Reflection on Distance Learning

Distance learning is "institution-based, formal education utilizing interactive telecommunications systems to link learners, resources, and instructors" (Simonson et al., 2019, p.32). It is frequently associated with e-learning, virtual education, and online learning. This approach towards education enables learners to have access to learning opportunities regardless of their location and continues to grow. Distance learning is growing due to technological advancements such as incorporating artificial intelligence (AI), mobile learning, virtual reality, and gamification (Bouchrika, 2024). Over the years, the education landscape has evolved significantly as educators, universities, and companies have learned to see the value of distance learning.

Furthermore, distance learning is not just for students. It also benefits organizations that support continued education and training development (Moller et al., 2008). Various providers are dedicated to integrating distance learning into the mainstream educational framework, such as conventional campus-based organizations, virtual universities, government and public sector agencies, and private providers (Naidu, 2014). 

Reflecting on the future perception of distance learning and my learnings from the past eight weeks, I expect its acceptance and credibility to further develop over the next five to ten years. Many individuals view distance learning as an advantage because of its flexibility and accessibility, making education available to a broader, more diverse audience (Simonson et al., 2019). However, there are concerns about distancing learning due to the lack of face-to-face interaction, the quality of learning experiences, and the perceived credibility of online degrees (Masalimova et al., 2012). 

In the next five to ten years, these concerns will gradually fade, particularly as technology continues to advance. Since the COVID pandemic, remote work has normalized, and with the continued expansion of digital technologies (e.g., virtual reality and augmented reality), the success of innovative online learning models will likely lead to greater acceptance (Saini, 2024). Similarly, the accessibility through mobile apps and platforms like Canvas offers flexibility and convenience to learners. This enables learners to engage in learning activities on their own terms. As Saini (2024) mentions, this accessibility accommodates learners' diverse needs and lifestyles in today’s world. Distance learning could be as common as traditional face-to-face education by ten to twenty years from now.

As a future instructional designer, I can help improve perceptions of distance learning. One way to do this is to focus on instructional design that integrates different learning styles, technology, and learner engagement (Costa, 2020). By creating engaging, interactive, and relevant courses to students’ experiences, I can help demonstrate the value of distancing learning (Morrison et al., 2019). In addition, I can learn to incorporate technology into my courses as technology advances. For instance, I could use gamification or multimedia-based projects to increase student engagement and improve student outcomes (Deterding, 2011). Therefore, by staying current and being open to adapting to new technologies, I can create effective experiences for individuals.

In conclusion, the future of distance learning will continue to grow, and I am excited to be part of this evolving field. As more students and educators experience its benefits, I believe perceptions of it will continue to improve and become accepted as a credible educational option.

References:

Bouchrika, I. (2024, October 24). 10 Online Education Trends: 2023 Predictions, Reports & Data | Research.com. Research. https://research.com/education/online-education-trends

Costa, R. D., Souza, G. F., Valentim, R. A., & Castro, T. B. (2020). The theory of learning styles applied to distance learning. Cognitive Systems Research, 64, 134-145.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification." In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9–15).

Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V., & Melnik, M. V. (2022). Distance learning in higher education during COVID-19. In Frontiers in Education (Vol. 7, p. 822958). Frontiers Media SA.

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.

Morrison, G. R., Ross, S. M., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction (8th ed.). John Wiley & Sons, Inc.

Naidu, S. (2014). Looking back, looking forward: the invention and reinvention of distance education. Distance Education, 35(3), 263–270.

Saini, Y. (2024). Exploring the horizon: The Future of Remote Learning. eLearning Industry. https://elearningindustry.com/exploring-the-horizon-the-future-of-remote-learning

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.