There
is a current trend toward a greater societal acceptance in distance education,
which seems to be tied to the increasing prevalence of enrollment in online
learning (DiStasi, 2013). Dr. Simonson
discusses how distance education is starting to be expected as much as
accepted, just as the evolution of the computer followed the same trend decades
ago (Laureate Education, Inc., n.d.). I
see a growing positive shift toward distance learning in the future for several
reasons. Dr. Siemens highlighted, there
is an increase in the online learning community across all levels of education
(Laureate Education, Inc., n.d.). As
more of the public becomes part of this learning community, I envision the
shift from misconception to understanding and acceptance for the value of
distance education. Another factor I
think that will greatly influence the future perception of distance learning is
the neo-millennial generation. According
to Van Der Warf and Sabatier (2009), these neo-millennial learners “see their
educational futures built almost entirely around technology” (p. 7). As this generation enters higher education
and the workforce, there is great potential for a shift in the overall public
perception on distance education to a favorable view.
When I first entered this course, my perceptions of distance
education were based solely on my personal experiences. My perceptions have changed dramatically via
the research, discourse and critical thinking that have occurred through this
class. I think the public bases much of
its opinion on online learning solely on word of mouth or experience, and
rarely has the opportunity to reflect on a wider view. As an instructional designer I can be an
advocate for distance learning through a sharing of my knowledge. Dr. Siemens discusses that distance education
will be impacted by contributions from experts around the world, and I think
that includes advocacy (Laureate Education, Inc., n.d.). As a K-12 teacher and instructional designer,
I can advocate at the building and district level for the positive impact of
online and blended learning models. As a
board member of the Alaska Society for Technology in Education, I have
potential to advocate at the state level as well.
As an instructional designer and scholar practitioner, my
role includes a focus on continuous improvement for the field and myself. Dr. Simonson discusses how there needed to
be significant promotion of the computer in teaching and learning prior to
acceptance into education (Laureate Education, Inc., n.d.). I think the same goes for distance
education. I need to not just advocate
for distance education, I need to demonstrate the positive impact through my
expert analysis, design, development, implementation and evaluation. Saad, Busteed, and Ogisi (2013), point out
that if we want distance education to have equal status with brick and mortar
institutions, than we need to do more to demonstrate high standards for
instruction, assessment, and evaluation.
As an instructional designer, I can work to create powerful online
courses and programs that are not just about flexibility and lower cost, but
also about improved student learning outcomes.
In order to meet the needs of a changing world, distance
learning will have to continue to improve and evolve. Future learning will need to incorporate
ever-changing innovations in technology and be adaptable to the global
marketplace (International Association for Distance Learning, n.d.). As a designer, I need to assure that I stay
on top of my learning so I can effectively apply this to my distance learning
design. Aside from my personal practice,
I need to be part of this greater collaborative effort. Additionally, as Dr.
Siemens and the IADL point out, partnerships between institutions, governments
and corporations will foster vast improvements in the distance learning
landscape and I need to work collaboratively within these partnerships
(Laureate Education, Inc., n.d., IADL, n.d.).
Dede (2005) summarizes the future of distance education and the
potential for improvement and change:
“We
now have the technological infrastructure to facilitate a reinvention of our
historic approach, as well as promising models from many other sectors of
civilization that have already reinvented their missions and organizational
structures based on the capabilities of information technology. Hopefully, the changes in student learning
styles from the infusion of media in our societal context will inspire us to
reinvent as well” (p. 11).
As a future instructional designer, I
see imagine myself as part of this reinvention and sustained effort for a
powerful and productive distance learning environment.
References:.
Dede, C. (2005). Planning for
neomillennial learning styles. Educause Quarterly, 28(1), 7–12. Retrieved from https://net.educause.edu/ir/library/pdf/eqm0511.pdf
DiStaci, C. (2013, March 6). On opinions of online education: hit
“refresh” [Web log post]. Retrieved from
http://www.publicagenda.org/blogs/on-opinions-of-online-education-hit-refresh
Laureate Education (Producer). (n.d.). Distance
education: The next generation [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (n.d.). The future of
distance education [Video file]. Retrieved from https://class.waldenu.edu
Saad, L., Busteed, B., & Ogisi, M. (2013). In U.S., online education rated best for
value and options. Retrieved from
http://www.gallup.com/poll/165425/online-education-rated-best-value-options.aspx
Van Der Werf, M., & Sabatier, G. (2009). The
college of 2020: students. The
Chronicle of Higher Education Inc., Washington, DC. Retrieved from http://www.uwec.edu/CETL/bundles/upload/college2020-dl.pdf
