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
Armstrong, D.A. (2011).
Students’ Perceptions of Online Learning
and
Instructional
Tools: A Qualitative Study of Undergraduate Students
Use of Online
Tools. Retrieved on December 16, 2012
from
Brainyquotes.com (n.d.). Nelson Mandela education quote. Retrieved on December 16, 2012
Cohen, S. (2012). Distance Learning and the Future of
Education. Retrieve on December 15,
Crlt.umich.edu (n.d.). Strategies for Online Teaching. Retrieved on December 10, 2012 from
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008).
The evolution of distance education:
Implications for instructional
design on the potential of the web (Part 3: K12).
TechTrends, 52(5),
63–67.
Kaufman, R. & Watkins, R.
(2000). Assuring the Future of Distance
Learning. Retrieved on
December
16, 2012 from http://megaplanning.com/articles/DEfuture.pdf
Schmidt, E.,
& Gallegos, A. (2001). Distance learning: Issues and concerns of distance
learners.
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
distance:
Foundations of distance education (5th ed.)
Boston, MA: Pearson.
