Reflections on The Future of Distance Education

To begin reflecting on the future of distance learning, one should look at the development of distance learning through history.  Correspondence study to electronic communications to distance teaching universities have evolved relatively recently to meet the needs of students in the areas of flexibility, collaboration, interaction, and economical use of resources (Simonson, Smaldino, Albright, & Zvacek, 2012, pp. 37-41).  There are several advantages of online learning listed by Simonson et al (pp. 125-126).  The system must be available to any qualified individual in the world, at any time, on any computer platform.  The students must be able to work at their own pace, and have access to current information.  Active learning is promoted, accommodating different learning styles.

Several theories have been proposed that help guide the designer in the development of education.  These theories help to guide the designer and are separated into categories of independence and autonomy, industrialization of teaching, interaction and communication, and communication and diffusion (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 43).  Theories help the designer make decisions with confidence (p. 42).  What was emphasized in this course is that not just one theory may apply to a single design, but the designer may draw information from more than one to lay the foundation for the instruction.

Moller, Foshay, and Huett emphasize that the instructional design professional has challenges to evolve the field of distance education, and also assure that sound professional design practice leads this enterprise ((2008, p. 70).  The instructional environment should be a system that includes the components of instructor, learner, material and technology (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 151).

It is also important for the instructional designer to be aware of current technologies and utilize them to enhance the learner interaction and engagement with the education.  Beldarrain points out that technology not only plays a key role in the dynamics in delivery options, but also is responsible for distorting the concept of distance between learner and instructor.  It also enables learner to access education at any time and from any place (2006, p. 139).

I believe distance learning will continue to evolve and grow in the future, with the instructional designer leading the charge by providing quality, well-planned educational opportunities based on distance theories that meet the needs of learners with multiple learning styles.  Siemens discussed the future directions of distance education as involving new communication technologies; contribution by experts around the world; and increased use of multimedia, games, and simulations (Laureate, n.d.).  The future looks promising and exciting for designer, instructor, and learner.

References: 

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

Laureate Education, Inc. (Producer) (n.d. b). “Distance Education: The Next Generation.” [Multimedia program].

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

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