Perceptions of Distance Learning
Mention "distance learning" and certain perceptions are likely to appear. Sometimes these perceptions are critical and sometimes they are supportive. Identifying these perceptions is important so that they can be dealt with and understood. Instructional designers should serve as advocates for the proper development and use of distance learning as an equivalent alternative to traditional, face-to-face learning. According to Simonson, Smaldino, Albright, and Zvacek, "distance education specialists should strive to understand technology and technological approaches that make the experiences of distant and local learners positive and equivalent" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 28).
Perceptions of Distance Learning Now and in the Future
The perceptions and beliefs that one has regarding any topic should be given consideration when evaluating that topic. Mark Twain is quoted as saying, "It is just like man's vanity and impertinence to call an animal dumb just because it is dumb to his dull perceptions" (Twain, n.d.). In the case of distance learning, there are currently held perceptions that may be influenced by a variety of factors. According to Simonson et al., "An environment in which technology, society, economics, politics, and theories of learning are all in transition suggests that definitions, theories, and the practice of distance education will continue to be contested" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 59).
Current Perceptions
When considering current perceptions, there are those who are critical and those who are supportive of distance learning. Critics of distance learning question its effectiveness when compared to traditional learning. Simonson et al. (2012), referred to a number of studies (Anglin and Morrison, 2000; Cavanaugh, Gillan, Kromey, Hess, and Blomeyer, 2004; Hanson, Maushak, Schlosser, Anderson, and Sorenson, 1997; Simonson, 2002) when stating, "As a matter of fact, it is very clear that instruction delivered to distant learners is effective and that learning outcomes can be successfully attained when offered to students at a distance" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 7). Others have expressed skepticism as to whether the quality of distance education is equivalent to that of traditional education. Certainly, the popularity of "diploma mills" did little to alleviate this concern. By seeking and gaining accreditation, distance education programs can help reduce this concern. According to Simonson et al. , "Probably the most important form of accreditation, which involves in-depth scrutiny of a school or college’s entire program by outside evaluators, comes from regional accrediting agencies" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 19). While there are certainly critics, there are also advocates of distance learning.
According to the Sloan Report (2010), "After remaining steady for a number of years, the proportion of chief academic officers saying that online education is critical to their long-term strategy took an upward turn in 2010" (Allen & Seaman, 2010, p. 2). This is a clear indication of support for distance learning in the area of higher education. Additionally, many academic leaders indicate that there is equivalency available in online learning. Again, the Sloan Report (2010) indicated, "Over three-quarters of academic leaders at public institutions report that online is as good as or better than face-to-face instruction (compared to only 55.4% of private nonprofits and 67.0% of for-profits)" (Allen & Seaman, 2010, p. 3). The central theme that seems to emerge is that distance learning can be as good as traditional, face-to-face learning provided that "academic fidelity" (Gambescia & Paolucci, 2009) and equivalency (Simonson et al., 2012) are maintained. Simonson et al. (2012) referred to Simonson and Schlosser (1999) when stating, "If the distance education course is effectively designed and equivalent experiences are available, then potential learners will reach the course’s instructional objectives" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 52). Even so, the importance of equivalency and academic fidelity may not be emphasized as much as other attributes such as convenience and flexibility. According to a study by Gambescia and Paolucci, "academic administrators may want to consider the extent to which academic fidelity attributes are used to promote their online degree programs and the rationale for why other attributes are much more prominent" (Gambescia & Paolucci, 2009, n.p.). With such strong evidence supporting the effectiveness of distance learning, the future perceptions are quite interesting.
Future Perceptions
The future perceptions of distance learning appear to be headed towards more widespread acceptance of distance learning as a viable and more recognized medium. George Siemens (Laureate Education, Inc., 2010) indicated that one unique aspect of distance education over the last few years has been its growing acceptance in society. This acceptance should lead to even higher enrollments and increased technological innovations. As technology related communication becomes more prevalent, it will become easier to deliver and partake in distance learning. Additionally, Siemens (Laureate Education, Inc., 2010) indicated a shift toward the "triple helix model of education" where universities, government, and businesses work together to provide and equip students for distance learning. Again, this will help to spread distance learning to areas in which it was previously less prevalent. Siemens (Laureate Education, Inc., 2010) also indicated a growing perception that the future of distance education will be more globally diverse allowing participation in discussions beyond the geographical confines of the traditional classroom. As distance learning becomes more accepted, the increase in the number of students with strong technology related backgrounds will require careful consideration regarding the design and technologies used in distance learning courses. When referring to "neomillennial learning styles" Dede indicated, "Increasingly people want educational products and services tailored to their individual needs rather than one-size-fits-all courses of fixed length, content, and pedagogy" (Dede, 2005, p. 8). Finally, the Sloan Report (2010) indicates, "There is no compelling evidence that the continued robust growth in online enrollments is at its end" (Allen & Seaman, 2010, p. 4). Indeed, it seems the future of distance learning looks quite promising. To help achieve this promising future, instructional designers need to play a role in improving the perceptions of distance learning.
Instructional Designers as Proponents for Improving Perceptions
In order to improve the perceptions of distance learning, it is necessary to overcome the objections by providing high-quality instructional designs. According to Moller, Foshay, and Huett, "The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning process" (Moller, Foshay, & Huett, 2008, p. 70). One way instructional designers can assure the professional design of courses is to use a systematic design process such as ADDIE. Morrison, Ross, Kalman, and Kemp indicate, "Knowing the basic principles of instructional design can help to ensure that what is produced serves a necessary purpose, meets the needs of students, is attractive and well organized, is delivered in an appropriate mode, and is continually evaluated and improved" (Morrison, Ross, Kalman, & Kemp, 2011, p. 5). Another way instructional designers can serve as proponents to improve perceptions of distance learning is by carefully considering the appropriate learning theory to apply to the situation. During the analysis phase of the process, information should be gathered to assist the instructional designer in understanding the intended audience and objectives. The theory used should relate to the needs of the situation. According to Simonson et al., "Theory is important to the study of distance education because it directly impacts the practice of the field" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 41). Once a learning theory is decided upon, the activities and structure of the course should be designed based on that theory. Simonson et al. stated, "teaching at a distance, whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 151). By taking the necessary time to systematically design instruction with proper activities and outcomes based on solid learning theory, the instructional designer can produce high-quality material. Just as Moller, Foshay, and Huett indicated, "Poor quality hurts everyone involved in e-learning" (Moller, Foshay, & Huett, 2008, p. 71), it stands to reason that high-quality material will be of benefit to everyone and improve perceptions.
A Positive Force for Continuous Improvement in Distance Education
To be a positive force for continuous improvement in the field of distance education, the instructional designer should strive to make continuous improvements in his or her work. One important factor is to continue to seek training in the field. According to Huett, Moller, Foshay, and Coleman, "There is a strong need for instructional designers, specifically trained in distance education technologies and design, who are ready to tackle distance education challenges at all levels" (Huett, Moller, Foshay, & Coleman, p. 65). Additionally, by providing high-quality products the instructional designer can help to bridge the comfort gap described by Siemens (Laureate Education, Inc., 2010). By assuring the designs are high quality, the learners can have a positive experience in the distance learning environment and will, as indicated by Siemens (Laureate Education, Inc., 2010), naturally take to it.
Conclusions
While some may have less than admirable perceptions toward distance learning, there appears to be positive change on the horizon. As evidenced by information in the Sloan Report (Allen & Seaman, 2010) and Siemens (Laureate Education, Inc., 2010), the continued growth of distance learning is likely, and society, as a whole, is moving toward a growing acceptance of distance learning as a valid educational experience. For instructional designers the challenge is to continue to produce high-quality products based on sound learning theory. Finally, to be a positive force for continuous improvement in the field of distance education, instructional designers should continue to seek training in the field in order to keep up with best practices. In order to improve perceptions it is important to remember that, "Ultimately, what wins adherents to instructional design is the quality of your work" (Cennamo & Kalk, 2005, p. 283).
References:
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Cennamo, K., & Kalk, D. (2005). Real world instructional design. Canada: Wadsworth.
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly , 28 (1), 7-12.
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 April 16, 2012 from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html).
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Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson.
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