Reflection - Distant Learning’s Future and the Impact of the Instructional Designer

What will perceptions of distance learning be in the future?

Distance learning will continue to grow as a viable option for education.  However, there are misconceptions about the quality of distance learning and the integrity of the distant learner.  Some perceive distant learning to be easier than traditional face-to-face classes and that it is easier to cheat in distance learning. 

As distant learning becomes more integrated in elementary and high schools, we will see the benefits it has to offer and there will be a shift in attitude toward distant learning.  Anyone who has engaged in a distant learning class knows that the quality of the courses, if from an accredited institution, is just as good (maybe even better) than face-to-face instruction.  Technology will continue to advance and as George Siemens stated:  “there will be more experiences communicating online; new tools; and a growing sense of comfort.  There will be global contributions and an increase in games and simulations.”  With advancements in computer and internet-based technologies, distance learning will support student-centered instruction which promotes “active learning, collaboration, mastery of course material and student control over the learning process” (Simonson, Smaldino, Albright, Zvackek; pgs. 231 & 232). 

How can the instructional designer be a proponent for improving societal perceptions of distance learning?

In the article Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings it states “By academic integrity we mean how consistent is the online degree program with its campus based counterpart and institutional and professional standards” (Gambescia and Paolucci, para. 4).  I believe as an instructional designer this is one of the most important factors we must remember so that all educational programs, whether they are online or in the classroom, maintain the same qualitative standard.  Courses must be effectively designed and implemented so that educators and students can demonstrate that the distant learner has met the same academic rigor of a face-to-face course. 

How can the instructional designer be a positive force for continuous improvement in the field of distance education?

As an instructional designer I think it is important that we focus on designing quality education that incorporates appropriate strategies that is conducive to the learner audience.  For example, in the healthcare industry the use of simulation and problem-based learning should be considered.  Distance learning should be collaborative and student-centered and the instructional designer should understand the learner audience demographics to promote a positive learning experience.  Instructional designers should select and use appropriate learning tools and strategies (discussion boards, journals, blogs, wikis, video, audio, simulation, games, etc.) that will maintain learner attention.  A systematic approach by the instructional designer, such as ADDIE, should be followed to determine the most effective means of delivering the course (online, face-to-face, hybrid).   “Focus on knowledge construction, not reproduction…Present authentic tasks…[that] provide real world case-based learning environments,…Foster reflective practice, and enable context and content dependent knowledge construction,…Support collaborative construction of knowledge through social negotiation, not competition among learners for recognition” (Rovai, 2004).

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/spring121/gambescia121.html

Guri-Rosenblit, S. (2009). Distance Education in the Digital Age: Common Misconceptions and   Challenging Tasks. Journal of Distance Education, 23(2), 105-122. Retrieved from       EBSCOhost.

Rovai, A. P. (2004). A Constructivist Approach to Online College Learning. Internet and Higher Education, 7(2), 79-93. Retrieved from EBSCOhost.

Siemens, George.  The future of distance education video. 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a          distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.