The Future of Distance Learning: A Perspective on the Future Based on Our Recent Past

The Recent Past

It might be assumed that, given the widespread, all-encompassing nature of the Covid-19 pandemic, there would be a noticeable paradigm shift toward normalizing distance education. After all, the pandemic catalyzed schools worldwide to adopt some form of distance learning technologies for a significant amount of time. This time could have allowed increased opportunities for creativity in instructional design and experimentation within the distance environment. In addition, technology companies were pushed to innovate quickly, resulting in improved offerings for voice, video, and organizational classroom tools. Combining improved technologies and mass exposure to new ideas in learning could have meant less of a move back to ‘normal’ once the pandemic ended.

But unfortunately, the opportunity to experiment with distance education was encased in an environment of sustaining rather than improving student learning. Therefore, the focus was on getting by under the traditional teacher-centric methodologies rather than shifting to learner-centric models. As a result, moving to distance education primarily included placing lectures and power-points online or holding a regular class on Zoom. In addition, the digital divide between those who can and cannot afford technological resources became glaringly apparent (Schaeffer, 2021). And, with reports of learning gaps for all pandemic-affected K-12 students, it is no wonder that many now view distance learning as a poor substitute for face-to-face (Diliberti & Kaufman, 2020). For these reasons, the paradigm shift that could have happened did not.

Discovered Benefits

Although the pandemic pushed and pulled on the societal beliefs and demands of distance education, the lessons learned will shape its future. For example, a systematic review of distance learning post-pandemic in the Morrocan Higher Education system found that students were astute enough to request the proper investment in design, technology, and a learning theory to improve their experience. In this study, final recommendations based on student feedback included establishing a digital culture and raising awareness of the importance of distance education with the press, stakeholders, and the community (Bachisse & Mouline, 2022).

In addition, a post-pandemic review published by the American Psychological Association found the benefits of distance learning include an increased focus on mental health and improved learning outcomes for students with disabilities (Abramson, 2021). Today, learning activities supporting mental health are viewed less as extracurricular activities and more as a prerequisite to learning. In addition, parents have reported the benefits of distance education for students with disabilities such as anxiety or ADHD. For example, parents noted that with distance learning videos, students can control the pace and rewind or fast forward as needed. They also benefit from being away from social pressures that make it hard to focus on academics (Abramson, 2021).

Finally, the pain experienced due to the digital divide among students during Covid19 has prompted federal and state governments to place urgency on measures to extend broadband services (for examples, see: https://www.broadbandcommission.org/, https://digital-strategy.ec.europa.eu/en/policies/broadband-greece, and https://broadband.colorado.gov/advance-colorado-broadband). Although efforts are expected to take many years, the push to enable all people to access a safe and enriching environment through Broadband will further bolster the importance of quality distance education.

Influencing The Future

Despite the ongoing apprehension and post-traumatic stress caused by the pandemic, distance learning will continue to gain acceptance. It will be bolstered by new broadband efforts, students looking for quality options, and the ongoing drive by parents and our school systems for inclusivity and accommodation. While these elements will continue to be a driving force in the next 5 to 10 years, it will be critical for instructional designers to provide creativity and the quality product necessary to ensure the forward momentum continues and pays off.

For example, a study in 2022 of 222 articles identified four primary themes in recent distance learning literature. The themes identified were personalization, game elements, learner preferences, and learner engagement (Behl et al., 2022). Each of these primary research areas can be utilized by instructional designers to better understand the changing needs of learners in the technological era. In addition, the authors suggest future research is needed on virtual reality and e-learning, as well as how young learners develop and utilize game elements toward learning outcomes and the creation of learning styles (Behl et al., 2022). Growing acceptance of new technologies will open up a new world of possibilities for learners, instructors, and designers (Walden University, LLC., n.d.).

Gamification and other interactive activities can also help build a sense of community among distance learners. Collaboration and a sense of social presence have been proven to correlate positively with a learner’s self-regulation, motivation, and engagement (Czerkawski, 2014). As previously mentioned, one way we have benefited from our time in the pandemic is to focus more on mental health. Instructional designers can improve societal perceptions of distance learning and learning outcomes by being strong proponents of mental health in the classroom. For example, designers need to include activities that promote interaction and collaboration and create a sense of support for physically separated students.

In addition, remote students during the pandemic experienced decreased bullying, which some attribute to increased supervision by parents and teachers (Abramson, 2021). Therefore, instructional designers could help stakeholders realize the societal benefit of amplified monitoring and involvement by a trusted authority figure. In summary, courses taught at a distance need more participation by the instructor or the facilitator and students, parents, and administrators. This increased involvement and consideration for mental health can benefit all involved by improving a sense of community and deterring aggression toward fellow students.

A Force for Change

The pandemic exposed distance learning to many who were not seeking it, and in some ways, this was detrimental to how people fundamentally view and understand its potential. However, this exposure also presented us with new information that will boost the future design of distance education. New learner demands and preferences, prioritization of mental health, and technological advancements will be critical aspects of instructional design in the future. As an ID, I can be a positive force for continuous improvement by embracing the strengths uncovered by the mass experiment that was Covid-19. In addition, I can share the valuable research produced post-pandemic to present ideas to my clients and to influence a positive change in the belief systems of the general public. Finally, I can support government efforts to reduce the digital divide and design my courses with an understanding of the accessibility needs of all my students.

References

Abramson, A. (2021, September). Capturing the benefits of remote learning. Monitor on Psychology, 52(6). https://www.apa.org/monitor/2021/09/cover-remote-learning

Bachisse, M., & Mouline, B. (2022). Assessment of distance learning in Moroccan higher education: A systematic review of evidence. Journal of Social Sciences and Organization Management, 3(2). https://doi.org/10.48434/IMIST.PRSM/jossom-v3i2.34660

Behl, A., Jayawardena, N., Pereira, V., Islam, N., Del Giudice, M., & Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda. Technological Forecasting & Social Change, 176. https://doi.org/10.1016/j.techfore.2021.121445

Czerkawski, B. C. (2014). Designing deeper learning experiences for online instruction. Journal of Interactive Online Learning, 13(2), 29-40.

Diliberti, M. K., & Kaufman, J. H. (2020). Will this school year be another casualty of the pandemic? Key findings from the American Educator Panels Fall 2020 Covid-19 Surveys. Rand Corporation. https://www.rand.org/pubs/research_reports/RRA168-4.html

Schaeffer, K. (2021, October). What we know about online learning and the homework gap amid the pandemic. Pew Research Center. https://www.pewresearch.org/short-reads/2021/10/01/what-we-know-about-online-learning-and-the-homework-gap-amid-the-pandemic/

Walden University, LLC. (Producer). (n.d.). The future of distance education [Video File]. Retrieved from https://class.waldenu.edu