Distance learning is growing fast and offering great promise to the field of education as it continues to impact positively on the way people learn and how learning is delivered. The exponential growth of technology is sure to have the most positive impact on distance learning. However, as more people are joining the world of distance learning, different perceptions about it continue to emerge. In its present state, negative perceptions about distance learning are still very high when compared to traditional face-to-face learning. It should be noted that in spite of the rapid growth of distance learning, the traditional face to face mode of teaching and learning is not about to be phased out and may not be phased out. This is because, not all students are capable or suited for distance learning and not all subjects can be taught by distance learning.
In the next 5-10 years, the negative perception of distance learning will change significantly. The first factor that will contribute to this change will be the very essence of distance learning – which is the provision of valuable learning experiences to learners who may not otherwise have access to learning. In developing, countries where there is a very wide gap between available opportunities and enrollment needs, governments and institutions must look towards distance education to meet this need. This will greatly change the negative perceptions about distance learning.
The growth of new technology and modern communication technologies will reduce costs, and alleviate some of the frustrations and difficulties being experienced by distance learners. In developing countries, these have contributed largely to the negative perceptions learners and even teachers hold against distance learning. It is also expected that new technology will provide equivalent learning experiences to the distance and local learner thereby reducing or even removing the suspicion about the quality of distance learning experiences. As distance learning continues to grow with technology, learning at a distance will be easier and more realistic. As all these are achieved, skeptics will begin to have confidence in viability and validity of distance education.
In 10 – 20 years, distance learning will likely be the dominant method of knowledge delivery both at institutional and corporate levels. The complexity and richness of technological platforms will become powerful motivators and enhancers of human capacity and capability. Future technology and increasing demand for new knowledge will therefore make distance learning an imperative venture. Although the traditional classroom will still be around for a very long time to come, we will begin to see more of blended learning instead of the traditional 100% face-to –face settings.
The instructional designer is central to how distance learning is perceived because the quality and impact of any instruction is dependent on how it is designed. According to Morrison, Ross & Kemp (2007), “the goal of instructional design is to make learning more efficient and effective and to make learning less difficult” (p. 2). These are key issues about how distance learning is perceived. Therefore, the instructional designer can help change perceptions by designing instruction based on sound educational practices that will yield desired outcomes and solve skill and knowledge deficiencies. A systematic and thoughtful design of distance learning experiences will guarantee equivalency which is usually the argument against distance learning.
As an instructional designer in a developing country with low level awareness and little value placed on distance learning, changing perceptions is a difficult task that can only be achieved through a strong collaboration in order to create awareness. Government and institutions must be made to see the huge benefits accruable from distance learning drawing from examples across the globe. The task of educating all can only be achieved through increased access to learning opportunities by students who might not otherwise have access to learning. This is the real essence of distance education. “The future is already here. It’s just not evenly distributed” Learntoelearn (2010).
Reference
Morrison, G.R., Ross, S.M., & Kemp, J.E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons Inc.![]()
In the next 5-10 years, the negative perception of distance learning will change significantly. The first factor that will contribute to this change will be the very essence of distance learning – which is the provision of valuable learning experiences to learners who may not otherwise have access to learning. In developing, countries where there is a very wide gap between available opportunities and enrollment needs, governments and institutions must look towards distance education to meet this need. This will greatly change the negative perceptions about distance learning.
The growth of new technology and modern communication technologies will reduce costs, and alleviate some of the frustrations and difficulties being experienced by distance learners. In developing countries, these have contributed largely to the negative perceptions learners and even teachers hold against distance learning. It is also expected that new technology will provide equivalent learning experiences to the distance and local learner thereby reducing or even removing the suspicion about the quality of distance learning experiences. As distance learning continues to grow with technology, learning at a distance will be easier and more realistic. As all these are achieved, skeptics will begin to have confidence in viability and validity of distance education.
In 10 – 20 years, distance learning will likely be the dominant method of knowledge delivery both at institutional and corporate levels. The complexity and richness of technological platforms will become powerful motivators and enhancers of human capacity and capability. Future technology and increasing demand for new knowledge will therefore make distance learning an imperative venture. Although the traditional classroom will still be around for a very long time to come, we will begin to see more of blended learning instead of the traditional 100% face-to –face settings.
The instructional designer is central to how distance learning is perceived because the quality and impact of any instruction is dependent on how it is designed. According to Morrison, Ross & Kemp (2007), “the goal of instructional design is to make learning more efficient and effective and to make learning less difficult” (p. 2). These are key issues about how distance learning is perceived. Therefore, the instructional designer can help change perceptions by designing instruction based on sound educational practices that will yield desired outcomes and solve skill and knowledge deficiencies. A systematic and thoughtful design of distance learning experiences will guarantee equivalency which is usually the argument against distance learning.
As an instructional designer in a developing country with low level awareness and little value placed on distance learning, changing perceptions is a difficult task that can only be achieved through a strong collaboration in order to create awareness. Government and institutions must be made to see the huge benefits accruable from distance learning drawing from examples across the globe. The task of educating all can only be achieved through increased access to learning opportunities by students who might not otherwise have access to learning. This is the real essence of distance education. “The future is already here. It’s just not evenly distributed” Learntoelearn (2010).
Reference
Morrison, G.R., Ross, S.M., & Kemp, J.E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons Inc.
