Perceptions of Distance Learning
Perceptions of distance learning will shift greatly within the next few years. Two years ago, it was documented that college presidentsbelieved that at least 25% of college students will be online for learning (Lowell, 2018). Now, as of August 2020, here we are, with the majority of the country’s educational system utilizing distance learning methods to keep the school year on track. It is my belief that within the next few years, if not sooner, the perception of distance learning will shift from one of apprehension and doubt to one of appreciation. Before the pandemic, it seems as if the idea of distance learning was a viable option for learning for every institution except K-12 organizations. Now, mid-pandemic, all educational institutions must look to distance learning and are searching for support to develop programming that supports learners from a distance.
Technology is constantly evolving and the need for distance learning is bound to become as necessary as textbooks for courses. Through the use of online learning, both learners and speculators are beginning to understand that geographical distance is not a damaging factor in the learning process or interaction among students (Laureate, n.d.). With its development in distance learning, technology is taking on a new form that provides learners with varied options for distance learning that have improved online learning for thousands of students.
Societal Perceptions of Distance Learning
Technology is widely used today to communicate virtually anything the human mind can think of. It seems almost inconceivable that distance learning is just now being implemented in the K-12 sector, yet many districts nationwide have touted themselves as proficient in educational technology. To help eliminate this notion, I would strive to create interactive experiences that include objective-driven assignments that motivate learners to interact with the work and each other fluidly, replicating similar instances they would experience in a face-to-face setting.
Contribution to Distance Education
When designing instruction for learners participating in distance learning opportunities, I will ensure content is created with the principles of adult learning in mind. It is my hope to squelch societal fears by constantly demonstrating the benefits of and advancements of instructional design and ways it enhances the learning experience. By incorporating basic theories, approaches, and ensuring all learner abilities and accommodations are considered, my contributions will maintain learner engagement and push them beyond their initial thinking, which increases the collaborative process for both instructor and learner.
References
Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu
Lowell, A. (2018). The past, present, and future of distance learning. Training Industry. Retrieved from https://trainingindustry.com/articles/remote-learning/the-past-present-and-future-of-distance-learning/#:~:text=The%20Future&text=Additionally%2C%2025%20percent%20of%20learners,about%2C%20from%20their%20own%20homes.
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing.
