Reflection - Distance Learning

Social perception of distance learning is changing the more prevalent these programs are integrated into our society. The number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time (Waits & Lewis, 2003; Allen & Seaman, 2006 & 2008). With the development of technology and globalization, social, cultural and educational aspects of life have taken an impactful change; and with these changes, “hardware and software innovations are making telecommunications distance education systems more available, easier to use and less costly. Distance education has entered into the mainstream” (Simonson, pg 4). With the technology and access, society expects to be able to perform any tasks, from anywhere, at anytime and immediately. Education is no different, as a distance learner who travels on a regular basis for my employer, I expect to have access to my classes, resources, library and even the professor with no obstacles or constraints provided I have an internet connection away, which now are offered everywhere.

But before I form an opinion on what the perception of learners will be in 5, 10 and even 20 years, it is important to begin by looking at the past. In a matter of three years, online education went from the potential of being in the mainstream of education to being The Sloan Consortium has been examining whether distance learning was a mainstream form of education for several years. “In the first report, Sizing the Opportunity (Allen & Seaman, 2003), indicated that online and/or distance learning was growing rapidly and was perceived positively by faculty and administrators. A second report, Entering the Mainstream (Allen & Seaman, 2004), reported that online education was becoming a regular component of higher education. The third Sloan Consortium report (Allen & Seaman, 2005) confirmed the impact of online education. According to this report, 40% to 60% of schools with traditional courses also offer online courses and programs” (Simonson, pgs 4-5). Clearly, history speaks for itself, although there are still many learners who prefer the traditional classroom environment, I believe that distance education will continue to grow as fast as the technology that supports it.

As a proponent of distance learning, and as an instructional designer, it is my responsibility to ensure that online courses are designed with the distance learner in mind. “Well-designed courses were reported to produce more positive learning outcomes and to be related to overall student satisfaction. Design and quality are important” (Simonson, p. 67) Student satisfaction is an important aspect in the success of distance learning. Biner, Dean, and Mellinger (1994) conducted two studies that focused on learner satisfaction. In the first study, “using factor analysis, students’ satisfaction was identified with the following seven factors: Instruction, Technology, Course Management, At-site personnel, Promptness of material delivery, support services and out-of-class communication with the instructor. The second study confirmed the results of the first study” (Simonson, p.70).

In essence, an instructional designer can provide the most impact on society’s perceptions of distance learning by designing and implementing quality distance learning courses with well developed goals and objectives, providing a solid syllabus and technical support information to the learners. An excellent example is Walden University, who specialized in online courses. Learners are provided a few days before the class starts to get familiar with the online environment, the syllabus are clear, rubric scoring are included for each assignment, constant communication with the students and instructor are encouraged, we well as excellent support and resources availability.

“A critical part of the process is to consider the components of a successful learning system (Dick et al, 2004). These components are the learners, the content, the method and materials, and the environment, including the technology. The interaction of these components creates the type of learning experience necessary for student learning” (Simonson, 127). As instructional designer can provide a positive impact on the distance learning field by developing and maintaining the following competencies (Thach, et al):

1) Interpersonal Communication
2) Planning Skills
3) Collaboration/Teamwork Skills
4) English Proficiency
5) Writing Skills
6) Organizational Skills
7) Feedback Skills
8) Knowledge of Distance Education Field
9) Basic Technology Knowledge
10) Technology Access Knowledge.

References:
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009) Teaching and Learning at a Distance. Foundations of Distance Education. 4th Edition. Pearson.

Thach, E.C., Murphy, M.L. Competencies for distance education professionals. Educational Technology Research and Technology, Volume 43, Number 1, 57-79, DOI: 10.1007/BF02300482