Reflection

Future Perceptions of Distance Education In the next ten (10) to twenty (20) years, learner demographics will show that the learner population will consist of a large high proportion of "net generation" learners. (Oblinger, D., & Oblinger, J., 2005, pp. 1-264 ). These learners will not only be comfortable communicating at a distance, but will also have an immense facility with the technological tools which drive online engagement and collaboration (Laureate Education Inc.). As a result, distance education will be more accepted as a "main stream delivery method of education" (Moller, L., Foshay, W., & Huett, J. 2008b p. 67). In fact, the " Distance Education and Training Council (DETC) predicts a three hundred percent (300%) increase" in student enrolment in distance education in the next five (5) years (Moller, L., Foshay, W., & Huett, J., 2008b p. 57). Notwithstanding, profound changes in the perceptions of distance education will depend on a number of factors. This week, course surveys revealed that many individuals had misconceptions about the quality of distance education programs and how distance programs compare to face-to-face offerings. Before one can change people's perceptions of the quality of distance education, one must first assure the public of its quality. I join Moller et al (2008b) to aver that this is a "stand and deliver time" for instructional designers (p. 69). They can improve the pedagogical value of online courses by "increasing learner interactions, and providing appropriate activities to meet the needs of individual learners (p. 69). This will go a long way towards dispelling related to distance learning. Colleges and universities could also become change agents in the way they advertise their distance programs. They can convey the value of these programs by assuring clients of their academic fidelity and integrity. For example, research shows that "not even one-third of the universities [that offered online programs] had an online education reference on their home page" (Gambescia, S., &  Paolucci, R., 2009 p. 19). In order to change current perceptions, these institutions need to give more "visibility" to their distance education programs. Moreover, they should promulgate the message that they have invested significant assets in their distance education programs because they consider them equivalent to, and just as valuable as  their face-to-face offerings (Gambescia, S., & Paolucci, R., 2009 pp.17- 19). Also, in promoting distance education, institutions should not only inform prospective learners of the flexibility and convenience of this modality, but should also highlight the learner attributes, such as  self-direction, motivation, and time management, which determine success in the distance environment. This too will serve to minimize learner misconceptions and dissatisfaction with distance education (Gambescia, S., & Paolucci, R., 2009 p. 18). The Role of the Instructional Designer in Changing Social Perceptions of Distance Education Watson (nd) describes distance education as a "catalyst for change" (p. 16). Such changes will include the conversion of face-to-face content to blended or asynchronous learning, and the customization of educational packages. Many institutions might be tempted to adopt the ineffective "craft approach" for course conversion (Moller, L., Foshay, W., Huett, J., 2008b p. 67). As instructional designers are trained to design effective "cost-effective models and tools for distance education", they should be in the vanguard of the change movement towards the adoption of distance education (Moller et al , 2008a p. 70).As mentioned earlier, instructional designers can be important agents in changing negative perceptions about the quality and effectiveness of distance education. Moreover, it is the duty of the designer to establish the quality standards which will assure society that "the products of sound professional design practice lead the e-learning enterprise" (Moller, L., Foshay, W., & Huett, J. ,2008a p. 70).   My Role as a Positive Force for Continued Change in Distance Education First, I will establish a reputation as a designer who serves my clients with "integrity, competence and objectivity” as I seek to add value to their various projects (ISPI Code of Ethics http://www.ispi.org/ p. 2). I will also remain current with emerging information, technologies and best practices in distance education and instructional design, and apply them to my practice. I will be a champion for the continued advancement of distance education in my country, sub-regionally, and further afield. Last but not least, my dream is to increase the value of my contributions to distance learning by pursuing doctoral studies in instructional design or Distance Education. References: Robert, G., (2005). Technology and learning expectations of the net generation.Retrieved from: www.educause.edu/educatingthenetgen/ 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) Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63–67. ISPI Code of Ethics http://www.ispi.org/ Laureate Education, Inc. Walden University. (2011) "The Future Of Distance Education [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Moller, L., Foshay, W., & Huett, J. (2008a). 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. Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70. Oblinger, D., & Oblinger, J., (2005). Educating the net generation. Educause. Retrieved from: http://net.educause.edu/ir/library/pdf/pub7101.pdf Watson, J., (nd). Promising practices in online learning blended learning: the convergence of online and face-to-face education. North American Council for Online Learning. Retrieved from: http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf

Converting F2F Instruction to Blended Delivery

The Best Practice Guide aims to guide any trainer through the process of converting a face-to-face course to a blended format. The guide describes the learner and content analyses which must occur for effective transformation, it advises on effective activities for online learning, describes the change in role of the facilitator in the online environment, and ends with tips for ensuring student participation.