Reflections: Distance Learning

Defining distance education is a key factor to overcoming past misconceptions and ensuring future acceptance. The misconceptions of distance learning include increasing facilitator’s preparation time and technological skills, development and incorporation of appropriate technology, and learner’s attributes and learning styles. These misconceptions also extend to issues relating to orientation, training and support, and finances (Hillstock, 2005) for the learner and anyone involved in the creation and development of any online course, lesson or program. Clarifying, defining, and demonstrating best practices for successful distance learning will contribute to online learning sustainability.

Future Perceptions of Distance Learning

Well-defined and developed programs that produce effective and productive learners will increase and expedite the acceptance of distance learning in the future. A generation of learners that are accustom to technology and its infusion into every aspect of their lives as already been realized. The Triple Helix model of education defines the relationship between universities, governments, and businesses forming a strand of interaction to provide and equip students for online learning (Laureate, 2010). Five to ten years from now positive and informed perceptions of distance learning will increase if these connections are successfully developed and implemented. Many Ivy League institutions only offer extension or open courses to adult learners. Twenty years from now the Millennials will hold positions as facilitators and educators and will integrate what they have grown up with into the learning processes they develop. Their experiences with blended learning and technologies will help form new learning theories and practices (Dziuban, Moskal, and Hartman, 2005).

Improving Societal Perceptions of Distance Learning

As an instruction designer, I can become an ambassador for distance learning to help improve society’s perception of the discipline by broadcasting and implementing its best practices. As I have conducted research and completed assignments for this course, I have encountered many misconceptions of distance learning. Once I correct individuals and provide evidence of its validity and growing acceptance they immediately express their intentions to perform further research. Awareness and familiarity are two elements I will use to overcome any misconceptions. One of the candidates I interviewed last week spoke of being afraid and uncomfortable with the idea of participating in an online learning environment. Dr. Siemens (Laureate, 2010) discussed the need to make distance learners comfortable. Making institutions or businesses comfortable will also improve perceptions. Finally respectfully challenging archaic beliefs of educators’ that consistently hold on to the previous ways of educating students in any environment (Burge, 2007).

Continuing the Field of Distance Learning

Beyond challenging outdated views of educational practices, I will also work to inform a new generation of educators and learners to the nuances of merging education, learners, and technology. I have been teaching continuing education courses for many years. However, my expertise was in the Information Technology and Graphic fields and not education. I wanted to receive a degree in the field of education to enhance my abilities as an educator and facilitator. The marriage of these three disciplines amongst others is important to continuing the field of Distance Learning. Teaching in a community college gives you a better opportunity to implement new theories, practices, and programs and follow up on their success or failure because we work directly with individuals and businesses. Over the years, I have discovered learners are more productive in informal learning environments when technology is involved. Providing a comfortable online learning environment is one of the main challenges I will address as I progress as an instructional designer.  As I move forward, I will create a systematic format that incorporates the principles of instructional, graphic, and educational design to ensure the quality and professionalism of my work.

Opponents of distance learning raise legitimate issues. These issues include marginalizing teachers, cost concerns, additional constraints on learners, dropout rates, the isolation of learners, and creating appropriate assessments for students and educators (Hellman, 2003). Developed and undeveloped countries face these issues. However, globalization has opened doors of opportunity for everyone from the most power countries to small third world countries. Learners and educators around the world are already demanding inclusion distance learning processes will provide solutions to communicate and integrate ideas and technologies to meet these demands.

References

Burge, E. (Ed.). (2007). Critical minds for a change. In Crafting the future: Flexible higher education. Open University Press/McGraw Hill Education.

Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher Education, Blended Learning And The Generations: Knowledge Is Power-No More.
Retrieved from http://www.sc.edu/cte/dziuban/doc/blendedlearning.pdfhttp://www.sc.edu/cte/dziuban/doc/blendedlearning.pdf

Hellman, J. (2003). The Riddle of Distance Education: Promise, Problems and Applications for Development.
Retrieved from http://www.unrisd.org/80256B3C005BCCF9/%28httpPublications%29/9A52AEC7B807ED63C1256D560033B404?OpenDocument

Hillstock, L. G. (2005). A Few Common Misconceptions about Distance Learning. Association of Small Computer Users In Education (ASCUE).
Retrieved from http://www.eric.ed.gov/PDFS/ED490152.pdf

Laureate Education, Inc. [Producer]. (2010). The Future of Distance Education. [Video].
Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=3899999&ClientNodeID=984650&coursenav=1&bhcp=1