Distance Learning Course Reflection

               Distance learning has changed dramatically over the last two decades.  In 2001, when I began my first online class as an undergrad student with the University of Phoenix, very few universities offered online courses, which made the UoP very unique in that it offered entire programs online.  While distance learning may have been a fairly new concept in 2001, in 2012, distance learning has taken on a whole new meaning that has expanded beyond universities.  As corporations have also begun to develop training programs using online education, instructional designers have had to adapt to new learning pedagogies, which in turn, required a change in how learning modules were developed and implemented.  Moller, Foshay, & Huett (2008) provided sound advice when they expressed a need for corporations to evaluate quality, a return on investment and the need for better instructional systems design among other concerns for the evolution of the field of the instructional designer.

          This course allowed me to explore a number of different elements that instructional designers need to know to develop distance learning modules and explore the differences between learning in a traditional face-to-face classroom environment and in an online environment.  These past few weeks have given me new insight to course development and distance learning.

Knowledge Gained

As a long time student of distance education, I was already familiar with most of the features of online learning, but I had not given much thought to the development of online courses, especially in how they differ from traditional, face-to-face courses.  Simonson, Smaldino, Albright, & Zvacek (2012) note that oftentimes the audience or the learner is only considered at the end of the process, after the technology, content and organizational structure of the course is worked out; however, keeping the learner in mind is a critical element in developing a distance course, regardless if the course is for a university or for a corporation.  Far too often, developers become too wrapped up in the technology, content and even the layout and forget about the real purpose or objectives!  This is where the ADDIE model can help to keep developers focused and on task.           Another area where I gained knowledge was about course development itself.  Storyboarding and layout plays a big part in the development of a course management system (CMS) as this not only has to make logical sense to the developer and programmer, but also to the student who will be access the course online.   As noted by Dettmar (2009, para. 2), “Distance education courses are usually taught via one of three ways: online web conferences (webinars), course management systems (CMS, such as Moodle or Blackboard) or alternative formats such as a class blog with lessons posted as individual entries.”   Being able to explore a CMS and compare and contrast the various applications provided me with new information I had not previously explored; however, I learned even more by being able to actually develop and modify a training CMS as part of a classroom project.  Knowledge Use - Current and Future Use While course development is not part of my current job duties, I do plan on using these skills shortly after I obtain my degree (as a part-time university instructor before pursuing other long-term goals).  I frequently hear of opportunities where the skills of an instructional designer are needed and I continue to learn new skills that will assist me with course development work.            Although I was not surprised by most of the responses from our student surveys, I was somewhat disappointed that many people still feel that online education does not match the quality of traditional education, especially since I do not want my own education to be “undervalued.”  Like most educational programs, I feel that you only get out of a program as much effort as you are willing to put into it and I also feel that I am one of those “self-directing individuals” that Malcolm Knowles (Simonson, Smaldino, Albright, & Zvacek, 2012) was referring to when he developed his adult adragogy theory.  I hope that as new students take online courses, the concerns about the quality of online education becomes less and less of an issue; however, instructional designers need to ensure that quality keeps pace with the demand.    References: Dettmar, N. (2009). Distance learning: Tips for successful professional students. National Network of Libraries of Medicine, Pacific Northwest Region.  Retrieved from http://nnlm.gov/pnr/dragonfly/2009/08/03/successfulstudents/   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.   Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson