Reflection on Distance Learning

Reflection on Distance Learning

Distance education is an innovative and creative way to distribute learning opportunities to a wide variety of students. Negative perceptions of distance learning is a problem that instructional designers must face when first implementing at-a-distance courses into an environment that has historically used face-to-face instructional techniques. I believe that some of the negative perceptions of online degree programs stem from the lack of positive and effective marketing by well-known universities. In a study Gambescia & Paolucci (2009) concluded, “The findings of our study clearly show that very few institutions are leveraging their existing traditional programs (faculty and curriculum) and standards (quality) when creating and delivering their equivalent online programs, opting to use “convenience” and “flexibility” more frequently to promote their online degree programs to prospective students” (under summary). Well-known universities do have online options, but because they tend to hide the fact, at-a-distance classes are not getting the respect that they could have if these well-known universities touted them as an important part of their program. Ultimately, the negative opinions of virtual schools create an atmosphere where instructional designers must prove that their programs are as, if not more, efficient and effective as traditional learning programs.

Perceptions of distance learning have changed over the past ten years; though, many detractors can still be found in all fields and all levels of our population. I can only imagine that online learning will gain an even stronger place in the market over the next 5- 10 years and then again in the following 10 -20 years. Primary and secondary school parents will be looking for an alternative to traditional education as over crowding and budget cuts affect their child's education. Turning to virtual school programs is one of those alternatives that is cost effective for the parent as well as the school district. Online degree programs will also be in more demand as an alternative to traditional brick and mortar universities. These programs give the student a flexibility of time and location of learning that is not found in face-to-face instruction. Simonson, Smaldino, Albright, & Zvacek (2009) assert “....students are increasingly demanding to be allowed to learn at a distance” (p. 5). As universities become more crowded and funding drops they will also be looking for other options for their students. Participating in the online learning community will enable the universities to meet the needs of more students and include students from all over the world. In the corporate world, the bottom line is return on investment. As technology becomes cheaper and easier to use, online training programs will replace face-to-face programs. With this demand and increase of use, the perception of distance learning can only improve. Siemens (2011) asserted that those who have little experience with distance learning were the ones who had the most negative opinion of distance education.

Instructional designers hold an important role in creating a positive perception of online education. To change the negative opinions, they must create strong programs that adhere to best practices and keep the needs of the learners and the instructional goals as the focus. National education standards must be kept and used as the basis of each course. Instructional designers must also be advocates for the online learning experience. Simonson et al.(2009) state, “Actually, the evidence is quite clear that students of all ages can learn from instruction delivered using technology, and that distance education works” (p. 8). This message must be delivered by instructional designers. They should share their ideas and observations with other educators and be open to new and innovative teaching techniques. Finally, this negative perception will be changed as long as instructional designers create quality programs each and every time.

As a teacher at a brick and mortar elementary school, I am already able to advocate change in a positive way. I teach my students how to effectively use online training material and to discern the good from the bad. I expose my students to various methods of online learning and how to conduct valid online research. I share with my colleagues online tools and classes that are directly relatable to the classroom. I mentor new teachers as they use the technology the school offers and am an advocate for online learning experiences. Teaching my students how to use the technology tools that are currently available and also how to figure it out themselves is the key for ensuring that they will be prepared for education in the future whether online or on-ground.

I believe that distance learning is the way of the future. Over the next 20 years, as technology advances, school funding gets cut, classrooms more crowded, and the cost of doing business rises, parents, students, and businesses will be looking for cost effective alternatives that distance education can provide. As long as quality distance programs are created, this increased use of at a distance education will in itself change the negative perceptions of distance education to positive.

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. (2011). The Future of Distance Education. [video program]. Laureate Education, Inc.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.