The Future of Distance Education

Reflection

This reflection addresses the following three questions:

• What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?
• How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
• How will you be a positive force for continuous improvement in the field of distance education?

The growth of distance education promises to increase immensely in the future and just like face-to-face learning it has its advantages and disadvantages as well as its positive and negative perceptions.  George Siemens indicates that the field of distance education is growing fast.  This rapid growth is characterized by the acceptance people have in general about distance education and how comfortable they feel learning in an online environment.  The increase of distance communications, the emerging of new technology tools, and the capacity of people to communicate with others at a global scale are three important aspects that foster the growth of this field.  In addition, the future of distance learning is taking a turn towards an increased progress and promising innovations that involve the development of newer technologies, more contribution coming from experts around the world, and the increased use of online games and simulations (Laureate Education, n.d.). 

Likewise, Simonson, Smaldino, Albright, and Zvacek (2012) predict that distance learning will continue to grow in the form of virtual worlds such as computer-generated simulations that are capable of placing the learners in real-life experiences where they can apply and practice the knowledge they have acquired through this learning environment.  On the other hand, there are still many misconceptions and concerns about the learning processes and effectiveness in this setting which shape the opinions of people and their view about distance learning.  Valentine (2005) explains how the future promises of distance learning is viewed primarily as financial in nature due to the benefit of its availability in terms of anywhere, anytime; rather than looking at it from the standpoint of quality.   The concerns identified as the problems to be resolved that affect the quality of distance learning are quality of instruction, hidden costs, misuse of technology, and the attitudes of all involved in this process.  

Similarly, Gambescia & Paolucci (2009) research results revealed that a great percentage of the universities sell their online programs to prospect students by describing the high degree of convenience and flexibility of studying online over the academic fidelity which in this study includes the quality of education.  The participants also perceived that there is a lack of interaction between the instructor and the learners in the online setting.  The aspect of interaction is the element that is emphasized the most in distance education by those who have a negative view towards learning at a distance; however, the supporters in this field are conducting more research with the purpose of improving the practices of distance learning. 

I believe that these concerns impact the growth of distance education, but are necessary because it allows the field to go through a process of ongoing assessment that permit necessary changes and modifications for improvement.  People need to adapt to this learning mode, just as they have adapted to the use of technology in education and the social aspects in their lives.  It is all a matter of getting used to the idea that distance learning is an alternative method of teaching and learning that coexists with the traditional f2f education.  I see the future of distance education in 5 to 10 years as something permanent that co-occurs along with the traditional classroom being equivalent in its quality.  I predict that distance education will keep growing and developing into a more structured and sophisticated form of learning grounded in new research discoveries and the advent of new technologies.  I forecast that in 10 to 20 years distance learning will reach to the point of 100% virtual reality learning spaces and its popularity will surpass the traditional classroom, but it will not fully substitute it; at least not yet.   Moreover, I see distance education as practically a new field that still needs to go through the scrutiny of time, trial and error, and extensive research until it becomes a regulated learning system reaching its excellence. 

In reality, it is up to those involved in the field of distance learning to become the advocates of improving the societal perceptions of distance learning.  People involved in this field of study could be instructional designers, instructors, administrators, stakeholders, policy makers, researchers, learners, etc.  As a future instructional designer, some ways of promoting a positive viewpoint regarding distance learning is by keeping up to date in the related studies in the field, applying research-based principles, guidelines, and theories of distance learning, and designing online learning experiences that are learner-centered ensuring their success. Song, Singleton, Hill, and Koh (2004) researched the perceptions of students’ learning in online environments, specifically the useful challenges and characteristics that ensured their success.  The implications for future research and practices suggested that there is a need to design online experiences in a more effective way by focusing not only on the technology tools that will be used, but mainly in the goals, objectives, and expectations of the learners. 

As a future instructional designer, it is my responsibility to design learning experiences oriented towards the needs and interest of the learners.  Additionally, it is my duty to consider all the elements that will benefit or impede the effectiveness of these experiences.  What is more, I must take part in action research to the extent possible for the continuous improvement of design models and the active engagement grounded upon the best practices in the field.  Lastly, I am required to foster a positive view of distance learning through the application of research-based best practices.  In short, I have to uphold all the responsibilities of my role as an agent of positive change in the design, development, and delivery of effective learning experiences in distance education. 

References

Gambescia, R. & Paolucci, S.  (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

Laureate Education, Inc.  (n.d.).  [Video Program].  The future of distance education, George

Siemens.  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550908_1%26url%3D  

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

distance: Foundations of distance education. (5th ed.). Boston, MA: Pearson.

Song, L. , Singleton, E. S.,  Hill, J. R. , and Koh, M. H. (2004).  Improving online learning: Student

perceptions of useful and challenging characteristics.   Internet and Higher Education, 7.  Retrieved from http://esinglet.myweb.uga.edu/portfolio/singleton_ihe.pdf

Valentine, D.  (2002).  Distance learning: Promises, problems, and possibilities.  Online Journal

of Distance Learning Administration, 5 (3).  Retrieved from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html