The Future of Distance Learning

 As a part of my EDUC 6135 course at Walden University, I will be reflecting on the current and future perceptions of distance learning in our society. 

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

Many education institutions incorporate technology into their daily activities. The current technology growth and development demonstrates a glimpse of the education model for the future. In 5-20 years, I think that distance learning will be a common instructional model. The year 2020 introduced to us what the future of education would look like leaving campus-based and face-to-face educational practice unsustainable (Naidu, 2014). Laureate Education (n.d.) stated that the impact of distance learning could be impacted by:

• · New communication technologies
• · Optimal learning anywhere at anytime
• · Interconnectivity
• · Increased used of multimedia, games and stimulations.
• · Dynamic learning systems

The future of education will require educators to be more entrepreneurial, collaborative, creative and innovative. Additionally, learners will be even more tech savvy, demanding, confident and focused as consumers of education (USE Rossier, n.d.).

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

To remain fresh and relevant, online courses need to be continually revised and improved. From an instructional designer perspective, this includes redesigning an online curriculum to integrate the latest thinking in given disciplines and to incorporate new methodologies for teaching and learning (Hai-Jew, 2010). Many often perceive distance learning as a unique way of learning. While many enjoy the efficiency, flexibility and cost effectiveness of online learning, others encounter problems such as technical issues, a lack of interaction and training.

Communication and participation result in online learning success. In a distance education environment, effective communication happens when learners interact with one another and the instructor (Simonson et al., 2019). Understanding this from an instructional designer perspective will help create and deliver adequate online education. In addition, a simple yet effective learning management system may be considered to avoid technical issues associated with online learning.

 

How will you be a positive force for continuous improvement in the field of distance education?

For continuous improvement in the field of distance education, I will continue to ensure that students understand the technology tools presented to them. This includes mastering learning management systems and communication tools. I would also ensure that learners have accessibility to resources which may include off-line learning options and multiple options for interaction. Furthermore, being a positive force for continuous improvement in distance education involves being flexible and developing strong connections with learners.

 

 

Reference

 

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

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

Hai-Jew, S. (2010, December 15). An Instructional Design Approach to Updating an Online Course Curriculum. EDUCause Review. Retrieved from https://er.educause.edu/articles/2010/12/an-instructional-design-approach-to-updating-an-online-course-curriculum

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

A Guide for Converting to Blended Learning

 

A GUIDE FOR CONVERTING TO BLENDED LEARNING

This guide includes best practices for converting a face-to-face training to a distance learning format.

Scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all his training materials on a server so that the trainees always have access to resources and assignments.

The following questions that will be considered when creating a best practice guide for the trainer are:

1. What are some of the pre-planning strategies the trainer needs to consider before converting his program? 
2. What aspects of his original training program could be enhanced in the distance learning format?
3.   How will his role as trainer, change in a distance learning environment?
4.   What steps should the trainer take to encourage the trainees to communicate online? 

Blended learning takes place when students learn part online, with some element of student control over the time, place, path, and/or pace of their learning, while also enjoying the benefits that come with education at a physical school. When planning to teach on the web, essential considerations need to be addressed. One consideration is that content and materials are ready to go. Simonson et al. (2019) advise instructors that’s planning an online course for the first time to start months in advance to ensure that materials are prepared in a timely fashion.

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

            A quality online training course needs to be well thought out and planned. For this blended course to be successful, the training manager must first evaluate and address the problems that occurred during the face-to-face training and develop a solution so that such problems will not occur during the blended sessions. After evaluating, the trainer needs to consider elements such as the content, the nature of the learner, the process by which the learning will take place, and the means for assessing the learning experience (Simonson et al., 2019). Below is a brief pre-planning outline that the trainer should focus on before converting or when designing the program.

Content:

·       Specific skills

·       Learning Objectives

·       Sequence of information

Learner:

·       Cultural, social & economic background

·       Number of students in attendance

·       Student’s characteristics/academic goals

Methodology:

·       LMS or CMS?

·       Media, Visuals, Resources

Learning environment:

·       Setting in which learning could or will take place.

·       Technology that will be needed.

 

What aspects of his original training program could be enhanced in the distance learning format?

To enhance communication in a blended learning course, the following strategies can be implemented to increase academic performance:

·       Instructor should provide efficient and effective feedback

·       Learning environment should be student-centered.

·       Assessments should be given to evaluate how effective the content was.   

How will his role as trainer, change in a distance learning environment?

As the focus of instruction and the learning environment shift, so will the role of the trainer/instructor. The trainer may go from:

·       Lecturing to coaching: Teaching students the material and guiding them through the learning process are two different things. Rather than putting the focus on teaching the material, the trainer will be more of a support to the learner as they navigate the material.

·       Acting as a content manager: The complexity of the shift from keeping papers and physical items organized to managing an online content system is a task that the trainer will often complete (Caduceus Publishing, 2021).

·       Community Builder: The trainer will have to create engaging discussion boards, chat features, and live lectures that can be used to create social and cognitive presence while allowing students to work together in real time.  

What steps should the trainer take to encourage the trainees to communicate online?

Simonson et al. (2019) stated that to eliminate trial and error, the trainer should:

·       Plan activities that encourage interaction.

·       Provide opportunities for synchronous interaction.

·       Create active discussions.

·       Plan activities that allow for student group work.  This helps construct a supportive social environment.

·       Be prepared if technical problems occur. It is important for students to have alternative means of communication (e.g., fax, phone, e-mail). Discussing with students ahead of time alternative plans in case there is a technological problem will eliminate confusion and loss of productive class time when a problem occurs.

Communication in online classes needs to be frequent, intentional, and multifaceted to ensure meaningful connections are being made and learners are obtaining accurate knowledge of the content (Wilson, 2017).

Reference

Digital Learning, Digital Teaching. (2021, February 26). Caduceus International Publishing. Retrieved from https://www.cipcourses.com/what-is-the-instructors-role-in-online-learning-for-higher-education/

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

Wilson, K. (2017, May 30). Best practices for communicating with students in online classes. Northwestern. Retrieved from https://dl.sps.northwestern.edu/blog/2017/05/best-practices-communicating-students-online-classes/