Distance Learning: An Instructional Designer’s Perspective

As the world continues to become more innovative in the use of technology and making technology accessible throughout the world, more social connections are created. Figuratively speaking, “yesterday” connecting with another individual equated, at the very least, to having a face-to-face interaction. The introduction of telephony, correspondence, radio, and the internet changed the very notion of what it meant to be “connected” to another individual, a cause, a subject matter, and even the classroom. As the world experiences social change the need to remain connected becomes greater. It is imperative as an instructional designer to understand the flux of the world and be able to meet the needs of today’s distance education learner. Today, online courses, virtual classrooms, and online degree programs are prevalent and readily in demand to meet the flexible lifestyles of millions. Yet the looming question still remains, what does the future have to offer in respect to distance learning, distance education, and instructional design?

Siemens (Laureate Education, Inc., 2010) would urge that the growth of online utilization and accessibility would provide a greater understanding and “growing comfort” to its audience; such capabilities would also drive a sense of “global diversity” and interaction throughout the world closing a gap or disconnection. Naone (2011) would argue, however, that the future of distance learning and the instructional design approach would be more learner-centric and emotion based. In Computers Get in Touch with Your Emotions, Naone touches upon the innovative methods in which Design Interactive have taken to understand how to effectively train naval defense service men and women through the use of biotechnology. Although this method is in a research and development phase, this type of interaction would offer the world of instructional design a new approach to all methods of learning. It would ultimately stimulate a learner based environment upon their cognitive output in turn generating the need to for instructional designers to understand the concepts of emotional intelligence (Goleman, 1998) and cognitive load theory (van Merri¨enboer, J. G., Sweller, J., 2005) at a more finite level. Whether seeking the answer through the methods of closing the global gap or through highly learner-centric driven approaches, the commonality between the two remains: the need for instructional design.

Part of being an instructional designer is taking on the responsibility of identifying how to be an effective proponent of change: positive change. To aid in improving societal perceptions of distance learning and distance education it is essential to work closely with those requesting guidance and those requiring it, explain how implementing change would promote positive results and drive success towards desired goals or needs in a more efficient manner through analysis, assessments, and evaluations, and drive the benefits of distance education through the continuous development of effective and efficient courses backed by supportive data to drive a deeper success. To have a positive influence on or a positive force in the field of distance learning or distance education it is imperative to continuously learn and understand not only the industry and direction of instructional design but past, current, and forecasted societal changes that would have potential impact to instructional designer worldwide. For instance, as the need for democracy was declared by millions of Egyptians and those in support of the nation’s liberties, on Feb 1, 2011 in counteraction of the planned peaceful protests to drive President Mubarak out of office the nation’s internet access was disabled (Wedeman, B. et al., 2011). How were distance learners, educators, and organizations impacted by this social cataclysm? In the efforts toward environmentalism (Kovarik, n.d.; Barton, 2002) organizations have changed methods in training delivery streamlining the need for paper-based or instructor-led training by incorporating the use of online modules and interactive media. What impacts did such a change have on meeting deliverables or learner capabilities? In each case, whether through societal turmoil or radical change, it would be critical for an instructional designer to understand how to approach the needs of the learner.

As an instructional designer, it is important to formulate analyses to better assess situations to find effective approaches that meet the needs of the learners or intended goals and objectives set forth by the learner, educator, or client. In order to do so, continuous knowledge of learning theories, models, and concepts aid in the development of an instructional design approach that would be beneficial for the proposed time or when the societal climate shifts. Taking such a formative stance would provide an avenue for those seeking an instructional design answer closer to acceptance of distance learning as a feasible method or mode of approaching learning in turn creating a more positively receptive of distance education. With this in mind, perceptions of distance learning may be shifted to a more positive view.

Yet with any change there is skepticism. Simonson, Smaldino, Albright, and Zvacek (2009) argue “communications with someone you can see has a visceral element that is missing when that person or group of people is not “in sight”…The heart of distance education is the concept of separation of teacher and learner” (pp. 125). In such cases it is the role of the instructional designer to aid in smoothing the transition, for example, from a traditional based classroom setting to a blended or an online environment as effectively as possible by promoting continuously engagement and opportunities of interaction with a learner’s colleagues and instructor; for it is the visceral and emotional connection that aids in driving self-motivation or building a strong foundation toward success.


Resources

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Angeli, E., Wagner, J. Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2011, February 3). Reference list: Electronic sources (web publications). Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/

Barton, G. (2002). The green movement. In American environmentalism (pp.127- 170). California: Greenhaven Press.

Goleman, D. (1998). Appendix 1: Emotional intelligence. In Working with emotional intelligence (pp. 317-318). New York: Bantam Book.

Kovarik, W. (n.d.). Environmental history timeline. Retrieved from http://www.environmentalhistory.org/?13c4cfd8

Laureate Education, Inc. (2010). The future of distance education. [Video file]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Noane, E. (2011, February 24). Computers get in touch with your emotions. [Web log content]. Retrieved from http://www.technologyreview.com/computing/32429/?p1=MstRcnt&a=f

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston: Pearson Education, Inc.

van Merri¨enboer, J. G., Sweller, J. (2005, June). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177. doi: 10.1007/s10648-005-3951-0

Wedeman, B., Pleitgen, F., Watson, I., Ahmed, H., Faraj, C., Abdelaziz, S., Abedine, S., Theodorou, C., Verjee, Z., & Lee, I. (2011, January 31st). As Mubarak cuts communications, major demonstrations expected. [Web log content]. Retrieved from http://www.cnn.com/2011/WORLD/africa/01/31/egypt.protests/index.html