Reflections on Distance Learning

           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.