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

Converting to a Distance Learning Format

Abstract

The following PDF file comprises a Best Practices Guide to convert a traditional face-to-face course to a distance blended learning format.  The guide starts off by describing a sample scenario which justifies the interest of a training manager to convert a traditional training to a blended format.  It also includes an introduction explaining the purpose and uses of the guide.  Furthermore, it defines distance education and blended learning in terms of its characteristics and benefits for the learners.  Moreover, it discusses four main topics which are pre-planning strategies, skills enhancement, role of the trainer, and encouraging communication online.   Each topic includes a description, ideas, tips, and tools guiding the trainer towards a successful conversion.  Finally, concluding remarks is also presented at the end of the guide.   

Best Practices Guide: Converting to a Distance Learning Format

The Impact of Open Source

The Massachusetts Institute of Technology (MIT) OpenCourseWare Consortium is a free publication of courses and course materials offered by this institution.  This resource is free and it is available to everyone who wishes to gain knowledge in any number of fields.  Simonson, Smaldino, Albright, and Zvacek (2012) believe that the key to designing effective distance learning instruction is by applying principles that are grounded on research-based best practices.  Furthermore, they rely on the notion that effective instruction is the result of effective design. 

I chose to examine the High-Intermediate Academic Communication course to evaluate this resource based on the best practices of distance learning instructional design.    This evaluation considers the answers to the following three questions:

• Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

• Does the course follow the recommendations for online instruction as listed in your course textbook?

• Did the course designer implement course activities that maximize active learning for the students?

The first question regards to the planning and design phases in a distance learning environment.  At first glance, the course is well organized as it includes a course description, the syllabus, a calendar, the reading material, and the assignments.  This organization is important because it guides the learners in terms of the course content, materials, methods, evaluation, and the environment.  Nevertheless, this course was designed to be taught as a face-to-face course which means that it does not incorporate some of the planning principles of distance learning.  For example, Simonson, Smaldino, Albright, and Zvacek (2012) provide principles and guidelines that should be considered when planning for instruction at a distance.  For instance, one feature of planning for distance learning is to focus the instruction using visual aids to engage learners because face-to-face interaction is decreased in a distance learning environment.  Another important principle is the use of visual representations such as tables and figures to illustrate key concepts of the course.  In addition, activities that foster student interaction such as discussions and collaborative work are a major aspect of the distance learning setting.  Moreover, the course has to provide other communication venues in case that technology fails.  Likewise, it is important to evaluate the course by inquiring if it meets the needs of the learners.  The following table illustrates a checklist to show the alignment of the course with some of the principles and guidelines as Simonson, Smaldino, Albright, and Zvacek (2012) described as best practices when planning distance learning courses. 

Table 1:

Course Evaluation Based on Distance Learning Planning Principles and Guidelines
Distance Learning Planning Principles	Yes	No	Comments
Visual presentations (e.g., videos, power point presentations…)			PDF files
Visual representations (e.g., tables, figures…)			In the syllabus and calendar
Active group interaction (e.g., discussion forums, collaborative work…)			Class discussions, debates, and presentations
Alternative means of communication if technology fails (e.g., fax, phone, e-mail…)			Not specified
Who are the learners?	Yes	No	Comments
Characteristics (age, origin, grade, educational background)			Described as graduate/undergraduate students
Cognitive abilities (prior experiences)			No pre requisites specified
Learning, linguistic, cultural, and affective styles.			English language learners (ELL) not specified
Orienting context Why are they taking the course?			Expand communicative competence in grammar, vocabulary, and writing.
Instructional context When are they taking the course?			25 class sessions of 1.5 hours each plus 2 hours a week in the language Learning and Resource Center
Transfer context How will they use the knowledge gained?			To improve academic language skills in written and spoken English
What is the essential context?	Yes	No	Comments
Sequence of information			A sequence is included in the calendar, but a hierarchical sequence is not specified
Time constraints			Not specified
Goal and objectives for instruction			Not included
What teaching strategies and media should be used?	Yes	No	Comments
Delivery mode			This course was designed as a face-to-face course that include class discussions, debates, and presentations
The instructor’s educational philosophy (e.g., teacher-centered, student-centered…)			Classes are identified as lectures which usually implies content-centered
Media selection How will the content of the course be presented visually?			Face-to-face lectures with two hours a week Internet-based listening/speaking/pronunciation practice
What is the learning environment?	Yes	No	Comments
Technology (e.g., asynchronous, synchronous, blended…)			Mostly face-to-face interaction with Internet-based listening/speaking/pronunciation practice
Considerations using distance learning mode (e.g., equipment, hardware, software, terminology…)			Not specified
Resources and instructional materials			List of readings all in PDF format
Does the course meet the learners’ needs?	Yes	No	Comments
Is the content relevant to the needs of the students?			The content of the course matches the course description.
Does the course include clear directions for students of what they should do at every stage of the course?			List of topics in the course calendar but these are non-directional
Do learners have control over the pace of the course?			None
Does the course include a way to attend the learners’ individual concerns?			Not included
Does the course include an assessment system that incorporates testing, progress monitoring, and feedback from the instructors?			None
Are the materials of the course useful, active, and interesting?			Traditional storage of reading material and practice exercises

Besides the guiding principles that should be considered when planning distance learning courses, it is also important to assess the structure of the course in terms of organization, assessment, content, instruction, and technology tools.  The following table represents an evaluation of the course based on Simonson, Smaldino, Albright, and Zvacek (2012) recommendations for distance delivered instruction. 

Table 2:

Recommendations for Distance Delivered Instruction
Course Structure: Unit-Module-Topic Model	Yes	No	Comments
Organizational guidelines- Unit-Module-Topic 15 50-minute class sessions			The course is organized by topics.  No units or modules are present.
Assessment guidelines- Learning outcome: 1 major assignment per unit, 1 minor assignment per two to three modules (at least one learning outcome for each topic). Assessment strategy: 1 examination, 1 ten-page paper, 1 project, 3 quizzes, 3 small assignments, graded threaded discussions, e-mails, and chats.			None
Content guidelines- readings, videos, audio recordings, recorded presentations using Power Point with prerecorded audio and synchronous chats with content experts.			The course does not include visual aids other than PDF files and handouts.
Instruction/teaching guidelines- 1 module per week Instructor-e-mail to students each week 1 synchronous chat per week 2 to 3 threaded discussion questions per topic, or 6 to 10 questions per week Instructor comments on discussions as part of a threaded discussion board Progress reports submitted to students every two weeks			Not specified
Technology tools guidelines			No CMS is available or any other learning platform.

            To answer the initial three questions according to the results of this course evaluation, it is fair to say that this course was not planned nor designed for a distance learning environment.  In contrast, it was initially designed as a face-to-face course and then all the course materials were taken and put together in the open courseware to make it available for the people who want to gain knowledge in the field.  This is why this course fails to comply with the distance learning requirements that should be met in the planning phase for distance delivered courses.  For this same reason, the course only follows one of the four recommendations for distance delivered instruction as seen in the second table.  Lastly, the course includes activities to maximize active learning such as classroom discussions, debates, and presentations, but these activities are not designed to be delivered at a distance; instead, these were created to be developed on site.  Additionally, there is no technology tools incorporated in the course to increase the learners’ active participation such as discussion forums, chats, e-mail, Wikis, messengers, or a CMS to deliver the content of the course. 

            In short, this course was not initially designed as a distance learning course which results in the lack of compliance in the pre-planning and design phases for distance learning.  Still, this evaluation could be the first step to transform this course into a distance learning course.  The impact of the current trend regarding open courses is an excellent and advantageous resource for people who want to increase their knowledge, but it also brings the disadvantage of the lack of feedback from the instructor that guides the learners through the learning experience.  It is recommended that a checklist should be created to ease the transition from a face-to-face course to a distance learning course in a more effective way.  This way, the people who participate from these courses could have more resources available suitable for an online learning experience.   In the end, planning and designing courses with the learners in mind is what matters the most. 

References

WonHo, Y. I.  (2004).  High-Intermediate Academic Communication Course.  MIT OpenCourseWare.  Massachusetts Institute of Technology.  Retrieved from http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-213-high-intermediate-academic-communication-spring-2004/

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

Selecting Distance Learning Technologies

IT IS NOT A MATTER OF AVAILABILITY, BUT OF APPROPRIATENESS

            In the 21^st Century there are numerous technology tools that could be used to design, develop, deliver, and enhance distance learning experiences.  Simonson, Smaldino, Albright, and Zvacek (2012) discuss how in the history of distance education we have evolved from correspondence studies using the post office service or electronic mail to virtual reality.  Distance educators have used technology resources such as audio and visuals to provide learning content to the learners through the senses.  In addition, the content taught at a distance has also been aligned with taxonomies of thinking skills which range from simple to a more complex development of cognitive abilities.  Similarly, the setting where education is offered to the learners has progressed from a traditional classroom to breaking of the barrier of time and space.  This advance increases the opportunities for learning to reach a broader number of the population that even though they could be separated by space and time, they come together through the existence of distance technology tools.  In the present, the exchange of learning experiences does not limit itself to face-to-face learning, but it also provides blended experiences as well as all-online formats. 

Web 2.0 Technologies

As a result of these available distance learning modalities, comes the selection of distance learning tools that are used as the vehicle to provide the learners with the most effective and efficient learning experiences.  For instance, we can incorporate Web 2.0 technologies that include blogging, Wikis, podcasting, social bookmarking, social networks, and virtual worlds.  At the same time, there are course and learning management systems which support these technologies so that learning experiences could be placed, organized, and accessed online promoting the interactivity between the educator, the learners, and the resources.  Analogous to the benefits that distance education brings to those involved, there is the matter of limitations too.  Among the limitations that Rashid & Rashid (2012) discuss concerning distance education, there is the issue of effective communication between the learners and the teachers and the misuse of technology.  Communication better translates to the quantity and quality of interaction between the educators, learners, and the instructional material.  Furthermore, technology refers to all the tools that are available to make distance education possible.  These two factors are interconnected as technology facilitates communication to become an operating system in order to make distance education possible.  The misuse of technology happens when the distance educator does not exploit the full potential of the technology tools, lacks of training in its utilization, or fails to select the appropriate technologies to provide effective learning experiences. 

            Consequently, it is imperative that the designer of instruction selects the most appropriate technologies to heighten the learning experiences.  To explain the importance of matching the learning experiences needed to the most appropriate technology tools, I have provided an example to further clarify the process of choosing these technologies.

Example # 1: Collaborative Training Environment

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

            Looking at the description of the case study, we can break down the objectives and the details of the training in the following points:

• The objective of the training is the implementation of a new staff information system.
• The new information system needs to be implemented in six different offices.
• The staff to be trained cannot meet at the same time or at the same place.
• The staff is required to share information using screen captures and participating in ongoing collaboration. 

One next step that could be taken after analyzing the required training could be the selection of a learning management system that can support the technologies that will be used to comply with the learning experiences that are required as part of the training.  Then, there is the selection of the technology tools that will make possible the asynchronous learning format, the use of screen captures, and the ongoing collaboration among the staff members.  Course management systems such as CourseSites or Moodle could be used for this training because these two systems support Web 2.0 technologies. PRNewswire (2011) reported that CourseSites presents an alternative for distance educators looking to test Blackboard products before making the decision of purchasing.  Among the many features that this course system has to offer, it includes the support of Web 2.0 technologies that make the distance learning experience a more interactive experience.  For example, CourseSites includes social learning tools, instant messaging, live collaboration, conferencing, voice tools, assessments, self-assessments, browser tools, and content authoring tools.  It also includes homepages and URLs for instructors, templates, themes, hosting, Cloud-based, social networking, and training resources.  The following video http://www.youtube.com/watch?v=64V5J9Ygp1E&feature=youtu.be shows all the features that this CMS has to offer as a learning platform that supports learning experiences in settings such as K-12, higher education, and corporate training.                            

  Likewise, Blackboard Inc. (2011) reported that the incorporation of this CMS has been a successful distance learning tool in Westinghouse’s corporate online learning. http://www.blackboard.com/CMSPages/GetFile.aspx?guid=4f534f26-159f-4a89-9454-67f845f55b91

Successful Distance Leaning Tool

On the other hand, Walsh (2010) informed that Moodle is an open source learning management system similar to Blackboard which includes pretty much the same features with the exception of a few.  Two of the most popular features of Moodle are Moodleroom and Remote Learners.  After selecting the CMS and making sure this system supports multiple Web 2.0 tools, there is the question of which technologies would be most useful to achieve the learning objectives?  Regarding the task at hand, it is clear that the technologies needed for this training should allow three important things to happen: asynchronous learning experiences, information sharing using screen captures, and ongoing collaboration.  Hrastinski (2008) defined asynchronous e-learning as the facilitation of instruction and resources through the use of media tools such as e-mails and discussion boards among teachers and learners that cannot be in the same place and at the same time.  The use of a learning platform such as CourseSites would facilitate this kind of interaction.  Moreover, there are many learning authoring tools that can aid the instructional designer to share information among the participants through the use of a variety of formats or a combination of these such as audio, text, graphics, voice, and video.   

Screencasting Tools

Walsh (2010) provides a comparison of nine screencasting tools that could be used to create stand-alone tutorials which combine screen images and screen motion with audio.  This can be seen in tools such as CamStudio, Camtasia, Captivate, and Articulate, Jing, etc.  Some of these tools are free while others are not, which means that this factor should be considered before choosing one of the many available software. 

 This video http://youtu.be/l72OBmoVGf4 showcases an example of how the use of a screencast tool can been successful in providing online tutorials about information systems.  Lastly, the learning platform provides the feature of collaboration; nevertheless, there are multiple tools that can be embedded in the learning platform for this purpose such as Wikis, Google Docs, Zoho, Buzzword, Etherpad, Peepel, and OpenGoo (Pierce, 2009).  THATSTECHNOLOGY.com (2012) provides an interesting list and description of online collaboration tools that have voted to be very effective for ongoing collaboration among coworkers in the corporate setting.   

To sum up, distance education technology tools must be selected carefully so that these can enhance the learning experiences consequently allowing the attainment of the learning goals in an effective and efficient manner.  There are key questions that need to be considered when selecting distance learning technologies and these are: 

• What is the purpose of the training?
• Who is the target audience?
• What is the availability of time and space of the learners?
• What special requirements or skills do the learners need to engage in or master?
• What are the technologies available to provide the training?
• What are the most appropriate technologies that could be used to design effective learning experiences in order to obtain the desired outcomes?

However, there are other important questions that could be added to the list as well.  Generally, the most important thing is to satisfy the learners’ need in order to increase their knowledge and productivity in the workplace selecting and using the most appropriate distance technology tools.  

References

Blackboard Inc.  (2011).  Blackboard powers online learning for Westinghouse.  Blackboard + Learn.  Retrieved from http://www.blackboard.com/CMSPages/GetFile.aspx?guid=4f534f26-159f-4a89-9454-67f845f55b91

Blackboard Inc.  (n.d.).  CourseSites by Blackboard.  [Video Webcast].  Retrieved from

http://www.youtube.com/watch?v=64V5J9Ygp1E&feature=youtu.be

Ferguson, C.  (n.d.).  HRA HRIS System overview.  [Video Webcast].  Retrieved from http://www.youtube.com/watch?v=l72OBmoVGf4&feature=youtu.be

Hrastinski, S. (2008).  Asynchronous and synchronous e-learning.  EDUCAUSE Quarterly, 31, (4). Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AsynchronousandSynchronousELea/163445  

Pierce, D.  (2009).  5 Great alternatives to Google Docs you should consider.  MAKEUSEOF. Retrieved from http://www.makeuseof.com/tag/5-great-alternatives-to-google-docs-you-should-consider/
 

PRNewswire.  (2011).  Blackboard launches CoureSites: A free, fully-hosted online coursesystem for instructors.   PRNewswire United Business Media.  Retrieved from http://www.prnewswire.com/news-releases/blackboard-launches-coursesites---a-free-fully-hosted-online-course-system-for-instructors-115707024.html
 

Rashid, N. & Rashid, M.  (2012).  Issues and problems in distance education.  Turkish Online Journal of Distance Education (TOJDE), 13 (1), 20-26.

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

THATSTECHNOLOGY.COM  (2012).  List of some of the best social networks or online communities for collaborative tools.  THATSTECHNOLOGY.COM Social Media Section.  Retrieved from http://www.thatstechnology.com/social-media/list-of-some-of-the-best-social-networks-or-online-communities-for-collaborative-tools
 

Walsh, K.  (2010).  Moodle 2.0 versus Blackboard 9.1: A brief comparison.  EmergingEdTech.  Retrieved from http://www.emergingedtech.com/2010/11/moodle-2-versus-blackboard-brief-comparison/

Walsh, K.  (2010).  Comparing 12 free screecasting tools.  EmergingEdTech.  Retrieved from http://www.emergingedtech.com/2010/01/comparing-12-free-screencasting-tools/