Admittedly, as I began my distance
learning program with Walden University, I was skeptical about both the future
value of the degree I would earn and the depth and breadth of knowledge I would
gain through an online post-graduate program.
My friends, family, colleagues, and mentors echoed this skepticism, but
they were also wise to encourage me to earn a Masters degree as soon as
possible and in a manner that suited my learning style and lifestyle,
recognizing the value of a higher education.
Thus my journey as a distance learner with Walden University began.
As
Dr. Siemens mentions in the provided educational videos and Simonson points out
in the course text, distance learning began as early as the mid-1800s. In fact, despite society’s current opinions,
“common knowledge,” and skepticism, currently more than 6 million people participate
in distance education in the U.S. alone (Simonson, 2012). According to Moller, Foshay, and Huett
(2008b), this educational platform “is rapidly becoming a popular choice for
continuing professional education, mid-career degree programs, and lifelong
learning of all kinds” (p. 66), and distance learning “allows for learning
strategies that may not be possible in a classroom or other traditional
environments,” presenting opportunities to engage with the material “whether
one prefers to learn individually or within a collaborative environment,” and
“can serve remote learners as well as they serve local ones” (Moller, et.al.,
2008a, pp. 74-75). Given these factors, I believe it is safe to say that distance
learning is only going to increase in the future.
Moller,
Foshay, and Huett (2008a) also note that there are several factors that will
have a profound impact on distance learning with particular attention given to
the field of instructional design: (a) quality, (b) needs assessment, ROI, and
measurement of outcomes; (c) the influence and fusion of training, performance
support, and knowledge management; (d) the need for better instructional
systems design (ISD) methodologies, and (e) the revision of learning models (p.
71). As instructional designers begin
studying and improving these factors, with the assistance of new web platforms
and web 2.0 tools, I believe online instruction, in its many formats, will
emerge as the norm rather than the exception.
As this occurs, society will begin to view distance learning as an
acceptable educational format (Norvig, 2012).
Next
year my school district is adopting SAFARI Montage as our digital learning
platform. I am privileged to be a member
of the SAFARI Montage implementation team, receiving instruction on methods by
which my middle school classroom will evolve into a hybrid classroom of sorts
over the next few years. This is
exciting, as it will meet my students where they are. Students learn differently now than they did
before the advent of the Internet and the age of Technology. Students no longer learn best from one bank
of knowledge, but rather from a web of resources. Students no longer learn best by producing
linear products, but rather by producing cooperative dynamic products (Dede,
2005). Instructional designers who
embrace technology are able to address these needs while maintaining a focus on
learning goals. As students engage and
succeed in my hybrid classroom, I hope to improve society’s impressions and
perceptions of online and distance learning.
Simonson says that
distance learning is formal, institution based education, including both
distance teaching and learning, where the learning group (teacher, learner, and
resources) are separated by geography, and sometimes, time. He also says that exponential growth is
expected to occur, based upon past distance education patterns. However, distance education technologies will
not replace the traditional format of education (Simonson, 2012). Upon completing this course, I fully agree
with both his definition of distance learning and his predictions about the
future of distance learning. I also believe
that in the not so distant future distance learning will be accepted by society
as another method by which people will meet their academic needs and goals.
References
Dede, C. (2005).
Planning for neomillennial learning styles. Educause
Quarterly, 28(1), 7–12.
Moller, L., Foshay, W.,
& Huett, J. (2008). The evolution of distance education: Implications for
instructional design on the potential of the web (Part 1: Training and
development). TechTrends, 52(3), 70–75.
Moller, L., Foshay, W.,
& Huett, J. (2008). The evolution of distance education: Implications for
instructional design on the potential of the web (Part 2: Higher education). TechTrends,
52(4), 66-70.
Norvig, P. (2012). The 100,000 student classroom. Retrieved
from http://www.youtube.com/watch?v=tYclUdcsdeo
Simonson, M., Smaldino,
S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
