If I were to create a Wordle to describe distance learning, adjectives like transformative, evolving, equivalent, scalable, effective, innovative, engaging, interactive, supportive, and collaborative would be used.  Distance learning will be perceived as a viable option to training and educating learners in the next 5 – 10 years.  As I reflect on distance learning, I choose to look at the dominate sectors in the field. Corporating E-learning Solutions Corporate training solutions will continue to grow over the next 5 – 10 years.  E-learning solutions are cost effective and although the motivation for e-learning is economic, the increase in productivity and the transfer of knowledge is highly valued.  Moller, Foshay, & Huett (2008, p. 74) state, “While traditional instruction supports individual pursuit of objective and well-defined learning, it appears to be incompatible with the more social collaborative and dialogue-based learning models.  Web-based instruction thus holds the promise of increasing communication among learners, including reconceptualizing learning from a one-shot fixed term to an on-going event that is intermingled with the actual work process.”  In the next 10 – 20 years, the perception of distance learning will be an essential method of training which is transparent and widely accepted.  George Siemens (n.d.) states, “the notion of distance or geographical separation, isn’t as significant a factor as we might have thought it was even five years ago.”  As corporations seek to increase market share and expand globally, the ability to connect and train globally becomes transparent.  E-learning is instantly available, providing timely and on-demand learning access impossible in a traditional training center.  “Letting the electrons do the traveling” offsets the costs of travel to the training center, the overhead of the classroom, and much of the loss of trainee productivity. (Moller, et al., 2008, p. 70). Higher Education Environment Secondary and post-secondary education continues to see explosive growth in distance education as an alternative to face-to-face instruction.  In the July/August issue of TechTrends, Moller, Foshay, and Huett state, “The Distance Education and Training Council (DETC) calls distance education a “mainstream” educational delivery method and predict more than a 300% increase in students served in the next five years.” (Moller, et al., 2008, p. 67).  This statistic supports the expected growth of distance education in the next 5 – 10 year.  The perception is that distance learning is a requirement for future growth and relevancy.  Colleges and universities see distance education as a way of sustaining growth. According to George Siemens (n.d.), the increase in online communication and practical experience with new tools are fueling the growing acceptance of distance learning.  Mobile devices provide more flexibility for the distance learner. As new technologies continue to emerge, distance learning will continue to increase in support and use over the next 10 – 20 years.  K-12 Education Environment Overcrowded schools, teacher shortages, rural areas, and alternative options for schools that don’t make adequate yearly progress are all reasons for the steady growth of distance education in this sector. Distance education in the K-12 arena is often referred to as “virtual schooling” and learning through virtual schooling is one of the fastest growing ares for K-12 schools (Moller, Foshay, & Huett, 2008, p. 63). Most of the emphasis on virtual schools is at the high school level.  Trends over the next 10 – 20 years in this sector are inconclusive.  Unfortunately, little research currently exists to inform decisions about online learning in K-12 schools.  Few high-quality, evidence-based research studies have examined the effectiveness of online learning at the high school level compared to face-to-face instruction, with even fewer studies examining curriculum-specific intervertions. (Moller, Foshay, & Huett, 2008, p. 64). According to Dede, “If distributed learning is not incorporated into public schools’ classrooms, teachers may find a decade from now that they have a smaller fraction of students enrolled and fewer taxpayers willing to provide funding.” (Dede, 2005, p. 22). This statement suggests that there will be some growth over the next 5 – 10 years. Skepticism Many students have expectations that distance learning will mimic face-to-face instruction.  Negative experiences are directly tied to this perception and the need for more structure.  According to Howland & Moore (2002), “There were expectations for instructors to provide packaged material similar to lectures and to take responsibility for student learning by supplying all necessary information. These students expressed the need for more structure and feedback from the instructor.” Many educators are skeptics of the quality of distance learning.  The Equivalency Theory acknowledges that distance education is not identical to face-to-face education, but it is equivalent.  This theory requires that distance and face-to-face education should have the same learning outcomes and provide equivalent learning experiences to meet those outcomes. (Simonson & Saba, 2012). E-learning courses can carry a certain “stigma” which, in some places, reduces the credit given to professors for the work put into the classes (Moller, Foshay, & Huett, 2008, p. 68). Most traditional colleges and universities do not promote the online courses they offer.  Many times the learner has to search their sites to find out information regarding distance learning courses. My Role as an Instructional Designer As an instructional designer, I can be a proponent for improving societal perceptions of distance learning by improving the assessments which measure the effectiveness of the training.  I have to create assessments which take into account the learning style of the learner.  The authentic assessments can offer choices which go beyond smile sheets and knowledge tests, but refers to tasks that simulate real-world challenges.  Mueller described an effective authentic activity as one in which students “perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.” (Simonson, Smaldino, Albright, and Zvacek, 2012, p. 270 – 271). Corporations look at the return on investment or ROI to measure effectiveness initially.  If the trainee cannot implement the knowledge transferred after the completion of the training module, the instruction was a waste of time and money.  My job is to correct this by incorporating tasks which are aligned to learning styles before instruction is designed and to match the activities or tasks to the learning outcomes desired. Pre-assessments is a great gauge to measure what the learner knows prior to instruction and then reassess the learner using the same tool after the training has been completed.  Authentic assessments can be administered between the pre and post training assessments.  It is the summative assessments that provide ‘worth’ to the client. Summative evaluations determine if the products, programs, and learning activities, usually in the aggregate, worked in terms of the need addressed or system goal. (Lockee, Moore, and Burton, 2002, p. 21).  These assessments must be interactive, promote critical-thinking skills. A major concern for students pursuing undergraduate and graduate degrees is the interaction between instructors and their peers.  Meeting the needs of the 21st-century learner may require a multi-theory approach, integrating best practices from different theories. (Beldarrain, 2006, p. 148).  Issues of communication  and student interaction continue to be addressed by emerging technologies such as Skype™, Imeem™, Blackboard™, and WebCT™ to name a few.  The medium of instruction or use of technology should be transparent to the educational process.  Effective formative assessments must be created which provide immediate feedback measuring the desired outcome.  Student engagement has to remain a central focus when planning and developing learning modules. P12 Learners or Millennials require engagement. Mediated immersion, multiple media learning experiences, collaboration and social grouping all appeal and are the needs of this generation (Dede, 2005).  Careful analysis of the learning objective and learner is the initial start to improving the perception of distance education.  As students have a more rewarding experience through improved activities, engagement with peers and the instructor, I can become a positive force for continuous improvement in the field of distance education.   Implementing emerging technologies which bridge perceived and real gaps in communications will eliminate many of the negative misconceptions.

References:

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education. 27(2). pp. 139-153). Retrieved April 3, 2013 from: Google Scholar access via Walden University.

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7–12

Howland, J.L., and Moore, J.L. (2002). Student Perceptions as Distance Learners in Internet-Based Courses. Distance Education. 23(2).

Lockee, B., Moore, M., and Burton, J. (2002). Measuring Success: Evaluation Strategies for Distance Education. Educause Quarterly. 1.

Moller, L., Wellesley, R.F., and Huett, J. The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends, May/June, 2008. 52(3)

Moller, L., Wellesley, R.F., and Huett, J. The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends, July/August, 2008. 52(4)

Moller, L., Wellesley, R.F., and Huett, J. The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends, September/October, 2008. 52(5)

Rearview mirror image: http://turningplace.files.wordpress.com/2013/01/aaaa.jpg

Siemens, G. (Producer). (n.d.) The Future of Distance Education. Laureate Education, Inc. Retrieved April 24, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2650920_1%26url%3D

Simonson, M., and Saba, F. (n.d.) Theory and Distance Learning [study video].  Retrieved March 12, 2013, from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341293_1%26url%3D

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.