Distance Education Perceptions

Distance education is the bringing together of learners, instructors and instructional content no matter where each is located (Simonson et al, 2009). What does the future hold for distance education? Most believe that distance education is growing and gaining acceptance as a viable learning environment. What might be fueling this growth? According to George Siemens, a growing sense of comfort with communicating online using current technology tools has propelled distance education activities.

An online source reports, “The changing demographics of students is one of the driving forces behind the growth of distance learning and adult students are the fastest growing group.” If distance learning is growing and becoming more entrenched in higher learning, fueled by comfort with technology and adults desiring to continue their education, what are the perceptions of distance education? In a study conducted by Hannay and Newvine, students indicated that they believe distance learning classes are not only more difficult than the traditional courses, but overall they perceive them to be of high quality. By contrast, another recent study showed that some employers may not value the candidacy of employees who have earned online degrees, suggesting concern about the quality of distance learning. However, overall, perceptions about distance education are changing for the better. And as online learning becomes increasingly accepted as a legitimate learning environment, questions about how individuals perceive distance learning may not be as relevant.

As instructional designers, we have an instrumental role in shaping perceptions around distance learning. Simonson et al pointed out that, “Interactive, real-time, on-demand, learner-centered, authentic and learner-constructed events will characterize the educational environment of the future. Instructional designers are at the forefront and are in the driver’s seat of this movement for learner-centered, authentic, interactive instruction. By designing, developing and delivering high-quality learning events that are continuously evaluated and improved upon, we can change or directly impact future perceptions of distance learning programs.

Looking ahead, how do you believe instructional designers can be a positive force for continuous improvement in the field of distance education? I believe we can do this by always asking questions. Questions like:

• What do you need that you don’t have?
• What do you have that you don’t need?
• How can we improve the product, service or process?
• What does the most current research indicate?
• What are the best practices?
• What is best for us here and now?

By asking questions such as these we are building evaluation and improvement opportunities into our discussions. With quality instruction the norm in distance education, perceptions are bound to change. And “ultimately, the concept of distance will disappear as insignificant” and learners will be left with education.

References

ConnectEd. The Richard W. Riley College of Education and Leadership. Walden University. Retrieved from: http://connected.waldenu.edu/curriculum-resources/technology-in-the-classroom/item/772-what-is-future-of-distance-learning

Hannay, M. Newvine, T. (2006)Perceptions of Distance Learning: A Comparison of Online and Traditional Learning. MERLOT Journal of Online Learning and Teaching. Vol 2, No. 1, March 2006

Shadix, K. (2006) Shady Learning 2.x Blog. Retrieved from: http://shadylearning.wordpress.com/category/lean-instructional-design/

Siemens, G. (2010) Laureate Education. The Future of Distance Education. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6207825&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed). Upper Saddle River, NJ: Prentice Hall.