Evolving Perception of Distance Learning

 Society’s Evolving Perception of Distance Learning

The perception of distance learning has not always had the best reputation in the early years. As one would have thought, reading books and mailing in correspondence is hardly effective nor credible. However, with the help of technology and enhanced instructional designs, the positive perception of distance learning is rising. There has been an increase in students taking at least one online course, from 15.6% in 2004 to 43.1% in 2016 (Bouchrika, 2020). That number is to further increase as the onset of the pandemic exponentially pushed the changing mindset of society as they experienced the success of distance learning courses. Furthermore, more prestigious institutions offering distance learning courses have further verified that distance learning programs are valid. Many top universities invest multimillions in developing online degrees for their academic programs (Gallapher & Palmer, 2020). As a result, people’s perception of distance learning will alter as more individuals see university distance learning degrees. 5-10 years down the road, individuals will no longer question whether it is equivalent to a traditional face-to-face degree. By 15-20 years, it may be the preferred method.

ID’s Role in Social Perception of Distance Learning

            IDs construction of distance learning courses has a pivotal role in how society perceives the distance learning environments. Learners’ satisfaction with distance learning courses is highly dependent on how they view the course quality of instruction (Simonson et al., 2019). Thus, IDs have the significant task of developing high-quality courses using systematic approaches. Additionally, IDs must conduct a thorough evaluation of the distance learning courses to keep the quality of instruction. The AEIOU approach effectively evaluates the IDs’ distance learning courses (Simonson et al., 2019). Ultimately, ID’s role in creating and maintaining high-quality online instruction will continue to help increase societal perception.

ID’s Continuous improvement for the Distance Learning Field

            Due to the pandemic, more research and development will catapult the growing need for further investigation into improving the distance learning environment. Thus, IDs need to be able to adapt and keep up with the evolving educational technologies and tools available (Ch’ng, 2020). With the ever-evolving technological resources at the disposal of an ID, they should be aware of the newly developed resources available and make it a habit to research instructional design studies that can continue to enhance their knowledge and skills. Lastly, IDs need to work with facilitators on their role in the distance learning environment. Meaningful discussion about critical theory with facilitators can help them reflect on their practices and position in the distance learning environment (Wang & Torrisi-Steele, 2015). The distance learning courses are only a tool, and it is up to IDs to discuss with the facilitator their role in helping learners use these tools more effectively to get the most from them. Overall, the continuous evolution of instructional practices and proper implementation from facilitators can continuously improve the distance learning field.

Conclusion

            The approval rates of online degrees are on the rise. With the onset of more individuals taking distance learning courses and top universities investing in the development of online degrees, individuals’ perceptions of distance learning will increase. IDs have a vital role in shaping the positive perception of distance learning courses by constructing high-quality courses and using a system to evaluate their effectiveness. In addition, it is essential for IDs to be active learners and continue to obtain more knowledge in the field. Lastly, discussions with facilitators about their roles can further enhance the distance learning field. Ultimately, distance learning’s future is bright, and there is no better time to be an Instructional Designer than at this point in time.

Reference

Bouchrika, I. (30 June 2020). 50 Online Education Statistics: 2021/2022 Data on Higher Learning & Corporate Training. Retrieved at 50 Online Education Statistics: 2021/2022 Data on Higher Learning & Corporate Training | Research.com

Ch’ng, L. K. (12 April 2020). The myth of an instructional designer. Retrieved from https://elearningindustry.com/myth-instructional-designer

Gallagher, S., & Palmer, J., (29 September 2020). The Pandemic Pushed Universities Online. The Change Was Long Overdue. Retrieved at The Pandemic Pushed Universities Online. The Change Was Long Overdue. (hbr.org)

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

Wang, V.C., & Torrisi-Steele, G. (2015). Online teaching, change, and critical theory. New Horizons in Adult Education and Human Resources Development, 27(3), 18-26.