Week 8 - Reflection

     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?

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

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.