Reflection EDUC 6135

Reflection EDUC 6135

Currently, the perceptions of distance education vary, and although distance education programs have increased in size, may individuals still have concerns related to distance education. As stated by Gambeccia & Paolucci (2009), many stakeholders raise concerns related to academic standards. Based on the interviews that I completed with coworkers this past week, I identified several areas of concerns:

·         lack of face-to-face interactions with peers and instructor

·         reputation of online universities

·         rigor or quality of instruction

These areas of concerns were also identified by Schmidt & Gallegos (2001).

            As Dr. Siemens (n.d.) mentioned, the perception of distance learning is continually evolving with the evolution of technology, and its impact on education. My belief is that distance education will continue to grow, and many will find the benefit in distance learning as technology allows for more simulation and interaction (authentic learning tasks). Considering that many individuals had the same concerns about distance learning 10 years ago, my belief is that it will take at least 10-20 more years for any real change in regards to how individuals perceive distance learning, (Schmidt & Gallegos, 2001).

            As a future instructional designer, it will be important to address the concerns identified by Schmidt & Gallegos (2001), as well as, my coworkers. As mentioned by Gambeccia & Paolucci (2009), distance learning concerns can first be addressed in the way that their programs are marketed to students through the description of its attributes. These attributes include: 1) Faculty, 2) Curriculum, 3) Quality; University Branding/Reputation - 4) Classroom, 5) Distance Learning Expertise; Features/Benefits - 6) Flexibility, 7) Convenience, and 8) Information/Operation (Gambeccia & Paolucci, 2009). However, saying that an online program has great features, without the credibility to say so is a recipe for disaster.

            As an instructional designer, it will be my mission to go above and beyond student expectations in the attributes or features that are a stated benefit of the program I am working for. Not only that, but I will strive to produce students who are well-equipped with the skills that are necessary for their career.  In order to go above and beyond in student and employer expectations, I must continually participate in professional development related to instructional design, and seek out meaningful learning activities that will transfer to real world settings. Through the use of promise, delivery, and continual improvement, societal perceptions toward distance learning will continue to change, and although small to some, I will make a difference in the world of instructional design.

Resources

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university   online degree program offerings. Online Journal of Distance Learning Administration,12(1). Retrieved on June 23rd, 2012 from: http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners.   Journal of Industrial Technology, 17(3). Retrieved on June 23rd, 2012 from :http://atmae.org/jit/Articles/schmidt041801.pdf

Siemens, G. (n.d.). The Future of Distance Education. Retrieved June 13, 2012 from:            https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_5495       15_1%26url%3D