Reflection – Current and future perceptions of distance learning

What do you think the perceptions of distance learning will be in the future?

In order to understand the future of distance learning, we need to understand its past. In the past, distance learning was an isolated learning experience where learning content was printed and distributed in advance. Distance learning took place by correspondence and by the use of television programming. Those are the factors that supported the isolated learning experience. Distance Learning (DL) has become a recognized method for delivering educational content in institutions of higher education. According to Allen and Seaman (2007), improving students’ access to higher education has been cited as a major reason for offering DL courses and programs. Distance Learning involves a student-centered approach in which the instructor takes the role of the facilitator and students engage in peer learning (Maor, 2003; Mitchell et al, 2005). According to Sahin and Shelley (2008) students’ needs and perceptions should be central in the design, development and delivering distance education courses. Overall, the literature suggests that there is a need to understand better the variables that affect student enjoyment of distance learning courses. This may lead to a greater understanding of the benefits and limitations of learning by distance and could be useful to programs considering the implementation of DL initiatives and/ or students planning to enroll in DL.
Today, distance learning takes place from anywhere or anytime by the use of a desktop, laptop, or iphone that is connected to the internet allowing the learner to connect globally in order to discuss ideas and findings with other learners. Today, learners understand that through collaborative practices, distance learners can actively engage in learning experiences with other students, scholars and facilitators of instruction. According to Simonson et al (2009), he defined distance education as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect. George Siemen wrote “connectivist learning theory has the potential to revolutionize education”. Siemen compared how in the early stages of distance learning the goal of distance learning was aimed to serve the economy in its creation, production, and marketing. However, in the 21st century, knowledge is the economy. George supports that learners needs to “unlearn what no longer serves us well”. I support that in the 21st century, we will be able to see the power of connections as we learn to make sense of what we learn as we connect with others in a global web-based learning environment. Connectivism helps to ensure students remain current by facilitating the building of active connections, utilizing intelligent social networking and encouraging student-generated curricula. I think that it is a realistic idea to allow individuals to co-create knowledge in a global, networked environment. George Siemens was correct to make the following distinction in his video stream where he reported “there is an increase of acceptance” (2010). Even though not all learners have learned how to use technology driven tools. Even though, there is an awareness that online courses do exist. Simonson et al reported “Distance education is begging to develop its own rule of thumb” (p.187).
Schmidt et al (2001), reported in Distance Learning: Issues and Concern of Distance Learners article “Students who would be best suited for a distance education course are ones who are self-directed and self- motivated” (p. 4).
In the future, Siemens (2010), supports that what he refers to the “triple helix” will be indicative of how distance learning will be supported as government, education and business will come together for the good of all. In the future, distance learning experiences can be supported via different venues of collaboration in order to effectively communicate a learning experience by the use of cell phones, text chat, Wiki, bookmarking, Facebook, Twitter, Skype, email, instant messaging, web conferencing, YouTube blogs and videos, wikis, and journals.

George Siemens (2004) has captured this mood of connectivity by outlining a new learning theory of the digital age, that of connectivism. Siemens reported that connectivism presents a model of learning “where learning is no longer an internal, individualistic activity” (para #70) and that due to the changes in technology and society and the abundance of knowledge now available, “the ability to plug into sources to meet the requirements becomes a vital skill” (para #69). Siemens (2004) asserts that “Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era” (para #70). In relation to adult distance learning both connectivism and the socio-constructivist approach appear to fit appropriately with the primary set of assumptions that Knowles (1973) outlines in his andragogical model of adult learning. Connectivism enables self-directed learning as opposed to teacher dependent learning and socio-constructivism corresponds well with one of the central assumptions of andragogy, that adults prefer to engage in problem centered, rather than subject centered learning.
Adult distance learners have experienced two major developments in
recent years that can dramatically improve their engagement, motivation and satisfaction of learning. Firstly the improvement in synchronous web conferencing software and secondly the explosion in easy to use, easy to communicate social software tools popularly known as ‘Web 2.0’ (specific examples include blogs, wikis, social bookmarking and social
networking). These two improvements, combined with connectivist and socioconstructivist teaching and learning strategies. What this suggests is that future generations of learners will have an opportunity to enhance distance learning and training experiences. Students nor facilitators of instruction cannot escape the reality that learners and learner needs are changing. Oblinger argues (2003) that “new” students, who have been shaped by world events and technology tools, are entering the education system. These students are not passive consumers of educational resources. Oblinger states “colleges and universities may find that understanding and meeting the expectations of - the “new students” is important to their competitiveness” (p.42). In a similar sense, the activities of corporate training must also be reflective of today’s learners. Effective learning design is no longer a formula process. It’s a rich engagement of learners and their needs. Designers of instruction can no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and to foster their own knowledge. Learners should be able to choose how to learn. Students in distance learning experiences are adults, self-motivated, accountable for their own learning. These are factors that need to be taken into consideration and that need to be respected. Learner-centered design focuses on giving the learner the ability to decide what he/she feels is important and relevant. A more dynamic design approach is more reflective of the types of challenges individuals will face when learning through experience and other informal methods. Saskatchewan Education (undated) provides a useful overview of learner-focused learning: “Independent learning requires that people take responsibility for their own learning. Individual responsibility stems from the belief that learning can be affected by effort, and this belief is the critical factor which leads to individuals' perseverance in the face of obstacles.” Learning has moved to reflect today’s work climate. That is why; control must shift to the learner. Learning is not an isolationist activity without intent or aim. Certain learning experiences build skills; others build attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do or achieve something. In this regard, learning can simply be defined as actionable knowledge. This definition has two components - knowledge: understanding of an implicit or explicit nature, and actuation: Views of knowledge as comprising of “know what” (explicit) and “know how” (tacit) are being combined with doing something contextually with knowledge.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

The challenge for educators and instructional designers are to develop web-based distance education courses that are inclusive not exclusive. Educators should monitor student progress and students should communicate with their online teacher as well as with their peers. Teacher time and proper scheduling allows for greater success in meeting with the student, providing assistance with the material, possibly providing external motivation. Communication is very important in the virtual learning community because it is the brick and mortar of the learning community (Schwier, 2001). The online instructor must be conscious of this reality and stay in communication with the learner. As we already know it will be challenging to create and deliver successful inclusive online courses. That is why instructional designers and facilitators of instruction will need to participate in online discussions since this activity will provide credibility to the discussion and/or the distance learning experience.

How will you be a positive force for continuous improvement in the field of distance education?

If as a future instructional designer, I intend to support the theoretical foundations of online learning which are based on cognitive apprenticeship. It will be important that as a facilitator of instruction that I mentor the models to be used regarding proper discussion etiquette and to guide the discussion in a meaningful way. For example, learners should be able to communicate with their instructor to ask questions or to receive feedback. It has been proven in any learning environment, that students will share tacit knowledge when they feel comfortable in a learning environment. That is how instructors will be able to evaluate what information and skills have been internalized or not. That is why, it is important to promote interaction and social presence in distance learning environments. Learners need to feel socially present interacting online (McIssac et al., 1999). As learners complete their educational goals, and begin to engage in their chosen community, they can claim membership to the community and feel socially present when interacting.

References
Laureate Education (Producer). (2010). The future of distance education. [Online]. Retrieved from Walden University eCollege.
Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf
Siemens, G. (2008). A Brief History of Networked Learning. Retrieved February 23, 2009, from http://elearnspace.org/Articles/HistoryofNetworkLearning.rtf
Siemens, G. (2008). Complexity, Chaos, and Emergence. Retrieved February 23, 2009, from http://docs.google.com/Doc?id=anw8wkk6fjc_15cfmrctf8
Siemens, G. (2008). Learning and Knowing in Networks: Changing Roles for Educators and Designers. Retrieved December 27, 2008, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Siemens, G. (2008). New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning. Retrieved December 10, 2008, from http://elearnspace.org/Articles/systemic_impact.htmearners, resources, and instructors” (p. 32). http://sylvan.live.ecollege.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson