Distance Learning Reflection

 

Simonson et al. (2019) assert that the primary aim of distance learning is to extend educational access and opportunities to individuals unable to attend conventional, in-person educational institutions. Consequently, technology serves as the driving force, enabling the remote delivery of the learning experience, educational content, and instruction to learners, irrespective of their geographical location. The swiftly expanding technology industry holds considerable sway over the education sector, leading to the reshaping of instructional techniques, modalities, and methodologies. Especially noteworthy progress in distance education lies in integrating Learning Management Systems (LMS), which function as e-learning platforms, facilitating online and offline training procedures (Shurygin et al., 2021). In the 2022 Educause Horizon Report: Teaching and Learning edition by Pelletier et al. (2022), the spotlight is cast upon three overarching technological trends within education: hybrid learning, microcredentials, and artificial intelligence. These categories are further dissected into six pivotal technologies and practices poised to influence the trajectory of postsecondary teaching and learning profoundly. These categories encompass the emphasis on hybrid learning environments, the integration of hybrid/remote learning modes into mainstream education, the development of professional skills for hybrid/remote teaching, the utilization of AI for learning analytics, the incorporation of AI-driven learning tools, and the expansion of micro credentialing opportunities. Dr. Micheal Simonson (Walden University, LLC n.d.) explains that distance education, also known as virtual education, distance teaching, and distance learning, has a long-standing history but has gained widespread popularity with the rise of the Internet and the World Wide Web. The educational landscape within higher education institutions has undergone significant changes due to the impact of the COVID-19 pandemic. This has greatly affected how educators and students interact. Online learning has emerged as a substitute for traditional education, especially in light of the pandemic. It transitioned from being an optional approach to becoming a critical element for ensuring the ongoing operation of schools and colleges during the COVID-19 crisis (Bhojwani et al., 2023).

Within the next five to ten years, distance learning will likely continue to gain acceptance and legitimacy as more reputable institutions offer online programs and degrees. The perception that online education is lower quality than traditional education will diminish further. Short-term, skill-focused online programs and micro-credentials will become more prevalent due to the growing demand for lifelong learning and upskilling. According to Shukhratovna and Shukhratovna  (2023), modern IT advancements have positioned distance learning as an innovative and promising direction in education. It has become a pervasive global phenomenon, transforming the educational landscape in countries worldwide. The emergence of new technologies and improvements in existing ones offer exciting opportunities for innovative instructional methods and delivery formats. According to George Seimens (Walden University LLC, n.d.), the increasing embrace of distance education encourages more individuals to utilize technological tools for online communication. This, in turn, diminishes the significance of geographical barriers between people. Technological advancements will lead to more immersive and interactive online learning experiences, blurring the lines between in-person and virtual classrooms. Virtual reality (VR), augmented reality (AR), and AI-driven personalized learning could become more common. Learning platforms will likely become even more adaptive, tailoring content to individual students' learning styles and paces.

Artificial intelligence will dominate the learning and development industry as many changes have occurred, like the classrooms taken over by Digital Learning Platforms and the traditional assignments replaced with Online Assessments. This has been more evident since the COVID-19 pandemic. Many emerging technologies are beneficial in allowing teachers and students to generate, share, and save academic work while empowering students to be responsible and independent learners. According to Pelletier et al. (2022), AI for learning tools looks at students’ interaction with AI-powered tools and offers them benefits that will improve their performance through automated and responsive feedback, customized learning experiences, and pathways since it will be used as a close companion, and aide and offer real-world simulations.

Within the next ten to twenty years, the boundary between traditional and online education will become nearly invisible as universities integrate virtual and physical learning experiences seamlessly. Improved internet connectivity and accessibility to technology devices could make online education available to even more remote and underserved communities, further reducing the digital divide. Online degrees and certifications will be universally recognized, breaking down barriers to employment and advancement for online learners. Artificial intelligence will play a significant role in curriculum design, assessment, and even personalized tutoring, enhancing the efficiency and effectiveness of online education.

As an instructional designer designing distance education courses, one must collaborate with educators/colleagues, administrators, employers, and policymakers to collectively address misconceptions and improve the overall perception of online education. Engaging in constructive dialogues can lead to informed decisions and better practices, such as staying updated on the latest research and advancements in online education, sharing this knowledge within professional networks, participating in discussions, and advocating for the benefits and potential of distance learning. Therefore, instructional designers must create well-designed online courses that are informative but also engaging and interactive. Design courses that promote active learning, collaboration, and critical thinking. Learners with positive learning experiences are more likely to share their success stories and contribute to changing perceptions. They should also ensure that online courses maintain high standards and academic rigor. When learners experience the same level of challenge and depth in their online courses as they would in traditional settings, it helps dispel the misconception that online education is less demanding.

Distance education is closely intertwined with technology. Staying updated with emerging technologies and instructional tools is crucial. I will explore and experiment with new tools that align with best practices in the field. I will apply the knowledge I have acquired in this course to enhance my online courses, mainly focusing on optimizing the structure of the online discussion forums within the Learning Management System (LMS). I aim to foster more engaging and productive student discussions by incorporating best practices and effective strategies. Additionally, I will actively seek feedback on the changes I implement. This collaborative approach will provide a broader perspective and help refine instructional methods to suit diverse learner needs better.

References

Bhojwani, R., Gupta, D. R., & Agarwal, N. S. (2023). A Study Of The Perception Of Students Toward Pursuing Online And Offline Higher Management Education. The Online Journal of Distance Education and e-Learning, 11(2).

Pelletier, K., McCormack, M., Reeves, J., Robert, J., Arbino, N., Al-Freih, M., Dickson-Deane, C., Guevara, C., Koster, L., Sánchez-Mendiola, M., Skallerup Bessette, L., & Stine, J. (2022, April). 2022 Educause Horizon Report, teaching and learning edition. https://library.educause.edu/-/media/files/library/2022/4/2022hrteachinglearning.pdf?la=en&hash=6F6B51DFF485A06DF6BDA8F88A0894EF9938D50B

Shukhratovna, A. G., & Shukhratovna, A. S. (2023). Distance Education Perspectives And Innovations. Journal of new century innovations, 21(2), 97-99.

Shurygin, V., Saenko, N., Zekiy, A., Klochko, E., & Kulapov, M. (2021). Learning management systems in academic and corporate distance education. International Journal of Emerging Technologies in Learning (iJET), 16(11), 121-139.

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

Walden University, LLC. (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu

Walden University, LLC. (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

 

 

 

Blended Learning Best Practice

 According to Simonson et al. (2019), a blended course seamlessly combines online and face-to-face instruction, encompassing 30% to 79% of the course's content delivered via online platforms. The integration of blended courses is driven by the facilitator's perception that online activities yield more fruitful student learning experiences. The facilitator coordinates the individual learning activities of students, fostering collaboration among classmates, remote learners, the facilitator, and multimedia technology accessible locally through the LMS or from the World Wide Web. Blended learning emerges as a favored method of training delivery due to its incorporation of diverse learning environments and pedagogical approaches, including asynchronous learning networks, web-enhanced teaching platforms, and digital online learning tools (Keengwe and Kidd, 2010). For an exploration of best practices, kindly click here to access the guide that outlines the following:

1. Reasons for converting current course content into a blended format.
2. Elements of a face-to-face course that can be enriched through blended learning.
3. Significant disparities between face-to-face and blended delivery.
4. The evolving role of the trainer in a blended environment.
5. Pre-planning strategies to consider before transitioning from a face-to-face to a blended course.
6. Strategies to foster and encourage trainee communication in the online realm.

References

Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. MERLOT Journal of Online Learning and Teaching, 6(2), 533-541.

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