The Art and Science of Distance Learning

The Art and Science of Distance Learning

 

Before restarting my educational journey of pursuing higher education, I defined distance learning as synchronously receiving instruction through online courses. I am a lifelong learner; therefore, I gain new knowledge daily through in-person peer interactions, online finds, and printed texts. Not too long ago in my country,  distance learning would have entailed a learner signing up for distance courses provided by an international institution solely through our local college. A learner would then meet at the local college during scheduled days and times with other learners to receive the instruction either in a computer lab monitored by the local college facilitator or in a classroom designated to conduct a speaker phone call with the professor using a specific telephone number and access code to reach them. My, how times have changed drastically since then. Marzano (2001) believes teachers who set goals and check for understanding will be effective. Distance learning has evolved, as have its instructors’ and learners' theories and beliefs of its success.

 

As I continue to learn and increase my understanding of distance learning, I now define distance learning as an art and science of synchronous and asynchronous learning using multimedia to deliver quality instruction to enhance learners’ successful outcomes. Multimedia in online learning helps ensure all learners receive the education needed to succeed in their educational journey (Mayer, 2014). In both cases (synchronous and asynchronous), learners rely on telecommunications to bring instruction to them, on an electronic device. I believe there is an art to distance learning because it involves creativity and innovation to keep learners engaged and stimulated in their interactive learning experience (Artino, 2008). The science component of distance learning involves exploring ongoing research of best practices for multidimensional constructs that integrate cognitive, motivational, and behavioral components of distance learning, as Artino (2008) suggests. Distance learning also has components to gain and maintain learners, such as financial benefits, inclusivity, and collaboration opportunities, to name a few. Therefore, the art and science of distance learning are evolving because the measuring stick of success will change with time. 

A visual representation of the definition of distance learning is depicted in Figure 1. 

 

Figure 1. Distance Learning

 

With change comes the challenge. Distance learning is not spared from having implications that are inevitable when dealing with creating effective instructional designs. An implication that Moller et al., (2008) share is the ability of instructional designers to constantly develop quality material to be shared online just as fast as the demand for it grows. This is problematic because the quality of education should always be maintained due to the incompetency of instructional designers. Moller et al., (2008) conclude that when instructional designers gain the necessary training for maximum instruction effectiveness, learners will frequently seek learning environments customized to their learning needs. 

 

The current status of distance learning practices specifies the need for instructional designers to “create a clear framework outlining goals, delivery, and structure of the e-learning program with clear benchmarks for success” (Moller et al., 2008, p. 68). As I learn more about instructional design models, ensuring the future of the art and science of distance learning maintains a level of top-tier learning experiences will be paramount for both the instructor and the learner. The characteristics of distance learning should also include the best tools one should have access to when using performance-based assessments (Walden, n.d). Undoubtedly, redefining, planning, and testing distance learning nuances will require enthusiastic educators to collaborate.  

 

In conclusion, to ensure distance learning endures the test of time, one must understand there will always be theories and research to consume about the topic of technology-infused learning. The sustainability of distance learning should be more about the learner and less about adapting the latest online technology to instructional designs (Walden, n.d). Living in an information-rich world will have its pros and cons.  As access to distance learning opportunities increase, technology should be used consistently with how people of the day learn. 

References

 

Artino, A. (2008). Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. TechTrends, 52(3), 37-45. 

 

Marzano, Robert J. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development,

 

Mayer, R.E. (2014b). Incorporating motivation into multimedia learning. Learning and Instruction, 29(2), 171-173. 

 Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education).TechTrends, 52(4), 66–70.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75.

Walden University, LLC. (Producer). (2010c). Multimedia learning theory [Video file]. Baltimore, MD: Author.