The evolution of distance education is necessary for successful implementation, but many factors must be considered for online learning to thrive. Without proper design, management, and implementation distance education will been seen just as another educational fad”...which promises solutions to all the problems associated with education…” (Moller, Foshay, & Huett.2008.p.66) which has been heard before, and will fall into obscurity along with previous educational trials and errors.

Educational technologist Michael Simonson observes that success in distance learning stems from …”not which technologies are used but how they are used and what information is communicated…”(2000.p.29). The onus then falls on the ability to create relevant and current instructional design. Current instructional design is in need of further development as there is an emphasis on speed of implementation then on quality of learning. (Moller, Foshay, & Huett.2008). Models of instruction must then be reconsidered and the process of learning must be scrutinized to develop better methods of instructional delivery (Moller, Foshay, & Huett.2008).

In the realms of instructional development, it is agreed that there is a need for equivalency in distance education. Meaning “…instructional planning is to make the sum of the experiences for each learner equivalent…” (Simonson.2000.p30) and utilizing the correct technology is necessary to have it come to fruition. Distance learning cannot mirror traditional face-to-face instruction. Online learning must focus on “… capabilities not possible or at least highly impractical in a traditional classroom” (Moller, Foshay, & Huett.2008. p. 74). However, if online instruction is properly delivered similar learning outcomes can be attained as in face-to-face instruction (Laureate Education.2008).

Distance education needs to continue to grow and develop to reach its full potential. If unassailable instructional design is applied, distance learning can “…go well beyond the now dominant “online textbook” models…and…emphasize meaningful interaction (Moller, Foshay, &Huett. 2008. pp.66-67). This meaningful interaction will better engage learners and provide opportunities for quality generation of knowledge by the learner. Through proper design and implementation, online learning can provide a new era of relevant and equal education.

References

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

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.