The Future of Distance Learning

     Although distance learning is considered by many as a new form of education, it has a long history. The earliest form of distance education took place in Europe through the use of correspondence courses (Valentine, 2002). Over the last century, advancements in technology have had a direct impact on how distance education is delivered. However, nothing has had a greater influence on the delivery of distance learning than the internet. The ability to have instant access to information and experts in the field has given distance learning more credibility and validity. As technology continues to advance, we will see distance learning evolve and expand into a more valued and accepted form of learning.

     In the next 10 years, I see distance learning evolving in many different ways. First, I see the field itself continue to develop through research and the development of best practices. The field of instructional design, specifically in the area of distance learning, is in its infancy. Much of the theory that we as instructional designers use as a foundation for development and design are based on traditional educational theory. As relevant and valid as those theories are, it is evident that distance learning also requires specific consideration. Although there is a wealth of research available through journal articles and literature reviews, it is evident that we still have a lot to learn about what factors directly impact the effectiveness of distance learning (Merisotis & Phillips, 1999). A vast majority of research focuses on how technology effects student learning, while the results show that factors such as learner motivation, learning outcomes, and learner characteristics play a more significant role in the success of distance learning (Merisotis & Phillips, 1999). Continued research will help to shape distance learning as the field moves forward.

     I also see distance learning gaining more acceptance and credibility over the next decade. As more individuals are becoming comfortable with distance communication tools and social networking, they are realizing that relationships can be nurtured through online communication (Laureate Education, n.d.). In the past, isolationism was a major concern directed at distance learning. It was a strong belief that a sense of community could not be fully developed in a distance environment. As social networking tools and distance communication technology continue to evolve, people are realizing that geographical distance is not the determining factor in a strong learning environment (Laureate Education, n.d.). Technology is providing educators with the ability to drastically eliminate the distance between themselves and learners and overcome the isolation that has previously existed (Bernard, 2000). As instructional designers and educators learn to utilize the tools available to their fullest potential, learners will begin to reap the benefits that distance learning has to offer.

     I feel that the best way that instructional designers can act as proponents for improving societal perceptions of distance learning is to follow best practices of design. By designing instruction that is rooted in research based practices we can best meet the needs of our learners and help them to have a positive experience with distance learning. We can begin by getting to know our learners and their specific needs. Knowledge of the learner can help to overcome many barriers that can arise in distance learning, such as separation between instructor and learner, understanding of content, and confusion with technology tools (Simonson, Smaldino, & Zvacek, 2012). When the instructor knows the learner, they can be proactive when addressing any problems that may prevent a successful and positive learning experience. Another way to promote a positive learning experience for our users is by identify the essential content of a course. To encourage learner interaction, it is essential to reduce the amount of information that comes from direct instruction and to increase the need for the learners’ involvement in building their own understanding (Simonson, Smaldino, & Zvacek, 2012). Identifying the essential content of a course helps a designer to outline what information needs to be presented to the learner for them to reach the desired learning outcomes. Finally, it is important to choose the proper technology to present distance learning so that it works best for both the learner and the material. It is important for us to remember that “technology does not teach students, effective teachers do” (Valentine, 2002, p. para. 7). When choosing appropriate technology, the characteristics of the learner and the material being presented should determine how it is presented. When distance learning is designed following best practices, we can help to ensure that learners have a positive learning experience. As learners begin to acknowledge the benefits of distance learning, the perception of society will begin to change.




References

Bernard, R. M. (2000). Collaborative online distance learning: Issues for future practice and research. Distance Education, 21(2), 260-277.

Merisotis, J. P., & Phillips, R. (1999). What's the Difference?. Change, 31(3), 12. Change, 31(3), 12.

Simonson, M., Smaldino, S., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston : Pearson .

Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, 5(3).