Learning in general is a complex and multifaceted process that
requires various fields of study to understand how each individual learns. When
you add distance to learning the process because even more complex especially
in today’s age of technology driven industry. As an instructional designer,
distance learning requires a deep knowledge of how learning occurs, the
motivation behind that learning, and also a creative response in how to design
the most effective instructional tool. Distance learning is also more complex
than one might think. Before I started this class, distance learning for me meant
“learning any subject from a distance”, but the more I read through this week’s
resources, I began to see that distance education is so much more than just
“learning a subject from a distance.”
Distance education as
defined by Simonson, Smaldino and Zvacek (2015) is “institution- based, formal
education where the learning group is separated, and where interactive
telecommunications systems are used to connect learners, resources, and
instructors” (p.31). This definition is now molding my paradigm for distance
education. Even though this definition may look to be in-depth, when you break
it down it creates a clear definition. I define distance education as the
process of institution-based education made accessible through technology where
learners can interact with instructors and content at any time. As seen in my mind-map distance education involves many
factors. It is institutional based, it is formed by a separated learning group
and it is made possible through telecommunications (Simonson, Smaldino &
Zvacek, 2015). Each of these factors plays a crucial role in its process.
The evolution of distance education is vastly changing in today’s
modern era. Even though distance education has been around for decades in
different forms, the recent rapid increase of technology has given rise to its
growth (Simonson, Smaldino & Zvacek, 2015). Technology has been crucial in
facilitating this evolving process of distance education and has provided an
intersection for instructors, content and the learner to interact (Simonson,
Smaldino and Zvacek, 2015). As technologies emerge and society begins to change distance
education is going to have to become flexible to the learner in their given
field of study. Moore and Kearsley (2005)
note that one of main reasons people choose distance education is because it offers the “combination of education with work and family life”
(p.8). This is where distance education is evolving and it is also going mobile
and transferable to any device across various fields (Moller, Foshay &
Huett, 2008).
I believe that the challenge facing
distance education is not learning new technologies, but building a mental
model for learners and then researching how these technologies can serve the
learner. Distance education must constantly be backed with research and sound
design principles. Tracey and Richey
(2005) note that, “these innovations, however, must be matched by research and
theoretical explorations of those distance education methods that promote not
only student engagement in the learning process, but an inquisitive, skilled
and intellectually-able population” (p.21). Technology must serve the learning objective, but as technology advances in
distant education it is going to a challenge not to just adapt the latest new
too this is why the future instructional designer is going to be need in each
and every intersection where distance education is built.
Huett, Moller,
Foshay and Coleman (2008) note that, “instructional designers should be at the
forefront of creating cost-effective models and tools for distance education.
Such instructional design initiatives would serve to improve training, course
design, delivery, and evaluation. They would also function to improve
instruction, to increase all manner of interactions, to provide for appropriate
student activities and, consequently, to eliminate some of the course
development and workload concerns” (p.67). The future of distance education is
new to many, and as learning happens through it, the instructional designer
needs to capture the process. A crucial area where distance education lacks is
the proper evaluation tools. As this evolution of distance education evolves so
must our evaluation tools to measure learning. When both evaluation and distance education
occur and can measure knowledge and performance then this field of distance
education will evolve in great ways.
Resources
Simonson, M., Smaldino, S.,
& Zvacek, S. (2015). Teaching and learning at a distance: Foundations of
distance education
Tracey, M., & Richey,
R. (2005). The evolution of distance education. Distance Learning, 2(6),
17–21.
Moore, M., & Kearsley,
G. (2005). Distance education: A systems view. Belmont, CA: Thomson
Wadsworth.
Moller, L.,
Foshay, W., & Huett, J. (2008). The evolution of distance education:
Implications for instructional design on the potential of the web (Part 2:
Higher education). TechTrends, 52(4),
66–70.
