Distance
learning is here to stay. It still has a
road ahead to become integrated into the educational mainstream, but will
become more of a force as time goes on.
The growth of distance learning is due to several factors, which include
the need for easy access to education, the economic downturn and the ease of
access to resources through the internet.
The
perception of distance learning will move toward better acceptance. The current climate and acceptance of distance
learning is not as high as traditional educational approaches (Columbaro &
Monaghan, 2009). This level will
continue to rise, but my prediction is that it will continue to be slow growth
at first and then will increase rapidly.
One component of this growth will be the use of technology to move
toward student centered education programs (Christensen, Horn, & Johnson,
2011). One way to move toward student
centered learning is using games. Many
individuals use online games for fun, but there are some websites that use
games for measuring achievement. These
are used in study island (www.studyisland.com)
and Kahn Academy (www.kahnacademy.org). The math teachers at my school use study
island a lot for review and reinforcement of the math concepts. I do not use it until the end of the year
because the topics do not match our curriculum, but by the end of the year we
have looked at all of the topics on study island for 8th grade
science.
I
see the secondary classroom moving toward distance learning. Students that are homebound or cannot
function in the classroom will need access to curriculum. Students that are absent could also benefit
from a distance format for catching up on classwork. I also see the classroom using a blended format
like the flipped classroom (Bergman & Sams, 2012). This will allow for more effective use of
class time, and as many states are currently dealing with funding issues, teachers
can ensure that the learning goals are met in shorter school years. (My county operates on a 168 day calendar,
and I have heard of schools operating on 160 days or less due to funding
issues.) Envisioning technology (2012)
has a great visual showing some possible trends in future educational
technology. These include the use of
games and the flipped classroom, but suggest other ideas as well. As a classroom teacher, I need to be prepared
for use of future technology, but the infrastructure of the school network and
hardware is a limiting factor for implementation (Rock, 2012). Learning will move from a factual basis toward
skills based learning process. Students
must learn to be discerners of information, since so much information is
available to them at their fingertips (Osborne, 2012). Moving toward project-based, problem-based
and outcome-based educational formats, will allow students to learn the skills
necessary to be productive in future endeavors (Pearce, Weller, Eileen, &
Kinsley, 2010; Siemens & Matheos, 2010).
As
an instructional designer, it is imperative for me to make sure distance learning
opportunities that I provide are quality experiences and allow learners the
opportunity to meet the learning goals.
The use of the ADDIE model will provide the framework to plan and create
these learning opportunities (Morrison, Ross, Kalman, & Kemp, 2011). As my students move to be productive
citizens, their perceptions will provide assistance in changing the perception
of distance learning toward a quality product.
My students have been exposed to technology their entire life, even
those that are affected by poverty.
Some, of course, do not have experience with technology, and must be
provided opportunities to use technology tools for learning. Connecting learning with actual use will
provide students with possible motivating factors in their learning (Ormrod, Schunk, & Gredler, 2009). This could provide students with a better
understanding of why they are learning as well (Willingham, 2009).
In
conclusion, it is imperative that any educator (or instructional designer)
continue to review learning theory and distance learning practices to ensure
the learning is effective for those enrolled in a course. In secondary education, there is bound to be
more research done in the realm of distance learning, so it will be important
for me to continue to check the research and ensure the learning activities are
based on effective methods. Personally,
I feel that the blended learning environment will be the most effective use of
distance learning for many middle and high school students. Many of these students do not have the home
support to effectively engage in the learning environment. An effective teacher in the classroom will
provide the necessary support to appropriately use distance learning.
References
Bergman, J.
& Sams, A. (2012). Flip your classroom: Reach every student in
every class every day. Eugene, OR:
International Society for Technology in Education.
Christensen, C.
M., Horn, M., & Johnson, C. W. (2011)
Disrupting class: How disruptive innovation
will change the way the world learns.
New York, NY: McGraw Hill.
Morrison, G. R.,
Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing
effective instruction. Hoboken, NJ: John Wiley & Sons.
Ormrod, J. E.,
Schunk, D. H., & Gredler, M.
(2009). Learning Theories and Instruction (Custom Edition). New York, NY: Pearson.
Simonson, M., Smaldino, S., Albright, M., &
Zvacek, S. (2012). Teaching and learning at a distance: Foundations of
distance education (5th ed.).
Boston, MA: Pearson.
Willingham, D.
T. (2009). Why don’t students like
school? San Francisco, CA: John Wiley & Sons.
