Reflecting on the Future of Distance Education

The future of distance education depends on a myriad of elements and factors, including a continuing trend of growing acceptance of the medium. In fact, “current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of the learner-centered constructivist environments” (Beldarrain, 2006, p. 139). As minds shift and as practices shift with the evolution of distance education I believe our society will see increasing acceptance and greater expansion of online programs. In order for this to take place, the education world will continue to see an expansion of accreditation agencies and “programs delivered via distance education will receive the same rigid reviews and be held to the same high standards as on-campus programs” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 343). In addition, “many Universities are feeling the pressure to control their costs, improve quality of instruction, focus on customer needs, and respond to the competitive pressures” (as cited in Valentine, 2002). With this in mind I believe in our current economic times these pressures are even more evident, but to forecast with any sense of accuracy where distance education will be 5-10 years down the road would be impossible (bottom lines drive many of these decisions).

As an Instructional Designer (ID), one will need to be cognizant of these current trends and the effects of the economy, as well as the ever changing technology to be applied to the medium. For example, “the versatility of the social software and other collaboration tools available today support the constructivist environments that seek to motivate, cultivate, and meet the needs of the 21st-century learner” (Beldarrain, 2006, p. 140). Coincidently, corporations will be able to take full advantage of emerging technologies to communicate with different offices worldwide for the purposes of distance education and corporate training possibilities (Laureate Education, n.d.). Another major consideration for ID’s is in any program design, “interaction must be maximized, the visual potential of the medium must be explored, and time constraints must be addressed” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 128). In all, designers not only must concentrate on sound educational design practices, but also be aware of technology available, and to stress budgetary issues and the positive effects to the bottom line to institutions and corporations.

My future role to promote the effective expansion of distance learning will hopefully be in the role of an ID and I have already subscribed to the train of thought that the future of distance learning lies in the collaborative and constructivist realms. First, I believe “collaboration in either asynchronous or synchronous learning environments allows learners to practice real-world skills that are applicable to the workplace” (Beldarrain, 2006, p. 144). In fact, I believe “being involved in a collaborative learning process is an important part of forming the foundation of a learning community” (Valentine, 2002). Second, the reason I subscribe to the constructivist theory is “emerging technologies are changing online distance learning because they offer new solutions, add flexibility to integrate student interaction, and evoke real-life collaboration opportunities” (Beldarrain, 2006, p. 149). In addition, “researchers and practioners are recognizing emerging technologies as powerful tools for building social interaction in constructivist learning environments” (as cited in Beldarrain, 2006, p. 150).

In conclusion, as a proponent of distance learning for the future I will continue to strive for greater collaborative distance learning environments, while following the tenants of practical and effective design of distance education programs. Also, maintaining a focus on the student “to provide a valuable learning experience to students who might not otherwise have access to learning” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 162). Finally I will continue to subscribe to the thought that “the ever-evolving nature of technology will continue to push distance educators to use new tools to create learning environments that will indeed prepare students to be life-long learners, who can problem solve through collaboration with global partners” Beldarrain, 2006, p. 150).

Refernces:

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Laureatte Education (n.d.) The Future of distance education. Retrieved on October 25, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6207825&ClientNodeID=984650&coursenav=1&bhcp=1

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

Valentine, D (2002). Distance learning: promises, problems, and possibilities. Online Journal of Distance Learning Administration, V(III). Retrieved from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

The Impact of Open Source

The Impact of Open Source

In reviewing the MIT Open Courseware website, I was able to discover a different level of self-initiated learning with a variety of choices and in a variety of delivery platforms. This particular site is relatively easy to navigate based on an abundance of links organized according to various topics and specific content areas. As I navigated through the site, I came across a class entitled American Political Thought, which was offered originally in the spring of 2004 at the Massachusetts Institute of Technology, which interested me and can be found at http://ocw.mit.edu/courses/political-science/17-037-american-political-thought-spring-2004/ (Song, 2004).

This specific distance learning opportunity was of interest to me, which is one key component of why open courseware exists, along with the self-motivation to learn for learning sake. Let me start with the positive attributes of this particular course to include mostly the design elements. First, the course and the overall website were easily navigated through various links arranged to provide a simple flow from one component to the next. Next, “the key to good use of color is in the contrast,” which I believe was accomplished fairly well, coupled with the “use of plenty of ‘white space’ to enhance readability” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 134). Another positive aspect of this course is illustrated in the manner in which it is organized, for example, “chunks of information are grouped into spatially related locations” (Simonson et al., 2009, p. 129). As for the positives in design of this course, they seem to end there.

From a design stand-point, this particular course has essentially taken a face to face class and transferred it to an online environment. This is an inherent problem with the design of distance learning, because of the lack of interaction and collaboration that would “support constructivist environments that seek to motivate, cultivate, and meet the needs of the 21st-century learner” (Beldarrain, 2006, p. 140). Although meticulously organized and offering everything a traditional classroom would provide, like a syllabus, lecture notes, assignments and resources, this learning experience would be very static and dependent upon the motivation and the desire of an individual to accomplish the tasks and activities on their own. In other words, “a series of activities alone cannot lead to learning,” there needs to be a balance between the interface of learner, environment, content, methodology, materials, instructor, and technology (Simonson, et al., 2009, p. 127).

In all, my opinion is that this would probably be an engaging face–to-face classroom learning experience, but it does not seem to transfer well to an effective distance learning environment. This and any other course like it still has the potential for learning to occur, but the learner would need to be highly motivated to simply learn based on a strong need to gain knowledge through independent study with no interaction and feedback from an instructor/facilitator. This course was not specifically developed utilizing the ADDIE model, where storyboarding and all other necessary steps in creating specifically an effective distance learning experience rich in selected technology and allowing for some form of interaction in an asynchronous environment (Piskurich, 2010).
References:

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Piskurich, G., Chaucer, J. (2010) “Planning and Designing Online Courses”, Laureate Education, Inc. Video Production. Extracted from: http://sylvan.live.ecollege.com/ec/crs/default.learn? CourseID=4442081&Survey=1&47=6263153&ClientNodeID=984650&coursenav=1&bhcp=1

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

Song, Sarah. 17.037 American Political Thought, Spring 2004. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 10 Oct, 2010). License: Creative Commons BY-NC-SA