The Future of Distance Education

Technology is such huge part of society today. Upgrades are the norm in most organizations on a regular basis. Employees today must possess 21^st century skills to be successful. As the world becomes more global and technologically dependent, so must our education systems. The necessity for distance learning opportunities is rising more and more each year in higher education, K-12 education, and corporate training.

Future Perceptions of Distance Education:

            There is a growing acceptance of distance education in society today. This acceptance is supported by the increase in online communication tools being utilized by many diverse populations, along with a growing comfort level with online course methods and the need in a global world to communicate with many diverse groups throughout the world in non-traditional ways (Education, 2013). In an economy like we live in today, it is necessary to communicate and handle business in ways that are less expensive than traveling for face to face meetings. Also, it is not possible to globally interact without the use of technology and web 2.0 tools. In order for the neomillennial generation to be prepared for the workforce and be successful, they must experience and be educated in the utilization of 21^st century skills and educational theory. We are in a digital age that will only increase in the years to come. As new technologies emerge on the scene, the necessity for online education will thrive and be a part of the “norm”. It is our responsibility as educators to prepare our learners for success, no matter if they are children or adults.

How can ID improve perception of Distance Education?

Educate, educate, educate. As an instructional design professional, it is our obligation to be the role model for transformational leadership. We must provide “out of the norm” learning experiences in order to meet the needs of a growing and changing society. ID’s need to design 21^st century educational learning opportunities, that challenge the learner, and meet the same learning outcomes of traditional environments (Simonson, 2012). Utilizing learning theories as the foundation of distance learning and increasing awareness of the success and growth achieved through distance education, the comfort level with distance education will increase. We are also tasked with providing “train the trainer” sessions to educate facilitators on best practices for guiding online learning (Piskurich, 2013).

Being a positive force for Distance Education:

            As an instructional designer it is my duty to promote a positive perception of distance education. I need to provide comfort to those who are “skeptical” about success in the online environment. The design of learning opportunities needs to be founded on theory, be clearly organized and follow the ADDIE model of design. I need to “know my audience” and work with the organization to write clear objectives that are achievable through distance education (Laureate Education, 2013). As a professional, I need to bring a positive attitude to the table and be a transformational voice for leadership. Continuing to research and learn new technologies and theories myself, will enable me to provide the most current strategies and tools in designing distance learning environments. Taking each opportunity as a chance to make a difference is someone’s future. I look forward to being a positive force in the advancement of distance learning in the future.

Resources

Education, D. G. (2013, August). The Future of Distance Education. Video Media, Walden University.

Laureate Education, I. /. (2013, July). Planning and Designing Online Courses. Video Media, Walden University.

Piskurich, D. G. (2013, August). Facilitating Online Learning. Laureate Education. Video Media, Walden University.

Simonson, S. A. (2012). Teaching and Learning at a Distance. New York: Pearson.

Cheat Sheet to Converting to a Distance Learning Format

When converting a face to face training to a distance learning format, there are four areas to consider as you design the new course.

1.    Know that pre-planning is necessary for success

2.    Identify aspects of original training that can be utilized

3.    Pinpoint the role of a distance learning trainer and how it differs from a face to face trainer

4.    Create a communication plan for encouraging trainees interaction

Remember, converting online takes planning and hard work. It does NOT include taking what you did face to face and just putting it online. Distance learning is not identical to face to face education, but it is equivalent. Equivalency theory reminds that the training should have the same learning outcomes and equivalent learning experiences (Laureate Education, 2013).

Click here:  Cheat Sheet to Best Practices for Converting to Distance Learning Format. 

Open Source Courses Online... are they equivalent to other online courses??

MIT Open Courseware Analysis
URL: http://ocw.mit.edu/courses/urban-studies-and-planning/11-127j-computer-games-and-simulations-for-investigation-and-education-spring-2009/index.htm

Analyzing an Open Course

Open Course websites allow anyone to take quality courses for free online. These courses do not offer credit, but rather personal growth in knowledge and experience. The learner has access to the same types of learning tools as those for credit such as: syllabus, readings, assignments, related sources and downloadable course materials. Free and the same learning tools, why does anyone pay for courses?

The Design

Not all courses are equal. In searching the Open Course offered by MIT, The original delivery method seems to have been fact-to-face. I found that many courses were outdated and were recordings of prior “lecture” courses. The lecture was a video or audio of the lecture available. This type of format is not designed for online learning. Lecture is not an option you want to utilize in a distance environment. Social learning and discussion opportunities are utilized more often in order to create a learner centered environment (Simonson, 2012). This course’s original context was for a face to face undergraduate audience. It is designed around problem based learning method which is in fact a higher level thinking strategy. Learning takes place through inquiry (Consulting, 2012). However, the free version here has the learner reviewing the PBL results, NOT experiencing the PBL. The higher level inquiry is not occurring.

Meeting Online Recommendations

Distance learning texts recommend several elements to design effective online course content. One central element is the facilitator’s knowledge and understanding of the needs of their learners and their motivation in the course. The interaction of the learner and the instructor is paramount to having a successful learning experience (Simonson, 2012). The course offered by MIT does not require activities or discussions for the instructor to understand, monitor or support the learner as an individual. Though the original course requirements (when face to face) seems interactive and with social group activities, the “recorded/free” version, is more of a see what we did type course. It is seeing what was done, not a doing yourself course. As an interactive, hands on, social learner, I would find this course difficult to keep my attention and retain any new knowledge.

The course designers could have utilized the development phase of ADDIE to map out the flow of the course in the online environment and then utilize various course assets conducive to online learning to reach the Equivalent of the face to face course that was offered in 2009 (Laureate Education, 2013).

Active Learning

In the original course format, face-to-face, the course is designed for active learning for the students. A PBL design brings the learner to the center of the instruction through inquiry and analysis. The problem with this particular MIT open source is that the online delivery makes the learner a spectator of “what already happened” rather than discovering what may or may not be created with gaming and education. Without hands on experience and discovery, this content, in my opinion, is very difficult to learn. The whole point of computer games and simulations in education is to engage the learner in interactive activities with new content. With some re-design, this course could have the potential to meet the recommendations for distance learning criteria.

Open source courses in general seem like a chance to gain new knowledge for more audiences, since they are free. However, if the design does not promote interactivity, and learner centered instruction along with the framework for online instruction, then it will not be designed in support of the Equivalent Theory. As an instructional designer, the open source can evolve into a community outlet for sharing knowledge, and encourage research for those desiring personal growth in a given area. In my opinion though, the MIT course I analyzed does not come full circle in offering the best environment for distance learning that could be applied to a real life situation. That ability to put new knowledge into action is when you know real learning has taken place.
References:
Consulting, P. (2012, June). Problem Based Learning. Retrieved August 2013, from http://www.pblearning.com: pblearning
Laureate Education, I. (2013, July). Developing Online Courses. Video Media, Walden University.
Simonson, S. A. (2012). Teaching and Learning at a Distance. New York: Pearson.