Week 8- Reflection on Perceptions of Distance Learning

Distance education is becoming more prevalent in the workplace as well as in institutions of higher learning. Schmidt and Gallegos(2001) explain that “In the United States it was found by the United States Department of Education that many institutions that offered distance education courses in the fall of 1995 offered degrees and certificates by taking distance education courses exclusively (p.2)”. They predict that the number of universities offering online degrees will continue to grow due to the success and flexibility offered by distance education. However, the perception of distance learning today is divided amongst those who have partaken in distance learning and those who have not. As participation begins to increase and students will have first hand experience to properly form an opinion about the value of distance learning, and then perception will truly change. In 5-10 years perceptions will begin to gradually change as technology continues to expand the field of distance education. Dr. Siemans explains that” the growing acceptance of distance education is fueled by, the increase of online communication, practical experience with new tools, growing sense of comfort with online discourse, and ability to communicate with diverse and global groups (Laureate Education, Inc. 2012). Within these span of years, these changes will continue to occur as people begin to fully accept the value of distance learning. In 10-20 years, distance education will be completely become infused into our society and corporations as well as institutions of higher education will offer variety of course offerings. As an instructional designer and high school teacher I plan to take the knowledge that I learned from these courses and gradually infuse online supplements into my classroom instruction. Gambescia, and Paolucci (2009) conducted a study comparing traditional classes to online courses and discovered that, “The findings of our study clearly show that very few institutions are leveraging their existing traditional programs (faculty and curriculum) and standards (quality) when creating and delivering their equivalent online programs, opting to use “convenience” and “flexibility” more frequently to promote their online degree programs to prospective students.” Instead of playing into this perception, I want to show my students how online courses can reinforce classroom instruction. By allowing my students to participate in online courses, as a supplement to traditional classroom instruction, I will allow them to experience distance education first-hand. I will let my students be the judge of the effectiveness of blended/hybrid courses as well as measure growth in achievement and grades. To change perceptions I will let statistics speak for themselves and demonstrate to my students and my colleagues that distance education can enhance the traditional classroom experience. I will be a positive force for continuous improvement in the field of distance education by continuing to study techniques and research technologies to help students learn more effectively. Continually researching and learning will allow me to become a better instructor. I will also consider student evaluation of programs to better cater my lessons to meet their needs. Simonson explains, “as distance education in the United States increases in importance, evaluation will continue to be a critical component of the process of improvement (p.361).” Evaluation will serve as a guide to my own lesson planning and use of distance education. In summary perception about distance education will change, but will require time for people to attain comfort with specifically using new technology and different methods of learning. Even though distance education is used by many institutions today, it is still seen as a different standard of learning by many. As technological tools become more widely used in the school system, distance education courses will become more accepted for its value and quality rather than its benefits of flexibility. Resources 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 Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal ‘’’of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson