Schlosser & Simonson define distance learning as an “institution-based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources, and instructors (p. 1).” One thing that this definition does not address is intentionality of design to ensure learners receive the same quality of instruction that they can receive in a brick-and-mortar institution. Consequently, distance learning is perceived by many as a less than desirable method of learning. If designed properly, distance learning is an opportunity for learners to get their education at anytime and anywhere in an accessible and convenient manner that they might not be able to achieve otherwise (Simonson, Smaldino, Albright, & Zvacek, 2012). Courses in the early 2000s appear to have been primarily shovelware courses that were converted from brick-and-mortar institutions with little or no intentional instructional design to change them into a distance learning format (Simonson, Smaldino, Albright, & Zvacek, 2012). They simply put the existing brick-and-mortar course online in an electronic format and called it distance learning.
Because of the previous rush to get courses online, and consequently their poor design, many people experienced ill-designed courses and have the perception that distance learning is not as effective as brick-and-mortar. However, today we are seeing more online courses designed specifically for the distance learning environment. In 5-10 years, the overall perception that distance learning is less effective and prestigious than brick-and-mortar will disappear, largely due to the fact that people are conducting business and life increasingly online and more courses are being designed to meet course outcomes in the distance learning environment (Simonson, Smaldino, Albright, & Zvacek, 2012). In 10-20 years, I believe distance learning courses will become an accepted means of education that will leave the brick-and-mortar environments reserved for specialty fields requiring more hands-on education.
Those who have experienced positive outcomes of distance learning can become an impetus for changing perceptions about distance learning. One good way to change perceptions is to talk to others about the advantages of distance learning. Subject can include how distance learning caters to the adult learner by providing a quality education that is accessible to adults with families and full time jobs. Another way to become an advocate is to show employers by doing quality work and being professionals as graduates of distance learning institutions. A third way is to become a recruiter of distance education and help potential learners to choose the right program. Finally, as instructional designers, we can become a positive force for continuous improvement in academic fidelity by being involved with effective distance learning design (Gamescia and Paolucci, 2009). As a graduate of a distance learning program, I can more easily determine what works and what does not. I can also use my experience as a recipient of distance learning to further enhance the effectiveness of distance learning courses that I design.
The EDUC 6135-1, Distance Learning course at Walden University has opened my eyes to the possibilities for distance learning. I would whole heartedly recommend this course to any person involved with distance learning design, although, it is only the foundation. Instructional designers need to go further in professional development and finding ways to make the distance learning environment active and engaging for the distance learner. Distance learning should be designed in ways that build on the personal and professional experiences of adult learners (Simonson, Smaldino, Albright, & Zvacek, 2012). If we as instructional designers intentionally design and create effective distance learning courses, this will further promote academic fidelity and the positive perception of distance learning (Gamescia and Paolucci, 2000).
References
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
Schlosser, L., & Simonson, M. (2009). Distance education: Definition and glossary of terms (3rd ed.). Charlotte, NC: Information Age Publishing.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
