Reflection: The Future of Distance Learning

(Auld & Pantelidi, 1999)

At the conclusion of each course I am taking at Walden University, I am required to write a brief reflection on the course. This reflection is for the ”Distance Learning” class I just completed.

Reflecting on perceptions of distance learning in our society brings to mind an informal survey I recently took of friends on Facebook. I invited negative responses, but friends with negative attitudes are not likely to express them to me. On the other hand, I have friends who enjoy debating contrary opinions.

Respondents seemed to agree that the rigor and value of education, whether online or face-to-face, relates to the commitment and effort of the student more than it depends on how instruction is delivered. (Neuhauser, 2002) One respondent discussed the perceived rigor of online learning versus the perceived rigor of face-to-face learning, stating that both appear to be equivalent, but questioning whether online learning is as effective because of an assumed lack of student-teacher interaction. This assumed lack of interaction with online learning seemed to permeate the discussion. A couple of respondents made the point that physical contact between students and between student and teacher has social value that transcends its educational importance. There was also discussion that some subjects that require hands-on activity cannot be adequately taught online.

I agreed with respondents about the need for need for interaction with students. “Teaching" without interaction is really just self-study. Interaction is a necessary element of education, but the separation of distance and time that distinguishes distance learning allows for a level of learner involvement and direction that is rarely possible in a traditional face-to-face setting. (Simonson, Smaldino, Albright, & Zvacek, 2009d)

Respondents felt instructor interaction and learner motivation are important features of learning in any format. Issues unrelated to education such as work schedules would be the primary reason a student should consider online education versus education offered in a face-to-face format. These opinions were consistent with principles discussed in our course text. (Simonson, Smaldino, Albright, & Zvacek, 2009d)

The consensus of the discussion was that distance learning is more appropriate for some learners than for others and for some subjects than for others, however studies of self-identified visual, auditory, and tactile (hands-on) learners have shown no significant difference in success with online learning versus face-to-face learning. (Neuhauser, 2002)

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

            Adult learners clearly benefit equally from distance education as from face-to-face education. The evidence concerning K-12 learners is not as abundant, nor is it as clearly established. (Means, Toyama, Murphy, Bakia, & Jones) It seems clear that an evolution toward more online and blended (face-to-face education supplemented with online learning resources) will be the continued trend in the near future. It is my expectation that the trend will be for more blended learning in earlier grades.

            It seems unlikely online learning will ever fully replace face-to-face learning, especially for early grades, and especially for the learning of “hands on” skills that require human contact, but I expect to see continued expansion of online and blended learning in most fields of study, especially in secondary education and beyond.

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

            I believe in keeping a balanced view of the appropriate use of distance learning, realizing that no one format or vehicle of education is inherently superior to another. Distance learning certainly has a place in public education. I expect to see its expansion primarily in the area of blended learning supplements to classroom courses, and for the education of those who for numerous reasons cannot or choose not to participate in public school classroom education. (Simonson, Smaldino, Albright, & Zvacek, 2009a)

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

            I believe it is important for people to understand that distance education is just as effective as face-to-face education in most scenarios, and that blended education has been demonstrated to be generally superior to either of the formats. (Means, Toyama, Murphy, Bakia, & Jones)

What are your thoughts on the future of using multimedia to enhance and deliver instructional content?

            It is my opinion that multimedia can enhance learning, but the “core” of a well-designed instructional plan depends on much more than multimedia. It depends on providing learners with the information and the context with which to construct their own understanding, individually, and as part of a group. Learning is enhanced when it involves social interaction, whether that interaction is real, or whether multimedia simulates that interaction. Different kinds of learners need different kinds of instruction, and multimedia can help provide this necessary variety, but it is not possible to meet the needs of every learner. Learners are ultimately responsible to construct their own understanding, using the resources that have been provided. Multimedia provides resources that can be more effective than text and images alone. (Simonson, Smaldino, Albright, & Zvacek, 2009b)

Resources:

Auld, L, & Pantelidi, V. (1999). The virtual reality and education laboratory at east Carolina university. The Journal, 27(4), 48-55. Retrieved from http://thejournal.com/Articles/1999/11/01/The-Virtual-Reality-and-Education-Laboratory-at-East-Carolina-University.aspx

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010, September). Evaluation of Evidence-Based practices in online learning: A meta-analysis and review of online learning studies. Office of Planning, Evaluation, and Policy Development-U.S. Department of Education. Retrieved from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Neuhauser, C. (2002). Learning style and effectiveness of online and Face-to-Face instruction. The American Journal of Distance Education, 16(2), 99-113. Retrieved from http://www.personal.psu.edu/khk122/woty/LearnerCharacteristics/Neuhauser%202002.pdf

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

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009b). Foundations of distance education. In Teaching and learning ata distance: Foundations of distance education (4th ed.). Boston, MA: Pearson Education, Inc.

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

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