Reflection

           "Distance education is institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors" (Simonson, Smaldino, Albright & Zvacek, 2010, p. 7). Distance education has become a bigger name because of new advances in technology. Technology is what distance education work, by allowing users to learn by using the internet. "In 1979, computer and internet technology introduced for distance learning course delivery" (Laureate Education, Inc., n.d.). Even when distance education first started, I am sure it is not the same today as it was back then. Even in recent years, (2007-2009), "new and emerging Web 2.0 technologies including, wikis, blogs, podcasts and multi-user virtual environments greatly expanded distance learning options" (Laureate Education, Inc., n.d.). Web 2.0 tools have really helped distance learners to have the best online learning experiences. Today, there are three types of distance education courses. The three options that distance learners can choose are online, blended or hybrid, or web-facilitated courses. Online is where all the content is delivered online and students communicate via discussions with peers and instructors, over 80% is caught online. Blended or hybrid courses "combine online and face-to-face delivery, thus 30% - 79% of the course's content is delivered online" (Simonson, Smaldino, Albright & Zvacek, 2010, p. 5). The last type of course offered is web-facilitated courses, and these are "web-based technology, but less than 29% of the content is delivered online" (Simonson, Smaldino, Albright & Zvacek, 2010, p. 5). The three different types of distance education gives the learners a chance to obtain degrees in any type of classes they enjoy: different-time, same place; same-time, different-place; or different-time, different-place.

            With how much technology keeps changing, I expect distance education to be different from what it is now. In the future, 5-10 years away, I see distance education becoming more popular than what it is today. Today, "distance education is not identical to face-to-face education, but equivalent" (Laureate Education, Inc., n.d.). In 5-10 years, I think distance education will be closer to identical (if not better). Distance education incorporates all types of technologies, which traditional face-to-face courses do not. I would rather take a course that offers more about the growing technologies than the older ones, wouldn't you? In 10-20 years, I see distance education maybe being a higher number than traditional face-to-face courses. Many people are aware of distance education today, but are leery to sign up. In 10-20 years, many more people will know about distance education and many more will realize the benefits associated with distance education. Benefits being: ability to do class work on your own schedule, "technology, develop course management skills, support services, and communication with peers/instructor" (Simonson, Smaldino, Albright & Zvacek, 2010, p. 70).

             Instructional Designers have a difficult job with designing instruction for distance education. First, instructional designers should "involve facilitators in the course development process" (Laureate Education, Inc., n.d.). It is important for all facilitators to know the course before the course is given over completely. In addition, instructional designers must "train the facilitators on software that they and their students will be using" (Laureate Education, Inc., n.d.). If the facilitators do not know the software, how will they be able to answer questions if they are not aware of the software? Being an instructional designer, I will constantly be looking for new ways to help improve or promote distance learning. Maybe, by using my Instructional Design degree to do side work that might promote distance learning, or working for a campus to create distance-learning courses. The possibilities are endless, but overall, I know how I feel about distance education, and I want others to try it for themselves and see how they feel afterwards.

            Before even starting this distance education class, I knew a little bit about it. I originally began to understand the idea of "distance education" because while in high school we had a distance-learning lab. It was a great idea, and many students used the lab. Today, my workplace has a virtual academy where students take courses online instead of attending the traditional face-to-face classes. I think distance education is important and everyone should be aware of the benefits of distance education. Ever since I started my degree through Walden, I have told many people about my experiences with distance learning. Actually, since starting I have convinced two co-works to sign up for distance learning classes. This class, just heightened my ideas about distance education, things I was not aware of before. To be a positive force for continuous improvement, I plan to still participate in online distance education courses after I have obtained my degree. I also, will still tell my co-workers about my experiences, and hopefully more people will begin to sign up for distance education.

             "Growing acceptance of distance education is fueled by: the increase in online communication, practical experience with new tools, growing comfort with online courses and ability to communicate with diverse and global groups" (Laureate Education, Inc., n.d.). I think Dr. George Siemens had it right about the future of distance education. "Distance education will be impacted by: new communication technologies, contribution by experts around the world, and increase use of multimedia, games and simulations" (Laureate Education, Inc., n.d.). Distance education is a great tool that everyone should know about and maybe try at least once in their life. Distance education is not done growing, and maybe in a few years, it will not be anything like it is today. Whatever the case, the purpose of distance learning is "providing the student with the best possible scenario where learning outcomes will be maximized" (Schmidt & Gallegos, 2001, p. 2).

References

                Laureate Education, Inc. (Producer). (n.d.). Introduction to scholarly writing: Purpose, audience, and evidence [DVD].Distance Learning Timeline Continuum. Baltimore, MD: Author

            Laureate Education, Inc. (Producer). (n.d.). Introduction to scholarly writing: Purpose, audience, and evidence [DVD].Facilitating Online Learning. Baltimore, MD: Author

            Laureate Education, Inc. (Producer). (n.d.). Introduction to scholarly writing: Purpose, audience, and evidence [DVD].The Future of Distance Education. Baltimore, MD: Author

            Laureate Education, Inc. (Producer). (n.d.). Introduction to scholarly writing: Purpose, audience, and evidence [DVD].Theory and Distance Learning. Baltimore, MD: Author

            Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

            Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.