Reflection on Distance Learning

There still may be some misconceptions about the value, validity and quality of distance learning and online degree programs. However, I believe we are on the road to changing those perceptions. As a student of an online graduate program, the reservations and concerns that I originally had – and that are shared by many individuals who have no firsthand experience with distant education – have largely been put to rest. When considering an online degree program, my biggest concern was what I thought would be lost by not being in a face-to-face setting. That is the perceived lack of discussion, human interaction and connection in an online environment. What I have found is that interactions and discussions are much more relevant, thoughtful, and scholarly than in a spontaneous face-to-face discussion.

The emergence and application of Web 2.0 technologies has produced an equivalent learning environment, through the use of asynchronous discussion threads. (Beldarrain, 2006; Hill & Raven, 2000; Simonson, et. al., 2009; Tam, 2000). It is through these collaborative interactions that thoughtful, provocative dialog and exchange of ideas takes place. In some respects it is preferable to the face-to-face environment because it allows the learner the time to be thoughtful and complete scholarly research before responding. This raises the level of quality due to the opportunity for thoughtful and relevant response. It also acts as a social equalizer because it provides more introverted or socially nervous students to participate as actively and thoroughly as those who might be more vocal or over bearing in a face-to-face setting.

As our technologies continue to evolve and our society continues to embrace and apply them, the more society will trust and become comfortable with virtual life and online exchanges. (Siemens, 2010). The technological inclination of digital natives and younger learners/employees will continue to drive the movement towards technology-oriented learning. (Prensky, 2005). I anticipate that this will include increased use of multimedia and immersive, virtual learning environments and methods of communication. “Our young people generally have a much better idea of what the future is bringing than we do. They’re busy adopting new systems for communicating (instant messaging), sharing (blogs), buying and selling (eBay), exchanging (peer-to-peer technology), creating (Flash), meeting (3D worlds), collecting (downloads), coordinating (wikis), evaluating (reputation systems), searching (Google), analyzing (SETI), reporting (camera phones), programming (“modding”/modifying), socializing (chat rooms), and even learning (Web surfing).” (Prensky, 2005). The youth – these technology driven members of society – are our future.

I believe technology will drive transformative changes in the realm of education. Not only in our teaching tools and delivery methods, but in how we define learning and the theory and methodology of our approach. As instructional designers, we have a significant responsibility in that transformation. As professionals, we must continue to evolve and become proficient in the current and emerging technologies. In addition, we must continually look for ways to enhance our online learning events and keep them relevant while utilizing contemporary tools in our instructional design.

Through this commitment to quality instructional design and by keeping learning events challenging, relevant and meaningful, we will continue to elevate the perceptions of distant education. By emulating the highest level of ISD professionalism and socializing our alumni status of an online graduate degree program we can also elevate the perceptions of online degree programs. The truth is we get out of life what we put into it. Education is no different! Whether you are an online learner or a student sitting in a classroom, your drive will determine how deep and how wide your learning goes. (Gambescia & Paolucci, 2009; Hill & Raven, 2000). Distant education provides incredible opportunities for expanded, deep learning through the technologies, tools and powerful interactions that are inherent in the online environment.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Hill, J.R. & Raven, A. (2000). Online learning communities: If you build them, will they stay? Retrieved on 12/15/2010 from http://it.coe.uga.edu/itforum/paper46/paper46.htm  

Piskurich, G., & Chauser, J. (2010). Facilitating Online Learning. Video. Retrieved on 12/24/2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6262944&ClientNodeID=984650&coursenav=1&bhcp=1

Prensky, M. (2001). Digital natives, digital immigrants – Part I. Retrieved on 12/24/2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf  

Prensky, M. (2001). Digital natives, digital immigrants – Part II: Do they really think differently? Retrieved on 12/24/2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf  

Prensky, M. (2005). Listen to the natives. Retrieved on 12/26/2010 from http://www.siprep.org/prodev/documents/Prensky.pdf

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

Siemens , G. (2010). The future of distance education. Laureate Education, Inc. Baltimore, MD.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Tam, M. (2000) Constructivism, instructional design and technology: implications for transforming distance learning. Educational Technology & Society 3(2), 50-60. Retrieved on 12/24/2010 from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.36.623&rep=rep1&type=pdf