Distance Learning Mind Map

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Distance Learning

Distance learning has many definitions and the definition will continue to change and adapt as the needs and wants for learning at a distance and the innovation of technologies drive the demand. The definition of distance learning is determined by each individual’s own perspective, profession, experience and knowledge of technology. As asserted by Moller, Foshay, & Huett, (2008). E-learning has become one of the most used technologies of corporations today because it is cheaper and can be used by millions of people instantly. However, the implication of its effectiveness is in question. It is believed that the evaluation process is not rigorous enough to be effective. Five faucets that will have dramatic affect in the field of the Instructional Designer, (1) quality, (2) assessments, ROI and measurements of outcomes (3) the influence and fusion of the training and performance, support, and knowledge management, (4) the need for better instructional systems design methodologies and (5) the revision of learning models (Moller, Foshay, & Huett, 2008).

In this technological era, distance learning encompasses Multiple components of e-learning. It incorporates multiple multimedia usages such as streaming videos, U-Tubes, voice, blogs, and Adobe software. In addition, it incorporates interactive telecommunications such as telephone, emails, blogs, forums, etc. Furthermore, it includes sharing of data using voice and videos for learning. These changes have evolved because of the individual’s demand, quality, effectiveness, experiences, knowledge of technology, profession, competition for profit, and society keeping up with innovation in technology. According to Moller, Foshay, & Huett, (2008), if E-learning is going to be successful there must be sound pedagogical practices. If it is going to be productive and become the mainstream in distance education; the issue of salary, tenure, workload, property rights and promotion must be addressed (Moller, Foshay, & Huett, 2008).

As an undergraduate student at Mercer University, I have had the privilege of experiencing distance learning through e-learning which mainly encompassed reading articles online, posting comments related to them, posting response to other students’ comments, posting assignments to the drop box and creating a personal portfolio. As a distance learner at Walden University, I have been privileged to experience a more in-depth learning environment through multiple forms of technology from previous classes. Therefore, from previous experiences, my personal definition and observation of distance learning before the beginning of this course entails being separated from the instructor, using various forms of multimedia such as videos, recordings, and CS5 software. In addition, it also incorporates various forms of telecommunication software such as the internet, blogs, wikis, e-mail, phones, and Adobe professional software. These tools are used to bridge the gap between the teacher, student and resources in order for learning to be productive, effective and successful.

After enrolling in this class, I have realized that distance learning encompasses more than what is stated in the above statements. The facilitator or ID must make sure that the instruction is following the guidelines for sound pedagogical practices. It must be ensured that the quality will be effective and efficient for the learners. In K-12 setting, a determination should be examined as to what student (s) would benefit from enrolling in a distance learning course. In addition, establishing a distance learning course requires lots of time, management, and differentiated technology skills (Moller, Foshay, & Huett, 2008). Furthermore, Distance Education is a formal education that is institutionally based and the learners are separated from the teacher. Therefore, interactive telecommunication is required to bridge the gap between the learner, resources and the instructor (Simonson, Smaldino, Albright, & Zvacek, 2009).

My vision for the future of distance learning as it continues on a path of evolution and innovation is that more universities will be equipped to use distance learning as a tool to reach more students across the globe. It will also be used as a tool to generate funds for many institutions. In addition, as the demands and innovation of technology advances, I envision that more k-12 schools will be equipped with instructional designers who will be able to design programs with the educator that will meet the various learning needs of students in a distance learning environment. I believe that in the future more, educators are going to be required to enroll in courses that will facilitate them to offer students the option of a traditional setting or online setting for learning. As technology advances educators must be willing to accept it and learn how to use this technology to be productive and effective in this technological era.

References

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for

instructional design on the potential of the web (Part 3: K12). TechTrends, 52(3), 70–75.

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.

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education:

Implications for instructional design on the potential of the web (Part 1: Training and Development)

TechTrends, 52(5), 63–67.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a

distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.