on Distance Learning

In recent reports, estimates of at least 20% of college and university students enroll in at least one distance learning course.  In education, distance learning is becoming an important way for students to attend courses and receive a college education (Simonson, Smaldino, Albright, & Zvacek, 2012).  It takes planning, preparation, time, and effort to create an online course that is beneficial to the students (crlt.umich.edu, n.d.).  The ideas of easily converting a traditional course taught in a classroom are false, and this method is not always a guarantee for success.  Several factors must go into developing a course for online.  Some of these are:  key learning groups or audience, learning objectives, reasons for students enrolling in the course, and the type of delivery method (Schmidt & Gallegos, 2001).  Over the past eight weeks in this course, this course has shed light upon many factors that go into developing an online course.  The future of distance education, the improvement of the status of online courses, and the continual upgrading of distance education are three areas where focus needs to be for the success of online education. 

The idea of distance education replacing the traditional classroom styles is not realistic.  The diversity of students and their styles of learning are not always the best practice methods for all some students (Simonson, Smaldino, Albright, & Zvacek, 2012).  The future of distance education will more than likely rise in the percentage of students taking online courses.  There are many reasons for this increase.  For example, the current teacher shortages, overcrowded classrooms, and lack of federal and state funding are giving students in at risk areas of the country an opportunity to receive a formal education (Huett, Moller, Foshay, & Coleman, 2008).  For many teachers who still are in the traditional classroom, their use of technology in this setting is increasingly dramatically with tools such as smartboards, computers, tablets, and projectors.  For many teachers, the future of technology is not a conversion to online courses, but using technology as a tool to enhance learning (Cohen, 2012).  On the other hand, distance education is an ideal environment for students who must work and go to school, raise children, or just prefer the comfort of taking a course in their own homes is increasing vastly in numbers.  This method of online delivery is especially popular among adult learners who have full time jobs and are raising families (Simonson, Smaldino, Albright, & Zvacek, 2012).  The future of education, in my opinion, is going to be an equal mix of online courses, traditional courses, and the blended hybrid courses.  There is no way correct way to deliver content, and it is vitally important that instructors and educational institutions take all learning styles into account. 

Improving society’s perceptions and views of online distance education are a crucial task in its future success and sustainability.  Many instructors and learners want to ensure that the online course they are teaching or enrolling is of high quality.  In a report by the Sloan Consortium, 1,000 surveys show that most educational are now offering some form of online educational courses.  The same is for businesses and organizations with employee training.  To improve public perceptions of distance education, an instructional designer needs to ensure that any online course he or she develops sets higher standards.  Evaluations and surveys of learners after taking a course is an important way for an instructional designer to address any flaws or cracks in the course (Simonson, Smaldino, Albright, & Zvacek, 2012).  In viewing student surveys, there are three ways to approach revising an online course.  The first is a surface view.  This is just changing any cosmetic or technological errors that could hinder the learning process.  The second is the strategic approach is “approaching” and is when an instructional designer identifies and adjusts any long term goals or processes that an instructor will use in the course.  The third and final approach is “deep learning” and is when the instructional designer examines new facts and ideas that are critical and must be incorporated into the cognitive structure of the course (Armstrong, 2011).  The best way to ensure that distance education courses keep a positive light in the public’s eye is constantly work on improving and creating courses that are challenging and hold up to the educational standards of the past, present, and future theories and trends in education.

The appeal of distance learning courses and their appeal as an alternative form of instructional delivery will eventually level off, and distance learning will become part of mainstream education.  The important part for an instructional designer and instructors is to keep distance learning from becoming a passing fad (Kaufman & Watkins, 2000).  Keeping online courses fresh and on the cutting edge is a constantly and not having a course seen as impractical is a major factor in keeping a course in a positive light.  Successful online universities such as Walden and University of Phoenix shows the positive future of distance education.  Personally, my role as an educator and a future graduate of instructional design is to keep encouraging my students and others to give online courses a chance, and as a viable alternative to traditional classes.  Refining and redefining any online courses that I may teach or develop is another way for me to be a positive force in the growth of online education.  Instructional designers and instructors must keep up on current trends in technology and education.  The idea of living in the past with online education is not an option and is not acceptable.  Everyone that involves themselves in education must be bold and daring in their approaches and techniques in order to continue its success (Simonson, Smaldino, Albright, & Zvacek, 2012). 

The future of distance education and online learning are bright, but it will take effort, time, and much revising.  Nelson Mandela says, “Education is the most powerful weapon which you can use to change the world” (brainyquote, n.d.).  Distance education is just one of these ways to help change the world.  It is not an easy task, but the more people educate themselves will make this world a better place.  It not only enhances their personal lives but betters a community as a whole, both locally and globally.

 References

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Instructional Tools: A Qualitative Study of Undergraduate Students

Use of Online Tools.  Retrieved on December 16, 2012 from

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Brainyquotes.com (n.d.).  Nelson Mandela education quote.  Retrieved on December 16, 2012

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Cohen, S. (2012).  Distance Learning and the Future of Education.  Retrieve on December 15,

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Crlt.umich.edu (n.d.).  Strategies for Online Teaching.  Retrieved on December 10, 2012 from

            http://www.crlt.umich.edu/tstrategies/tsot

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Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

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