Where is distance learning headed?

The Perception

  Several years ago there was a negative perception of distance learning.  More specifically, online

Image retrieved from http://post.edu/online-education

degree programs were not viewed as credible or prestigious as those earned from a traditional college (Haynie, 2013).  However, that perception has changed because we are now seeing many top-ranked schools offering online classes and degree programs (Haynie, 2013, Wall Street Journal, 2015).  Many more employers are accepting of online degrees and consider them equal to degrees earned from traditional schools.  That being the case, I think the perception of distance learning will remain the same. 

Maintaining the Perception

  In order for distance education to continue to be accepted and remain credible, instructional designers (ID) will have to continue to design effective and efficient courses.  As we have seen, the growth of distance learning has been shaped by advances in technology.  New innovations are always being developed so instructional designers will have to match new web tools with research to ensure those methods promote learner engagement, deeper learning, and critical thinking (Tracey and Richey, 2005).  For IDs, the most important aspect is that the objectives are met and that the design promotes the same learning outcomes as traditional classes.  The Equivalence theory plays a key role here for instructional designers in that, the goal is not to create identical learning experiences but equivalent ones where distance learners can achieve and experience the same outcomes (Simonson, Smaldino, & Zvacek, 2015).  As long as that goal is achieved, distance education will remain accepted.

Instructional Designer's Role

  Instructional designers have the primary responsibility for designing the instruction (Morrison, Ross, Kalman, & Kemp, 2013).  With that responsibility, it is critical that IDs continue to learn and be aware of new innovations and strategies.  I think a good way to accomplish this is to follow blogs that specialize in eLearning and distance education.  These blogs provide lots of information in terms of best practices, new tools, and new ideas that are impacting distance learning.  Instructional designers are the link between the subject matter expert and the distance learner.  By knowing the advantages and disadvantages of the available technology, IDs can continue to improve the field of distance education.

Final Word

  Will distance learning, replace the traditional schools and colleges?  Probably not, but it can give

Cartoon retrieved from Pinterest

learners from around the world the same learning opportunities and learning outcomes (Wall Street Journal, 2015).  The world is always changing and looking for ways to improve.  The field of distance education is no different.  Institutions and instructional designers continue to use their creativity to design challenging yet effective instruction.  If we look at the new generation of learners, they are accustomed to using devices and navigating through different operating systems.  We as educators and designers can use that to our advantage in providing media-rich learning environments that keep those learners engaged and focused.

References

Haynie, D. (2013). What Employers Really Think About Your Online Bachelor’s Degree. Daily News, Retrieved from http://www.nydailynews.com/news/national/employers-online-degrees-article-1.1372092

Morrison, G.R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7^th ed.). Hoboken, NJ: Wiley & Sons.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6^th ed.). Charlotte, NC: Information Age Publishing, Inc.

Tracey, Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21. Retrieved from http://eds.b.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=b523bdba-6bf7-48a9-92ce-2fcb8247d48f%40sessionmgr107&hid=127

Wall Street Journal (Producer). (2015, April 27). The future of college: Digital and distance. [Video file]. Retrieved from http://www.wsj.com/video/the-future-of-college-digital-and-distance/8F56D364-CEB6-4465-9AAF-E6FC9D9E535A.html

A Best Practices Guide for Blended Learning

Moving Your Classroom to a New Level:

A Best Practices Guide for Blended Learning

Introduction

So you are thinking about moving from a face-to-face training format to a blended training format.  Be advised that not all classroom activities easily transfer over to online activities.  Use these tips to help guide you through the transition of moving to a blended learning model.

10 Tips for Success

1.  Pick your model- There are several blended models choose from.  Each has its own characteristics depending on the type of students you will have in your course.  Select this link to learn more about the different models. 

2.  Start from scratch- Activities used in the classroom may not transfer well to the online environment.  A blended approach needs a new viewpoint.  The focus of instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information (Simonson, Smaldino, & Zvacek, 2015).  When revising instructional materials, consider ways to illustrate key concepts using visual representations (e.g., tables, figures) (Simonson et al., 2015).

3.  Design to meet outcomes- There are a lot of Web 2.0 tools available.  However, do not use a tool just because it offers many bells and whistles.  Keep in mind that students are better able to focus on essential material when extraneous material is eliminated from a multimedia presentation (Mayer, 2007).  Along with that, visual text and graphics are the most popular tools in online learning (Kim and Gilman, 2008).  Whatever tools or applications are used, make sure that they are aligned with the course objectives and goals.  If there is any doubt, see the next tip; Get help.  

4.  Get help- Models for classroom instructional delivery and models for online delivery are vastly different (Moller, Foshay, and Huett, 2008).  An instructional designer can be a great asset in helping to create an effective online course.  Instructional designers can create a clear framework outlining the goals, delivery, and structure of the e-leaning program with clear benchmarks for success (Moller et al., 2008).  Inform the instructional designer of what you are trying to achieve and they can provide ideas and solutions to your needs.  

5.  Know your role- In this blended environment you will operate as a facilitator.  The learners will be responsible for their learning but in this new role, you will still need to guide them and be available for support.  Your online presence is essential and can be demonstrated through your interaction with the students as well as promoting student-to-student interactions.   

6.  Prepare the learners- This may be the first time the student has participated in a blended learning course so you may want to provide an orientation and rationale for using this approach (Malamed, n.d.).  The orientation can be useful in informing the students of the types of applications and tools they will be required to use.

7.  Collaboration- In order to create deeper learning for students, it is important that they are interacting and communicating with each other.  Consider using a discussion forum where students can respond to a topic you have selected that is relevant to the current lesson.  Discussions encourage active learning, opportunity for reflection, and interaction with fellow students (TravelinEdMan, 2010).  The responses may generate interesting threads and you can also see if they are grasping the new information.  Blogs and wikis are also great ways for students to communicate and demonstrate their knowledge of concepts.  You may consider using those tools if they are appropriate for your course.

8.  Set expectations- At the start of the course/training, set rules, guidelines, and standards and ensure you enforce them.  Give students due dates for assignments as well as any discussion posts.  All assignments should have a rubric explaining the criteria and specific expectations.  When students know when assignments are due and the expectations, they can better balance their personal time and other responsibilities (Simonson et al., 2015).

9.  Technical issues- Students will encounter technical problems.  Students should be provided

information on who to contact in case of a technical issue.  However, as the instructor, you should be able to help students solve basic problems.  In order to eliminate confusion, provide students with a plan in case they have a technical problem as well as an alternative means of communication (e.g., phone, email) (Simonson et al., 2015).

10.  Evaluate the program- When the course is finally launched and materials are available online, they should be readily accessible for the student.  It is frustrating for students who begin an online course only to find that they cannot access what they need (Simonson et al., 2015).  The Quality Matters rubric is a great tool for evaluating online and hybrid/blended course designs (Woods, 2014).  

References

Malamed, C. (n.d.). Best practices in blended learning. The eLearning Coach. Retrieved from http://theelearningcoach.com/elearning2-0/best-practices-in-blended-learning/

Mayer, R. E. (2007). Five features of effective multimedia messages: An evidence-based approach. In Fiore, S. M., & Salas, E. (Eds.). Toward a science of distributed learning (pp. 171–184). Washington, DC: American Psychological Association. Retrieved from the Walden Library databases.

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. Retrieved from http://eds.b.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?sid=6a0d2a18-2e6f-440d-9da0-272ceda3dd91%40sessionmgr101&vid=14&hid=117

Quality Matters Rubric. (2013).  Standards from the QM Higher Education Rubric, Fifth ed. Retrieved from http://www.tamut.edu/Academics/Dept_of_Learning_Technologies/PDFs/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

Schrock, K. (n.d.). Online tools and Web 2.0 applications. Kathy Schrock’s guide to everything. Retrieved from http://www.schrockguide.net/online-tools.html

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6^th ed.). Charlotte, NC: Information Age Publishing, Inc.

Thompson, J. (February, 2016). 6 Blended learning models: When blended learning is what’s up for successful students. eLearning Industry. Retrieved from

TravelinEdMan. (2010, July 31). 3. Managing an online course: discussion forums. [Video File].  Retrieved from https://www.youtube.com/watch?v=uTpEVLxbcvQ

Woods Jr, D. R.  (2014). Applying the Quality Matters (QM)(TM) Rubric to improve online business course materials. Research in Higher Education Journal, 23, 1–10. Retrieved from http://files.eric.ed.gov/fulltext/EJ1064131.pdf