Distance learning is
not a new educational fad that will pass when the next great idea comes along. The
heritage of distance learning dates back nearly two centuries when students
received instructional content by correspondence through the mail. Simonson, Smaldino,
Albright, & Zvacek (2012) distinguish between distance learning and
distance education defining the later as institutionally based, with separation
between the teacher and learner, and two-way interactive communications over
some type of technological medium. In the beginning, the interactive technology
was the postal service and now it is computers and Internet technologies. In
fact, according to Tracey & Richey, (2005), interactive communications
technology is the primary dynamic feature in distance education with innovative
technologies continuously driving change in communications methods. While the
seemingly perpetual progression of technology compels an equally persistent evaluation
of instructional methods, these advancements stimulate enhancements in
interactive communication and collaboration activities that in turn improve the
effectiveness of distance education (Croft, Dalton, & Grant, 2010).
The effectiveness of
distance education programs largely influences general perceptions of distance
education. Dr. George Siemens (Laureate Education, 2010) predicts an increased
acceptance of distance education over time as the overall comfort with online
communications improves. My prediction over the next 5-10 years is distance
education will continue to grow in popularity as long as it continues to meet student
needs, and societal perceptions, opinions, and acceptance will improve as
distance education becomes commonplace. I would guess in 10-20 years distance
education will become a normal aspect of education, seamlessly integrated in
many aspects of society. Even traditional degree granting institutions will amalgamate
aspects of distance learning into their programs to satisfy the variable needs
of students along with enhancing instructional effectiveness.
Because of the
significant change in instructional pedagogy required for effective distance
education and the practical difficulty for practicing teachers to make pedagogical
changes, learn complex technologies, and design appropriate instructional
content and activities, the demand for competent instructional designers will escalate.
Credibility of distance education programs will be dependent upon effectiveness,
which in turn is partially dependent upon instructional design, thus instructional
designers’ greatest impact on societal perceptions will come from designing
good instruction. Ethics also plays an important part in society’s opinion and
acceptance of distance education. Gabriel (2011) exposes several cases of apparent
misuse of distance education where cheating went unchecked, credit was given
with little effort or learning, and monetary savings was a driving factor. Simonson,
Smaldino, Albright, & Zvacek (2012) make it clear that distance education instruction
is rarely less expensive than traditional instruction. In addition, Simonson et
al recommend taking reasonable precautions against cheating without making it
the center of attention. As
instructional designers, we must adhere to a code of ethics to maintain professionalism
and credibility, and the same is true for administrators of distance education
programs. Ultimately, the quality and effectiveness of distance education
experiences will shape public perception and opinion of distance learning.
My intention is not to pursue
a career in instructional design but to provide high quality support to the students
and teaching staff of my school district. However, I do have opportunity to
influence distance education in several small and local ways. Because our
school district is small, we have minimal selection of courses beyond the
required curriculum. Simonson, Smaldino, Albright, & Zvacek (2012) outline
numerous benefits distance education affords K-12 schools including advanced
placement, expanded course offerings, alternative education, and opportunities for
home-schooled students. Interesting enough, our school district is pursuing
these exact same initiatives using courses available through Michigan Virtual
Schools (MVS). We have about 125 students taking one or two online courses as
part of their regular schedule and some of these students require substantial
support for success. In addition to the online students, we have about twelve home-school
students and five alternative education students taking their entire course
load off campus. While the home-school students are self-directed, the alternative
education students require close monitoring incase an intervention is necessary.
My goal is to ensure proper support is available for all of these students to
ensure a successful online experience.
There are numerous benefits
to distance education and online learning but there are also many opportunities
for difficulty and failure. Perception and support of online learning in our
community and within our school is varied from absolute opposition to unbridled
support. Unfortunately, both extremes are largely uninformed about the benefits
provided by online learning and the support required for a successful and
positive learning experience. In contrast to the schools featured by Gabriel
(2011), we are not looking to save money or cut corners, we just want to expand
opportunities, offer choices, and make a difference.
References
Croft,
N., Dalton, A., & Grant, M. (2010). Overcoming isolation in distance
learning: Building a learning community through time and space. Journal for Education in the Built
Environment, 5(1), 27-64. Retrieved August 7, 2012 from http://cebe.cf.ac.uk/jebe/pdf/NicholasCroft5(1).pdf.
Gabriel,
T. (2011, April 5). More pupils are learning online, fueling debate on quality.
The New York Times. Retrieved from http://www.nytimes.com/2011/04/06/education/06online.html?_r=1
Laureate
Education, Inc. (2010). [Video]. " The Future of Distance Education."
Simonson,
M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning
at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Tracey,
M. W., & Richey, R. C. (2005). The Evolution of Distance Education. Distance
Learning, 2(6), 17-21.
