The perceptions about distance learning are changing every day. According to Schmidt & Gallegos (2001), stereotypical criticism of online programs include: a lack of accountability in student feedback, academic integrity, technical issues, and instructor inexperience. Detractors of online programs lament the loss of face to face interaction, brick and mortar institutions and the social nature of learning. As a result, they mockingly paint the picture of an isolated student clicking away and copying Wikipedia tm as the typical online student. Furthermore, many distance educators have made the mistake of trying to create identical learning experiences for all students (Simonson et al, 2012). This “one size fits all” approach has led many to believe that distance learning is a “cookie cutter” learning experience (Simonson et al, 2012).
Yet as technology advances, the ever-presence of online platforms is changing the way in which we view online interaction (Laureate education, 2013). First, the advent of social media tools is changing the way we communicate with one another (Laureate Education, 2013). The rise of asynchronous dialogue in programs like Facebook TM have changed our comfort level with messaging and posts. This has opened the doors for an endless supply of blog and wiki creation tools such as Edmodo tm and Glogster tm to create thread based discussion boards and online posters for kids. In addition, we find textbook companies investing heavily in their online resource toolkits in order to maximize parent-teacher collaboration and communication. More and more online resources are available every day, leaving an endless supply of books articles and more for kids. As a result, distance learning becomes, as Perraton explains, the opportunity to reach audiences and provide access to resources that would not be reached in typical classrooms (Simonson et al, 2012).
Within the next 5 – 10 years, we will find teachers have effectively flipped classrooms. Flipping a class occurs when teachers design instruction to be delivered at home through interactive, teacher-created videos and activities (Techsmith, 2013). This homework becomes the primary reading and concept researching time. Instead, classrooms become more like learning laboratories – opportunities for interventions, conferencing, differentiation and higher level collaboration (Techsmith, 2013).
At the same time, the rise in synchronous tools such as Skype allow for high quality video interactions that eliminate boundaries as if we are in the same room (Laureate Education, 2013). For example, according to Siemens, the steady improvements in devices has led to a corresponding growth in online familiarity (Laureate Education, 2013). For example, my 9 year old daughter is using Facetime tm on a mobile device to stay connected with friends and family all over the country. This same technology can lead to meaningful academic relationships with students throughout the world. Such an institutional shift however will require the infrastructure to continue to advance. While we see glimpses of these paradigms right now, schools still lack common standards, sufficient technology and wireless networking / streaming capacity to completely transform the local school into an international institution. However, over the next 20 years, we can anticipate the teaching profession to become highly specialized, global and completely customizable as this digital divide shrinks. In this new world teachers are engaging students in interactive collaborations and projects regardless of their home on the planet.
How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
Overcoming the misperceptions of online learning requires pressing forward with the advancement of online curriculum that is highly rigorous and authentic in nature. In the surveys I conducted this week, my participants all had taken online courses and agreed that their courses were more demanding in terms of time and content. These students are a part of an ever-growing population of 21st Century learners whose stories need to be shared. Siemens declared that the future of learning rests with triple helix – universities, businesses and government (Laureate education, 2013). As designers, we can present at conferences, to government agencies, school boards, corporations and other stakeholders to help overcome the misconceptions about online learning and demonstrate how the future of our society must embrace technology as the driving force of college and career readiness.
Second, by developing online resources that are easily accessible and user friendly, detractors can see how the role of technology can advance learning in ways that traditional models simply can’t. A major factor in his effort is demonstrating Return on Investment (ROI). Online training programs are easily reproduced and disseminated. As a result, these programs “save time and money, educate employees to increase productivity, nurture and educate students, clients and create training sales and revenue (Gototraining, 2011).” In this current economic time, budgetary constraints are commonplace. One of the challenges to address is the “Person-power” involved in designing trainings (Gototraining, 2011). However, according to Gototraining.com (2011), the amount of time spent on planning, participating and developing materials either online or for face to face is virtually identical (3.3 days vs. 3.4 respectively). This means that online training tools, with their portability, standardization, and ability for review demonstrate a far greater ROI (Gototraining, 2011). The more companies and schools recognize this, the more likely we are to continue to see the shift to a growing online application- based training industry.
How will you be a positive force for continuous improvement in the field of distance education?
One of the ways I can be a positive force in the field of distance learning is to “walk the talk.” Human beings need to become life-long learners. In this course, I have learned about many different online tools such as Voice Thread TM, LaMochatm , Canvas LMS and more. As I became more familiar with these tools, I can expand my repertoire of skills. This is important in order to stay current in my techniques as a designer, but it also sends a message to my learners: “If I am advancing my knowledge, so can you.”
At the same time, it is important to keep the skills I already possess fresh. For example, MOOCS are available at no cost for refresher courses in computer programs amongst other things. This can ensure I have the latest “Tips and Tricks,” and can develop the highest quality lessons possible.
Last, I need to recognize that as a designer, I am an ambassador for a cutting edge field. My quality of work and integration of new ideas allows for continuous improvement by the field as a whole. In addition, the dissemination of my new ideas is vital to the growth of the industry. By collaborating with others and sharing what I know, I can be sure that I am up to date and that I continue to push the field forward.
References
Gototraining.com (2011). The ROI of online training: how organizations are moving online.
Retrieved from http://www.slideshare.net/GoToTraining/the-roi-of-online-training-how-orgs-are-moving-online
Laureate Education (2013). The Future of Distance education [webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818555_1%26url%3D
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
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Techsmith.com (2013). Teachers Use Technology to Flip Their Classrooms. Retrieved from
http://www.techsmith.com/flipped-classroom.html