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Distance learning perceptions are varied and change over time. In
the next five, ten and even twenty years distance learning will surely change
and evolve. Along with this will be a change and evolution in the perceptions
of distance learning, mostly as compared to traditional learning.
As Instructional Designers it is our responsibility to create
effective, meaningful and precise instruction that achieves the single most important
goal of educating learners. The delivered education must however be thorough so
that all learning outcomes are truly achieved. O'Malley & Harrison (1999)
stated that student perceptions of the effectiveness of distance and on-line
learning may be more important than reality. This perceived learning will
contribute to distance learning professional's knowledge of distance learning instruction
effectiveness (O'Malley & Harrison, 1999).
Our additional responsibility as Instructional Designers is to
constantly evolve. Siemens (n.d.) states that society as a whole is more widely
accepting distance education largely due to more and more of us communicating
online. Those that thought face to face education was superior to distance education
are now having personal and meaningful relationships online. This sets them up
to easily see how those relationships can be built in an education setting. Siemens
(n.d.) adds that society has begun to recognize that distance and geographic separation
is not as significant a factor as it has been thought to be. This is based on
the proliferation of new tools and technology such as video teleconferences,
instant messages, e-mail, online Learning Management Systems (LMS), etc. Siemens
(n.d.) goes on to state that society is growing more comfortable with these
tools and accepting them in much greater numbers. Learners have also discovered
that as they get to get together in learning groups with likeminded people
using these new tools they are often doing so with a globally diverse group (Siemens,
n.d.).
With these growing acceptances, one may wonder where distance education
is heading as a whole. Siemens (n.d.) suggests that we will inevitably see improved
technologies that deliver better and better voice and video quality and experts
from around the world in these fields will become contributors to the new distance
learning .There will also be an increase in the use of multimedia such as games
and simulations (Siemens, n.d.). Mayer's Cognitive Theory of Multimedia
Learning (2001) fits right into this scenarios and distance learning is the
perfect place to apply Mayer’s theory (Mayer, 2001).
As Instructional Designers we can do many things to improve societal
perceptions of distance learning. We can start by embracing these new tools. As
we produce more and more advanced designs, we should also be sure to apply
valid learning theories, such as Mayer’s cognitive multimedia theory, as the
basis for them. Additionally, Siemens (n.d.) states that the key challenge is
to bridge the gap of comfort within learners so that they become comfortable learning
at a distance. Siemens adds that of the students that he has questioned who
have taken at least two online courses the majority of them tend to prefer
distance learning to traditional learning (Siemens, n.d.). For Instructional Designers
to be a positive force for continuous improvement in the field of distance
education we must learn from the learners and use our designs to help
significantly drive the future of distance education. We do this by creating instruction
that not only meets the requirements I mentioned early on in this post, but by
also making them attractive, interesting, contain the latest tools, and most of
all “cool” (but not at the expense of quality).
In closing I feel that the future of distance learning is the
future of all learning. Siemens (n.d.) described the future of Distance
Learning as the triple helix model where universities, government and businesses
form an interconnected strand of that conspires to equip students for online environment
(Siemens, n.d.). I think that is a wise prediction but I also feel that distance
learning will one day overtake traditional learning in its percentage share of the
learning environment. While it may never completely replace traditional learning,
traditional learning will never be without some aspect of distance learning
ever again .I foresee all future education containing some component, such as a
video conference, an Internet delivered video or collaboration, and any number
for computer networked content delivery. As society becomes more and more “connected”
and geographic boundaries disappear, learners limiting themselves to just local
universities will become a thing of the past. The world is now the stage for education,
not just your local state or community college.
References
Kearsly,
G.(n.d.) Tips for training online instructors. Retrieved from http://home.sprynet.com/~gkearsley/OItips.htm
Mayer,
R. E. (2001). Multimedia learning. New York: Cambridge University Press.
O'Malley,
J., McCraw, H., (1999). Students perceptions of distance learning, online
learning and the traditional classroom. Online Journal of Distance Learning
Administration, II(IV), Retrieved from http://www.westga.edu/~distance/omalley24.html
Siemens,
G. (n.d.). The Future of Distance Education. Retrieved from
http://mym.cdn.laureate-media.com/Walden/EDUC/6135/08/downloads/WAL_EDUC6135_08_A_EN-CC.zip
