The Future of Distance Education

End of Course Reflection  

Distance learning has shown that learning is possible in an online environment where learners and teachers are physically separated from each other and connected by technological tools. According to Simonson et al. (2019), distance learning is “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.” Different names have been attributed to distance learning, from online learning, virtual learning, and e-learning, all incorporating the key notion of learning from a distance (Sangrà et al., 2012). Distance learning can be carried out synchronously –occurring at different places at the same time, asynchronously –occurring at different places at different times, or in a blended format—online activities occur at certain times during a conventional face-to-face course (Simonson et al., 2019).

Constant technological advancement has reduced the notion of geographical distance, and learners are developing a sense of comfort in using these technological tools to communicate with diverse groups of people (Walden University, LLC, n.d). Furthermore, with reduced funding available for higher education and research, many higher educational institutions are significantly considering distance education as a future course delivery option (Naidu, 2014). All these heavily fuel the explosion of distant education in the future. With the recent COVID-19 pandemic, many learners, teachers, and organizations were forced to teach, learn, and work online. These experiences have shaped and enhanced the wide acceptance of online education worldwide.

As a prospective instructional designer, one way I could influence society’s perception of online education is by starting a blended learning approach to delivering a community reading program. Such a program has been done in a conventional face-to-face approach. Shifting to a blended format will not only get the learners to experience the benefits of online learning but also become ambassadors of the online learning format. As it is said, “I hear, and I forget. I see, and I remember. I do, and I understand”- Confucius. Many people who had to learn or work remotely due to COVID-19 now believe online learning is possible. Albeit, it is not without challenges.

Online education has at its core continuous learning of new technology and designing new online learning experiences that will enable learners to learn effectively, be it games (Walden University, LLC, n.d) or virtual tours or excursions. I believe constantly learning and exploring available technology to bridge learning gaps and improve the learning experience is key to improving online education. Another thing I would do to foster online education is to constantly add to the scholarly body of knowledge insights through research of what is working and what is not in different online contexts and at different periods in time.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References.

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.

Naidu, S. (2014). Looking back, looking forward: the invention and reinvention of distance education. Distance Education, 35(3), 263-270.

Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, [S.l.], 13(2), p. 145-159, ISSN 1492-3831.

Walden University, LLC. (Producer). (n.d).

Wang, V. C., & Torrisi‐Steele, G. (2015). Online Teaching, Change, and Critical Theory. New Horizons in Adult Education and Human Resource Development, 27(3), 18-26.