A Reflection on Distance Learning
If you put 10 people in a room and say the term “distance learning,” you will likely get 10 different reactions. This is because many people have different perceptions of what distance learning is, what makes it successful for some learners, and what makes it limiting for others. Although distance learning has been around for decades, it has grown significantly in the past five years. Universities, governments, and corporations are seeking to utilize distance learning to help people who are not in the same location to communicate, collaborate, and learn. Although perceptions of distance learning may vary, it is crucial to keep our eyes on the future of distance learning and how we can take strides today that will impact the distance learning of tomorrow. By analyzing these future perceptions and identifying ways to improve societal perceptions, I can be an instructional designer who is a positive force in improving distance learning.
One of the most dreaded questions is, “Where do you see yourself in 5 years?” Unfortunately, we cannot ask this question of distance learning; instead, we need to answer that question ourselves. Many corporations that run commonly used technology tools – like Zoom – are already discussing how they want their platform to look and function in 10 years. With the use of AI, platforms like Zoom are looking to integrate more technology tools into their platform, provide virtual reality integrations, and offer more gamification features so learning can be more accessible, more engaging, and personal (Noonoo, 2021). However, this will only happen if we take carefully planned strides now for purposeful future goals. If we continue to be innovative and creative with the technology we have, perceptions of distance learning will improve; however, if we fail to take strides to use technology beyond the same uses it had 1, 5, or 10 years ago, learners will be bored and find distance learning unengaging (Wang & Torrisi-Steele, 2015). The world’s perception of distance learning in 10 years is on our shoulders, and we must carefully use our time now to develop courses and trainings in new, engaging, and personalized ways.
As an instructional designer, I can be a proponent for improving societal perceptions of distance learning. One way I can do this is by creating courses or trainings with the learners' needs in mind. By creating an environment that makes learners feel comfortable or by clearly presenting content, learners who use the courses or trainings I develop can experience distance learning in a positive way (Naidu, 2014). It only takes one positive experience with the learners' needs in mind to produce learners who want to engage in more distance learning. Another way I can improve societal perceptions is by choosing technology to fit the content and not the other way around. When I work to select technology that supports the chosen activities or learning experiences, it alleviates the course being all about technology and more about learning (Simonson et al., 2019). If a new technology tool is needed, I will provide a technology tool or video assistance to help learners learn that specific tool. Transforming societal perceptions begins with designing courses and trainings with the learners’ needs in mind.
As an instructional designer, I can also be a positive force for continuous improvement in the field of distance education. One way I can do this is by ensuring all content is accessible. Whether it be learning materials, videos, slideshow presentations, or assessments, making all content accessible ensures no one is left out (Naidu, 2014). This topic is receiving a lot of attention in the field of distance education, and for good reason. I want to do my part to ensure all courses and trainings I create are accessible for all learners. Another way I can help improve distance education is by creating thoughtful and engaging learning opportunities. By engaging learners in activities that encourage critical thinking, collaboration, and situational application, learners will be more engaged and have a better time understanding and remembering content (Wang & Torrisi-Steele, 2015). Carefully designing learning activities to engage the entire learner is another way I can improve the field of distance education.
Although distance learning has come a long way in a few decades, it still has a long future of promising improvements and development if we, as instructional designers, put in the effort. It is not enough to settle with what distance learning is now; we must continually push forward to see how we can make distance education more engaging, comfortable, and personal. By defining the desired future outcomes for distance learning, I can use my skills as an instructional designer to improve current societal perceptions and the coming field of distance education.
Naidu, S. (2014). Looking back, looking forward: the invention and reinvention of distance education. Distance Education, 35(3), 263–270. https://doi.org/10.1080/01587919.2014.961671
One of the most dreaded questions is, “Where do you see yourself in 5 years?” Unfortunately, we cannot ask this question of distance learning; instead, we need to answer that question ourselves. Many corporations that run commonly used technology tools – like Zoom – are already discussing how they want their platform to look and function in 10 years. With the use of AI, platforms like Zoom are looking to integrate more technology tools into their platform, provide virtual reality integrations, and offer more gamification features so learning can be more accessible, more engaging, and personal (Noonoo, 2021). However, this will only happen if we take carefully planned strides now for purposeful future goals. If we continue to be innovative and creative with the technology we have, perceptions of distance learning will improve; however, if we fail to take strides to use technology beyond the same uses it had 1, 5, or 10 years ago, learners will be bored and find distance learning unengaging (Wang & Torrisi-Steele, 2015). The world’s perception of distance learning in 10 years is on our shoulders, and we must carefully use our time now to develop courses and trainings in new, engaging, and personalized ways.
As an instructional designer, I can be a proponent for improving societal perceptions of distance learning. One way I can do this is by creating courses or trainings with the learners' needs in mind. By creating an environment that makes learners feel comfortable or by clearly presenting content, learners who use the courses or trainings I develop can experience distance learning in a positive way (Naidu, 2014). It only takes one positive experience with the learners' needs in mind to produce learners who want to engage in more distance learning. Another way I can improve societal perceptions is by choosing technology to fit the content and not the other way around. When I work to select technology that supports the chosen activities or learning experiences, it alleviates the course being all about technology and more about learning (Simonson et al., 2019). If a new technology tool is needed, I will provide a technology tool or video assistance to help learners learn that specific tool. Transforming societal perceptions begins with designing courses and trainings with the learners’ needs in mind.
As an instructional designer, I can also be a positive force for continuous improvement in the field of distance education. One way I can do this is by ensuring all content is accessible. Whether it be learning materials, videos, slideshow presentations, or assessments, making all content accessible ensures no one is left out (Naidu, 2014). This topic is receiving a lot of attention in the field of distance education, and for good reason. I want to do my part to ensure all courses and trainings I create are accessible for all learners. Another way I can help improve distance education is by creating thoughtful and engaging learning opportunities. By engaging learners in activities that encourage critical thinking, collaboration, and situational application, learners will be more engaged and have a better time understanding and remembering content (Wang & Torrisi-Steele, 2015). Carefully designing learning activities to engage the entire learner is another way I can improve the field of distance education.
Although distance learning has come a long way in a few decades, it still has a long future of promising improvements and development if we, as instructional designers, put in the effort. It is not enough to settle with what distance learning is now; we must continually push forward to see how we can make distance education more engaging, comfortable, and personal. By defining the desired future outcomes for distance learning, I can use my skills as an instructional designer to improve current societal perceptions and the coming field of distance education.
References
Noonoo, S. (2021, September 15). What will online learning look like in 10 years? zoom has some ideas. EdSurge. https://www.edsurge.com/news/2021-09-15-what-will-online-learning-look-like-in-10-years-zoom-has-some-ideas
Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2019). Teaching and learning at a distance: Foundations of Distance Education. Information Age Publishing, Inc.
Wang, V. C. X., & Torrisi, S. G. (2015). Online Teaching, Change, and Critical Theory. New Horizons in Adult Education & Human Resource Development, 27(3), 18–26. https://doi.org/10.1002/nha3.20108
Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2019). Teaching and learning at a distance: Foundations of Distance Education. Information Age Publishing, Inc.
Wang, V. C. X., & Torrisi, S. G. (2015). Online Teaching, Change, and Critical Theory. New Horizons in Adult Education & Human Resource Development, 27(3), 18–26. https://doi.org/10.1002/nha3.20108
Comments
Post a Comment