Running head: FUTURE STATE OF DISTANCE EDUCATION
Future State of Distance Education
Cheryl M. Miller
University of Phoenix
1
FUTURE STATE OF DISTANCE EDUCATION
2
Future State of Distance Education
Distance education provides educational opportunities to students over the world. Gaps
in continual professional development, learner satisfaction, “connectedness”, learner outcomes,
and measurement of learner achievement have been identified in the way distance education is
offered (Apena, 2011; Olliver, 2004). Educational leaders of tomorrow must be willing to be
trained, mentor, and constantly evaluate their course offerings for the innovative use of
technology, use of evidence-based implementation strategies, and use of evaluation methods to
push learner outcomes and satisfaction to new and exciting levels (Portugal, 2006; Benson &
Ward, 2013; Beaudoin,2002).
Distance Learning Schema
The schema (see Appendix) presented illustrates a course EDT 722 classroom platform.
In the center, represented is the three important parts of all distance education offeringstechnology, implementation, and evaluation. On the outside of the platform are different side
rooms available for the syllabus, lectures, projects, a chat room, assignment lounge, resource
room, and discussion questions. The technology available for use by facilitators and learners
alike are identified. There are multiple points of contact in the schema where the gap of
“connectedness” can be addressed including the social areas. Work on projects can be done in
the assignment lounge so that all can share what they are working on in a collaborative manner.
Classwork is sent to the discussion question area and projects area where all students can interact
with each other’s work and offer feedback to each other. In this area, the facilitator can give
public feedback on learners understanding of the material and their performance. Grades would
FUTURE STATE OF DISTANCE EDUCATION
3
be posted to the individual’s forum where the individual could see how they were doing
privately.
On the perimeter of the course is a student lounge, a room for use during courses and
between courses where students can converse about the program, classes, and social issues. On
the other side of the perimeter is the teacher lounge, a Professional Learning Network (PLN) area
where other facilitators can observe teaching, meet to discuss and share ideas without disrupting
the flow of the course (Trust, 2012). This area can be used for observation, performance
improvement, and learning from mentoring teachers. Expert facilitators can join here to observe
and mentor other facilitators without their conversations observed by the class.
The use of technology and evaluation methods can be seen throughout the schema.
Second Life, Adobe Connect, Facebook, Skype are all types of technology that can be used in
communications for connectedness and evaluation methods in the Assignments, Projects, DQ,
and Lectures area. The use of alternative evaluation methods helps to decrease the chances of
academic dishonesty (Styron & Styron, 2010). The chat room uses bios to be posted and eportfolio posting and continuous development throughout the courses the student is enrolled in
(Jones, Sackett, Erdley, & Blyth, 2007). Evaluation methods would be chosen to meet the real
life application of learning in an applicable method such as projects, Adobe Connect recording
submissions, or even Second Life simulated real life scenarios to meet learning objectives and
increase collaboration between learning team members.
Leadership Role
Leadership will be important to drive the vision presented. Continuous quality
improvement of course offerings in a collaborative manner must be implemented for this vision
FUTURE STATE OF DISTANCE EDUCATION
4
to be fulfilled. Leaders in distance education will have to be comfortable in disrupting the status
quo in education and assist their peer facilitators in a mentoring role to develop their talents in
teaching with new pedagogy and technology (Beaudoin, 2002; Portugal, 2006). Collaboration
with content experts, technology experts, and implementation teams will be required for
developing more learner-centered instruction techniques and evaluative methods to be used in
distance education (Portugal, 2006). Adult learners will demand higher and higher quality of
instruction and evaluation from the course facilitators and the courses they take (Apena, 2011).
Addressing their demands and needs will become an ongoing evaluation of learning and learning
opportunities for educational leaders.
Conclusion
The schema provided illustrates a future state distance learning environment designed to
meet the needs of facilitators and learners alike. Educational leaders will need to be the driving
force to improve one another’s practices, explore technology use in new ways, and develop
innovative forms of evaluation in distance learning to push learning environments past their
current expectations.
FUTURE STATE OF DISTANCE EDUCATION
5
Appendix
YouTubes
Video links
Face to Face
EBooks/Readings
Written
Journal Articles
DQs
Wikis
Resource
Room
Assignment
Lounge
EDD722
Technology
Writte
Adobe Connect
Recordings
Lectures
Implemnt
Skype, IM, Facebook available to chat
about assignments, collaboration place
for Learning Team Assignments.
Evaluation
Facilitator can also place examples of
exemplary work here.
Written Lectures
Place for facilitators to
meet, discuss, and
share ideas. Here
faculty are able to be
observed without
disturbing course. For
performance
improvement and PLN
use.
Student Lounge
EDT 722
Syllabus
Power Point/Prezi
Place to visit
with former
students/peers
outside of
class/ between
classes.
Projects
Teacher
Lounge
Chat
Room
Assignments Drop
Place to drop Bios, ePortfolios
PP
Carry on non-course related chats
Prezi
IM, Skype, Facebook, Facetime
Adobe Connect
Second Life
Projects
FUTURE STATE OF DISTANCE EDUCATION
6
References
Apena, T. (2011). Issues and challenges in distance learning: An expository study. Continental
Journal of Education Research, 4(3), 57-62.
Beaudoin, M. F. (2002). Distance education leadership: An essential role for the new century.
Journal of Leadership Studies, 8(3), 131-144. Retrieved from
http://search.proquest.com/docview/203148201?accountid=458
Benson, S., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand
teaching expertise in online higher education. Journal of Educational Computing
Research, 48(2), 153-172. doi:10.2190/EC.48.2.c
Jones, J. M., Sackett, K., Erdley, W. S., & Blyth, J. B. (2007). ePortfolios in nursing education:
Not your mother's resume. Annual Review of Nursing Education, 5, 245-XIV. Retrieved
from http://search.proquest.com/docview/875640469?accountid=458
Olliver, J. (2004). Twelve maxims for creating and sustaining a successful e-learning enterprise.
New Directions for Community Colleges, (128), 13-21. doi:10.1002/cc.170
Portugal, L.M. (2006). Emerging leadership roles in distance education: Current state of affairs
and forecasting future trends. Online Journal of Distance Learning Administration. 9 (3).
Retrieved November 20, 2013 at:
http://www.westga.edu/~distance/ojdla/fall93/portugal93.htm
Styron, J., & Styron, R. A. (2010). Student cheating and alternative web-based assessment.
Journal of College Teaching and Learning, 7(5), 37-42. Retrieved from
http://search.proquest.com/docview/218892592?accountid=458
FUTURE STATE OF DISTANCE EDUCATION
Trust, T. (2012). Professional Learning Networks Designed for Teacher Learning. Journal of
Digital Learning In Teacher Education, 28(4), 133-138.
7