Reflections on Distance Learning

During this course, I have stretched and grown as a learner as I work towards one of my goals - earning a Master’s degree in Instructional Design and Technology.  I, like many adult learners, seek additional distance learning opportunities to assist in advancing my career or helping me to change careers (Aslanian and Clinefelter, 2012).  Also, like many other adult learners I chose an online learning environment for the flexibility it allows in juggling work and family commitments (Cercone, 2008). Through this course, I’ve become a better researcher, and I’ve been exposed to many new technology resources.  I say ‘exposed’ because I am by no means a master.  Oftentimes when we learn something new, it causes us to realize how much we still have to learn.  Dr. Patton, in his video podcast Introduction to Research, talked about this idea of being a lifelong consumer of knowledge (Laureate Education, n.d.).  He is correct; we are always learning.  I like to consider my learning a work-in-progress because I am always learning new and better ways of achieving my objectives.  Next week I will move on to my next course in the program and hopefully next year will be able to move into a position that allows me to work in the distance education field.  As I consider my future plans, I also consider what distance education will look like in the next few years or even the next few decades.

During this course, when I interviewed several colleagues about distance learning one comment came up about perceptions of distance learning.  Is distance learning respected and valued?  Dr. Simonson suggests that with the increased use of the internet, distance education has increased in popularity and acceptance in the past decade (Laureate Education, n.d.).  In 2011, there were approximately 6.7 million college students enrolled in at least one online course with an estimate of almost 3 million students enrolled in fully online programs (Aslanian and Clinefelter, 2013).  Inside Higher Ed (2013) reports on a new Gallup poll that shows most Americans feel that online instruction “is at least as good as classroom-based courses in terms of providing value, a format most students can succeed in, and instruction tailored to each individual”.  The poll also revealed that Americans are skeptical of the rigor of testing and grading and the acceptance of online degrees by employers (Lederman, 2013).  I feel that for adult learning ( higher education and corporate training) distance learning will continue to become more accepted and its numbers will continue to grow.  Dr. Simonson gives us his prediction that higher education will continue to gradually adopt distance education technologies, but will most likely utilize hybrid courses rather than abandoning face-to-face courses (Laureate Education, n.d.).  Corporate training through distance education will continue to be embraced because of the increased return on investment to companies (Laureate Education, n.d.). 

What will it take for perceptions of distance education quality and value to improve?  Dr. Simonson suggests change agents must meet professors of higher education where they are in order to help them see the value of distance education (Laureate Education, n.d.).  The same is true in the corporate world, as instructional designers come into contact with business people that are unfamiliar with this field.  Cennamo and Kalk (2005) reported that the instructional design field is relatively young and can be misunderstood, so instructional designers must serve as ambassadors to promote the value of ID.  Personally, I plan to seek employment in the field of instructional design.  Through consistently strong work ethics, creating engaging and effective distance learning modules, this will help to promote the value of instructional design.  Cennamo and Kalk (2005) say it this way, “ultimately, what wins adherents to instructional design is the quality of your work”.  As more quality distance instruction is created and more competent graduates continue to complete online degrees, the perception and value of online learning will grow and strengthen.

What challenges do I face ahead?  My plan is to gain employment either as a distance education instructor or instructional designer or a position that does both, hopefully through the online campus distance learning option in my county school district.  When I entered graduate school (bricks-and-mortar) 11 years ago to earn my teaching certification, I was getting ready to begin a brand new career.  With a B.A. in Business Administration and 15 years business experience, being in a classroom armed only with a teaching certificate and a semester of student teaching, there was a huge learning curve.  It is intimidating to think of switching gears after nine years of elementary classroom teaching to consider training adults or designing instruction using theory and experience gained through taking ten courses to earn a master’s degree.  I know that there will be another huge learning curve ahead of me.  I know that it will take time, mistakes made, learning from others around me, and trial by fire to grow and improve as an instructional designer or distance learning professional. 

How can I prove a positive force in the field of distance education?  As a graduate of online learning and someone working in that field, I will have the opportunity to serve as an advocate of distance learning and instructional design.  The more people that speak up about positive distance learning experiences and demonstrate their learning through quality work, the more perceptions of online learning will continue to improve and become more widely accepted. 

References

Aslanian, C. B., & Clinefelter, D. L. (2012). Online college students 2012:

Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.

Aslanian, C.B., & Clinefelter, D.L. (2013) Online college students 2013: Comprehensive

            data on demands and preferences. Louisville, KY: The Learning House, Inc.

Cennamo, K. & Kalk, D. (2005). “The professional designer”. Real world instructional

            Design. Cengage Learning.

Cercone, K. (2008). Characteristics of adult learners with implications for online learning

design, AACE Journal, 16(2), 137-159.

Patton, M. (n.d.). Introduction to research. Lecture presented for Laureate Education,

Inc. Retrieved July 2, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D

Simonson, M. (n.d.). Distance education: The next generation. Lecture presented for

Laureate Education, Inc. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467554_1%26url%3D

Lederman, D. (2013, October 15). American adults see online courses as at least

equivalent in most ways. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2013/10/15/american-adults-see-online-courses-least-equivalent-most-ways

Simonson, M. (n.d.). Distance education: Higher education, K-12, and the corporate

world. Lecture presented for Laureate Education, Inc. Retrieved from http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructionaldesign.html