The Future of Distance Learning

What do you think the perceptions of distance learning will be in the future?

The pervasiveness of computers, tablets, the internet, and other information and communications technologies has greatly contributed to the exponential growth of distance learning.  According to a study conducted by the Sloan Consortium, well over 5 million students reported being enrolled in at least one online course and universities see online education as an integral part of remaining competitive and increasing enrollment (Belcher, Neely and Tucker, 2013).  Granted, skepticism about the quality and legitimacy of online courses and online degree programs continue to exist, but a shift in these perceptions has occurred and I believe that, in the years to come, online degree programs will be seen as no different, in terms of quality, than traditional face-to-face programs.  More and more adults are choosing online learning as their best option because it allows them the flexibility to meet their professional and personal obligations, while pursuing higher education.  The advent of online primary and secondary schools and the move by some states to require that high school students complete at least one online course as a graduation requirement means that online learning will be commonplace for future generations of students.

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

Improving societal perceptions of distance learning involves being an ambassador for online learning.  As a teacher, I work with many other teachers who want to pursue graduate degrees but must also balance family and professional obligations.  I make a point to share my experiences with online education and to point out that, like traditional brick and mortar universities, online institutions can offer quality programs while also offering flexibility that accommodates the needs of working professionals.   In addition, I plan on working to develop online learning experiences for my students and online courses using distance learning theories and the skills and strategies that I have learned in this program.  Creating quality online courses is the best way to improve society perceptions of online learning.

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

By working for an online educational institution, I can work to improve the field of distance education.  This means continuing to improve my skills as an instructional designer and creating and evaluating courses that I teach or create.  As Simonson, Smaldino, Albright, and Zvacek (2012), assert, “just like any other kinds of teaching, teaching at a distance requires planning and organizing.  However, teaching at a distance, whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase” (p.151).  By focusing on planning and creating quality online courses and continuing to keep up to date on distance education theory and new technologies and tools, I can ensure that I am working to improve the field of distance education.

References:

Belcher, T., Neely, P. & Tucker, J. (2013). Public perceptions of online learning in the united states.             Retrieved from: http://sloanconsortium.org/conference/2013/aln/public-perceptions-

            online-            education-united-states

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

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

Class Conversion Best Practices Guide

Best Practices Guide

Pre-Planning Strategies:

The training manager must ensure that he carefully plans out how he will convert his training sessions to a blended learning format.  Simonson, Smaldino, Albright and Zvacek (2012), define planning as “the system of decisions that determines an operation prior to it being carried out” (p.46).  They stress the importance of determining, in detail, how the course content will be managed and organized.  Some things to consider:

·         Learning Management System- The instructor should assure that the LMS will be able to track learner progress and allow for the type of media delivery and discussions needed.

·         Determine the learning objectives

·         Determine the type of communication, synchronous or asynchronous, that learners should have

·         Plan for the type of technology that would be used

·         Determine which activities will be done in the face-to-face portion of the course and which will be better delivered online.

Enhancements through Distance Learning Format:

·         The online format will allow for a more learner-centered approach to learning.  With the advent of Web 2.0 technologies, such as blogs, wikis, podcasting and social networking, students have a variety of ways in which to communicate (Simonson, Smaldino, Albright and Zvacek, 2012). 

·         Online formats allow for a variety of ways in which content can be delivered to appeal to learners of all learning styles and intelligences, including videos, audio, and text.

·         The online format can allow for both synchronous and asynchronous discussion.

      

        Changing Role of the Facilitator:

        According to Simonson, Smaldino, Albright, and Zvacek (2012), the role of the facilitator in an online environment can “vary depending on their capabilities” (p.210). 

·         What non-instructional aspects of the course will the instructor be responsible for?

·         Communication in an online environment is also different.  The facilitator will have to be involved in both synchronous and asynchronous discussions, providing feedback and extending the discussions.

·         The instructor will need to provide timely feedback.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson

The Impact of Open Source- Harvard University's Open Learning Initiative

                The Harvard Extension School, part of Harvard University’s Open Learning Initiative, seeks to provide users access to Harvard courses, in a variety of subjects, free of charge.  For many, attending an Ivy League university is unattainable for a variety of reasons, particularly having to do with rigorous admissions standards and cost, and Harvard certainly stands out as one of the most prestigious in the world.  Therefore, free access to Harvard University courses to anyone in the world with an internet connection is an exciting prospect and seems to encapsulate the great potential of distance learning to flatten the earth and level the educational playing field.  Yet, it is clear that although this Open Source learning provides students with access to course lectures, the university has not invested in careful design for a distance learning environment, nor do these courses appear to be carefully planned for  in order to maximize active learning in a distance learning environment.                                                                   

I viewed the “ShakespeareAfter All: The Later Plays” course, taught by Marjorie Garber, specifically the lecture on Antony and Cleopatra.  Simonson, Smaldino, Albright and Zvacek (2012), emphasize the importance of being mindful that traditional classroom courses need to be retooled and well-planned out in order to engage learners in an online setting.  Specifically, they warn designers to “avoid ‘dumping’ face-to-face courses onto the Web” (2012, p.134).  Harvard’s Open Source courses consist of a series of videotaped lectures.  That’s all. Clearly, they have not been designed as web based courses.   Those who access these courses are able to listen to some very interesting lectures and lively discussions, but these courses do little more than allow one to be a fly on the wall of the lecture hall. 

Of course, to design and create effective online courses requires a substantial financial investment on the part of universities.  There is little incentive, therefore, for institutions to build online courses to be included in their Open Course offerings which “will require expensive up-front development [because] to offer quality courses with interactive features means development investments; to simply offer videos of existing lectures completely underuses the medium and its interactive and assessment potential (Boncillian and Singer, 2013, p.29).  Yet, even given the fact that these courses are often little more than videotaped lectures that have not been pre-planned or designed following recommendations for online instruction, they are still useful and promising.  Bonvillian and Singer (2013), give the examples of self-assembling learning communities of Open Course users that formed around courses and allowed for discussion and collaboration by users.   The fact is that, although they are lacking in terms of sound internet-based distance learning design principles, these courses do meet the needs of learners who are motivated by a desire to acquire knowledge, rather than to earn college credit. 

References:

Bonvillian, W. B., & Singer, S. R. (2013). The online challenge to higher hducation. Issues In Science &

                Technology, 29(4), 23-30.

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

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