Week 8: Reflection

Reflection

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

At the rate technology is moving the future for distance learning is vast. I predict the perceptions about distance learning in 5-10 years will become more positive and in 10-20 years people will not remember what it is like to not have distance learning options available to them.  Students reported that once they took a distance course, they were willing to enroll in additional classes.  Students felt satisfied with the quality of their learning experience, and the convenience factors reinforced their participation (Simonson, Smaldino, Albright & Zvacek p.224).  I believe customer satisfaction will also play a key role in distance learning institutions.  If a student has a positive distance learning experience they are likely to share that information with colleagues and friends on the flip side if they had a poor experience they will again share the negative reviews with others.  If there are institutions not investing in distance education training for the faculty I can see this type of institution not succeeding in the online environment.  This leads nicely into the next question.

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

As an instructional designer the best way to improve the societal perceptions of distance learning is to continue to use learning theories and research when designing instruction for the online learning environment.  We have learned this semester that incorporating communication, collaboration and active learning into distance education are ways to create a sense of community for the student.  According to Dr. Börje Holmberg’s theory of  distance education: Personal relations, study pleasure, and empathy between students and those supporting them are central to learning in distance education.  Feelings of empathy and belonging promote students’ motivation to learn and influence the learning favorably (Simonson, Smaldino, Albright & Zvacek p.49).   

Another way the instructional designer can improve the experience for the learner and in turn improve societal perceptions is to create quality orientation materials and guidelines.  Students who have not taken a distance learning course, synchronous or asynchronous, need guidance as to what they are expected to do within in activities, using the technology, how to efficiently and effectively communicate with their peers and with the instructor and how to demonstrate their knowledge (Simonson, Smaldino, Albright & Zvacek  2012).  Examples of this are creating a clear syllabus, precise instructions and expectations for activities and discussion boards.  If the expectations are clear to the student there is decreased stress and more time for them to concentrate on the pertinent information in the course.

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

The best way to be a part of continuous improvement in distance education is to stay current on research, continuously evaluate student feedback and be open to the changing technologies.  Dr. George Siemens discussed in this week’s vodcast that the future will bring new communication technologies as well as an increased use of multimedia, games and simulations (Laureate 2012).  By being prepared to learn the most current way learners are using technology and incorporating what is appropriate into distance learning I can only predict positive outcomes for me as an instructor and designer.  This is the main reason I find the field of instructional design so exciting.  It is ever changing with endless possibilities in the distance learning environment; the only way to get bored in this atmosphere is if you stop paying attention to the changes happening all around you.

KWK

References:

Laureate Education, Inc. (Producer). (2012). Teaching and learning at a distance. [vodcast]. “The Future of Distance Learning”. Boston, MA: Dr. George Siemens.

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