Perceptions of Distance Education in the Future

According to Gambescia & Paolucci, (2009), “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”. Distance education has been increasingly growing acceptance throughout the last few years (Siemens, 2010). In the previous five years, distance learning has gained believers and disbelievers. Some individuals believe that distance learning is not comparable to the traditional method of learning. I believe the perceptions of distance learning in the next five to twenty years will positively improve. I foresee that in the future, distance learning will be relied upon more than the traditional method of face-to-face instruction. The advancements in technology have facilitated the adaptation of online and distance learning and have enabled learners from all places to take advantage of this advancement.

Distance learning will continue to evolve in the next 10-20 years as technology improves and evolves. Distance education will individuals from all parts of the world to obtain education, whether related to school or a corporate environment. There are; however, challenges that must be surpassed. A key challenge that must be surpassed is the “bridging the gap of comfort” (Siemens, 2010). Learners must become used to and comfortable with learning online. This will enable that learners become adapted to this method and make use of the resources that are available using online learning. I believe that most courses and programs will be facilitated online in the next five to ten years.

As an Instructional Designer, I can be a proponent for improving societal perceptions of distance learning by designing and facilitating effective and efficient instruction in all settings I facilitate. it is important that effective and efficient online instruction and curriculum preparation is demonstrated in order to improve societal perceptions of distance education. Instructional Design professionals must understand what motivates students and the outcomes desired for the learner. It will also be important that the ID professional understands the need of students and define precise goals for designing and effective facilitating of the curriculum. ID professionals must also be personally educated and prepared in order to effectively design instruction. In addition, an ID professional must be aware and knowledgeable of the technology available as well as the needs, factors affecting and availability of resources for learners to access the curriculums. Without technology available to learners, learners will not be able to participate in the lessons. A lack of understanding of the technology and needs will detrimentally affect the delivery of the instruction.

As an Instructional Designer, I will be a positive force for continuous improvements in the field of distance education by ensuring that the incorrect perceptions of distance education are corrected. I will design effective instruction that addresses the needs of my learners. I will ensure that while designing instruction, I understand how accessible the lesson is and will ensure to do all possible to provide accessibility to resources to the learners. I will continue researching and educating myself in the new discoveries, improvements, and enhancements of distance education so that I can be a resource to others in the field.  I will also ensure that all the lessons learned throughout my program at Walden University are effectively applied to the lessons and instruction I create. I will promote the use of innovation and technology in future designing and will collaborate with professionals who can enhance my knowledge and skills in the field.

 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

Siemens, G. (2010). The Future of Distance Education. Laureate Education. Video.

Considerations when Converting Training into Blended Environment

One of the considerations for preplanning is to understand if there is a budget available for the conversion of the program. The trainer needs to secure not only a budget for the program but also for the technology to be implemented as part of the program. The trainer must also ensure the availability of resources and equipment such as computer, space for training and use of computers, and the availability of server space for the materials. It is also important to consider the program’s audience to ensure the learners’ capabilities and limitations for appropriate instruction. The content to be delivered must also be considered. The trainer must understand what limitations exist when facilitating in a blended environment; is the content appropriate for such method?

The media must also be considered; how will it be used and developed? Curriculum development? According to Simonson, Smaldino, Albright, and Zvacek, 2012 “The key to using quality instructional materials is that the appropriate media is selected…Instructional materials need to enhance the learning opportunities for students”. In addition, “the instructor can design instructional materials to direct students in their exploration of content and to actively engage them in the learning activities”. It is also important to consider what methods will be used to engage the learner. According to Smaldino, et. al., “the more actively engaged the students, the more likely learning will occur in a distant setting” (2012); therefore, it is important that appropriate methods for engagement are considered to ensure the success of the blended sessions. Some aspects of the original setting that could be enhanced are the any lectures. The lecture can be delivered face to face but enhanced with additional material or exercises for the learner to complete through the web; such as tests, activities requiring student collaboration or discussion forums among the staff. Smaldino, et. al., teaches us that “strategies such as problem-based learning, collaboration, and student-led discussions work well in asynchronous settings” (2012).

Some tips for increasing and improving communication would be discussion forums where learners must participate, group-based activities which require all team members’ participation through wikis or other collaboration tools, provide training, and stress the importance of effective communication for the success of the program and the learners.

Consideration PDF Document 

Resources

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson.

The Impact of Open Source

Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations
URL: http://www.extension.harvard.edu/open-learning-initiative/china-history

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
The Chinese Studies: Video Lectures with Harvard Faculty; China: Traditions and Transformations was very overwhelming for me. I believe that this course lacked planning for delivery in a distance-learning environment. From the beginning, the technology, which should have been used, was not present. In the first video, there was a problem with the DVD, which leads me to believe that it was developed for a face-to-face setting rather than online. The slides presented as resources were very poorly designed. They were plain and boring. They were not enticing or pleasing to the eye. This type of resource does not motivate the audience but rather loses the audience. There were too many pictures. The speaker was not engaging during the lesson. It seem that this course was a face to face course that was dumped onto the Web (Simonson, Smaldino, Albright, and Zvacek, 2012).

 Does the course follow the recommendations for online instruction as listed in your course textbook?
I believe it did not. According to Simonson, Smaldino, Albright, and Zvacek (2012), it is important that designers “organize the course and make the organization and requirements clear to student” (p. 134). I feel this course lacked organization and focus. Not only the course but also the facilitator. The courses; however, was presented online, therefore, some of the recommendations were followed but he course was not designed for online learning.

Did the course designer implement course activities that maximize active learning for the students? Be sure to state which Open Course you selected and provide the URL.
According to Dr. George Piskurich (2012), part of the designing stage for the course, is to figure out how you are going to teach the course and what activities will be implemented based on the objectives of the program. I believe this course was not designed as such. There were several samples/stories shared by the presenter while delivering the content and there were slides included as supporting content for the course; however, the course was boring and lengthy and it lacked activities to engage the learner in the course. The delivery via online required for the learner to have access and the knowledge to use the internet; therefore, some consideration was given to technology.

References
Harvard Extension School. (2012-13). Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations. Retrieved October 4, 2012, from: http://www.extension.harvard.edu/open-learning-initiative/china-history

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance; Foundations of Distance Education (5th ed.). Boston, MA: Pearson Education, Inc.