I believe that the perceptions of distance
learning will improve over the next five to ten years. Within twenty years, distance education may
become the program to be in. With time
constraints not getting any easier for many people, looking for a flexible
educational solution is going to be the natural trend. As distance learning grows in popularity I
would advise that “no organization should enter into the distance education
marketplace without a clearly thought through plan that has gained the
consensus approval of all key players” (Simonson, Smaldino, Albright and
Zvacek, 2012, p. 319). If someone has
never been in the distance learning market before, I would imagine that they
would have a lot of catching up to do before diving in head first. If they do not look before they leap, there
will be negative experience and that would not be good for societal perceptions
of distance learning.
Societal perceptions of distance learning are
varied but also very powerful. As an
instructional designer, I must do all I can to make distance learning a
positive experience for everyone involved.
It really only takes one bad experience with something to ruin it for
the rest of us. My biggest suggestion
for someone who is designing a distance learning experience is for them to know
“there are similarities among the learners, but differences do exist and those
differences need to be addressed when planning instruction” (Simonson,
Smaldino, Albright and Zvacek, 2012, p. 220).
By building a successful distance learning opportunity, we can keep
societal perceptions of distance learning very positive.
In order for me to be a positive force for
continuous improvement in the field of distance education, I must continue to
improve what I do. “The instructor needs
to examine the instructional event in terms of what worked and what appears to
have been a problem” (Simonson, Smaldino, Albright and Zvacek, 2012, p.
164). In other words, I need to be
reflective on every process I develop or encounter. By always looking at my work, I can determine
how to improve on it. If there was a
problem identified, it is a gift. It is
a gift because I now have the chance to change the error and turn it into a
positive.
“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” (Gambescia and Paolucci,
2009). It is up to instructional
designers to make this explosion of popularity the best it can be. By making sure we develop applicable and
responsible distance learning experiences, we can keep the popularity high for
a long time. “Providing the student with
the best possible scenario where learning outcome will be maximized is the goal
of course development” (Schmidt and Gallegos, 2001, p. 2). If we have our goal in front of us, how can
we miss the target?
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
Schmidt,
E., & Gallegos, A. (2001). Distance learning: Issues and concerns of
distance learners. Journal of Industrial Technology, 17(3). Retrieved
from http://atmae.org/jit/Articles/schmidt041801.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.
(2012). Teaching and learning at a distance: Foundations of distance
education (5th ed.) Boston, MA: Pearson.
