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.