Over the last several years the popularity, progression and the overall delivery of learning experiences often referred to as distance education has grown exponentially. In spite of this growth however online courses, training and degree programs still face certain obstacles such as proving to much of the public that this type of learning is as, if not more, valuable and effective as more traditional delivery methods. In their article The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web, Huett et al. state “In short the Internet and e-learning make wonderful things possible if we decide, as educators and trainers, to exploit those possibilities intelligently and systematically.” (p. 66) Distance learning can provide a multitude of benefits to learners as well as instructors such as access to information and resources, opportunities to collaborate with others, having flexibility in the time and schedule of learning, more communication between the student and teacher as well as much more. Many challenges still exist and much research is still needed to create better distance learning to students in higher education, for example, and to bring this phenomenon to the K-12 population with best practices.
The expansion of effective learning experiences delivered online is at a crossroads, in my opinion. Those who research distance education and have been intimately exposed to this type of learning understand the potential for these innovative opportunities to take off. However, if online instruction is not thoughtfully constructed and delivered in a manner of great quality the negative perception by many surrounding online learning could linger for decades. In the aforementioned article by Huett et al. states “If the expectations of the public and policy makers are not realized, it will not matter which learning theory, design methodology, academic program, or software company did or did not succeed. The credibility of technology as a transformative force will be damaged. It is incumbent upon all professionals with a commitment to the potential of technology in education and training, no matter what their theoretical or ideological bent, to think outside the box, to collaborate and to advance the common vision.” (p. 66) I personally foresee the advancement of distance education struggling to gain traction over the next several years mainly due to the meddling of political forces in determining what is best for today’s learners. However, within a decade the advancement of online learning will be too great to deny any longer and a new era in education will take shape.
As a middle school teacher and instructional designer I have the ability to blend in effective online learning experiences and enhance my courses by delivering instruction in new, unique ways. This is the most powerful impact I can have in improving the public’s perception of distance learning on a day-to-day basis. Today’s students demand instruction that is differentiated and individualized, not to mention packaged in a way that is impactful and engaging. Author Chris Dede refers to this paradigm shift in his article Planning for Neomillennial Learning Styles. “At present, too often instructors design and deliver “one size fits all” content, pedagogy, and assessment with students serving as passive recipients. Student products are generally tests and papers; grading centers on individual performance; and learners provide only summative feedback on instructional effectiveness. In the future, student products will often involve products based on new forms of media.” (p. 10) This is the kind of instruction that well-trained facilitators can provide. To help move distance education forward my intent is to develop and design innovative learning activities and assessments starting with the K-12 learners I currently work with.
References
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7–12.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.
