The Future of Distance Learning

What do you think the perceptions of distance learning will be in the future (in 5-10 years; 10-20 years)?

            In the next 5 to 10 years, I think the perceptions of distance learning will change a great deal.  People are realizing that geographic location does not need to dictate their access to quality education and that distance can be overcome through the use of distance learning.  The development of quality distance learning programs will continue during this time, as education institutions look to established models of successful distance education, such as the Florida Virtual School, the Digital Dakota Network, and accredited online universities (Simonson, Smaldino, Albright, & Zvacek, 2012).  The development of distance learning institutions will continue to grow, not as just a trend or fad, but as institutions, government, and businesses continue to cater to and reach a more diverse and global economy (Siemens, 2010). 

Accreditation will become more important as employers and potential students become more aware of what quality distance learning can achieve.  Institutions offering distance learning programs will improve their course offerings to utilize the new developments of technology and communication, offering a more comfortable and engaging learning environment to students, while meeting (or exceeding) the academic rigor required by accreditation or industry standards.  For established, traditional learning institutions, this may be a painful process in rethinking how content can be delivered to learners, how learners and instructors interact, and how to avoid “the craft approach” (simply transferring face-to-face classroom content to an online forum without regard to the differences between online instructional strategies and classroom instructional strategies) (Moller, Foshay, & Huett, 2008, p. 67).  The quality of distance learning programs will be examined when compared to identical programs offered face-to-face by the same institution in terms of academic fidelity and integrity, meaning that the distance learning programs ought to have the same support from the institution in terms of technology, resources, faculty, and society acceptance (Gambescia & Paolucci, 2009).  

Communication between far-reaching destinations will be all but erased by distance learning and training.  During this time, technologies and interactive communications will improve, as will the use of interactive games, multimedia applications and simulations, providing a more engaging and effective learning environment.  As tools and technologies develop, distance learning and instructional designers will need to keep pace with the improvements to provide learners with the practical experience necessary to be successful in the career field.

            In the following decade, distance learning programs and technologies will achieve mainstream acceptance.  By that time, it may be that more than half of working professionals will have received at least some of their education through distance learning courses.  Communication and multimedia technologies will continue to improve and new innovations will cause us to rethink (again) how people relate and interact with one another and the digital world.  Who knows?  Simulations and video conferencing may achieve 3D capabilities that are accessible to everyone.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

            As an instructional designer, I think one of the main misconceptions of society is the perceived lack of quality in distance learning programs.  Most misconceptions can be overcome simply by talking or showing individuals what a quality program entails.  As an instructional designer, it will be important for me to follow the ADDIE process to ensure that the goals of a program are clearly defined and that the best instructional strategies and tools are utilized to meet those learning goals.  It will also be important to publish the successes of distance learning programs, and educate the public that quality distance learning opportunities are available.

How will you be a positive force for continuous improvement in the field of distance education?

            Although there are days where I feel like I have only just begun to scratch the surface on instructional technologies, it will be important to stay current with new technological advances, and to continue to learn and improve on distance learning theories and methods while incorporating those advances in the products that I develop.   I generally have high expectations for my work and that will continue as an instructional designer.  It will be important to meet those expectations in terms of the development of courses and in working with SME’s and other teams members.  The developments, advances, and collaboration with others combine to produce an efficient and effective learning environment.  Overall, I want to make sure that I provide an environment in which the student feels comfortable and productive.  I want to provide the best learning experience for each student that logs on.

References

Gambescia, S., & Paolucci, R. (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/spring 121/gambescia121.html

Moller, L., Foshay, W., & Huett, J. (2008).  The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education).  TechTrends, 52(4), 66-70.

Siemens, G. (2010) The future of distance education. [video program]. Laureate Education, Inc. Retrieved from sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=7309287&ClientNodeID=984650&coursenav=1&bhcp=1

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