Running head: CURRENT TRENDS AND ISSUES IN DISTANCE EDUCATION 1

Current Trends and Issues in Distance Education

Share Martin
Liberty University
TECHNOLOGY TRENDS AND ISSUES 2

Abstract

The purpose of this paper is to highlight how technology is changing traditional

educational approaches, and how students are in need of more dynamic, technology based,

hands-on learning opportunities. Key factors in the technology era, are to provide students with

more self-directed learning experiences, create convenient learning strategies, and ensure the

content and equipment quality. This paper also addresses the changing role of the traditional

teacher, ways to create a more student-centered learning environments, while also sharing

research strategies used to collect data on student-academic-progress in distant education

programs.

Keywords: Wikis, Podcasts, Flipped Instruction, Traditional education, Distance Education,

Trends, Issues, Open Educational Resources

TECHNOLOGY TRENDS AND ISSUES 3

Today, students live in a world where technology is the catalyst of communication,

socialization and creativity. Technology is changing how we get and apply knowledge because it

is hyperlinked, multidimensional, constructed and held in graphic, audio, and video formats.

Technology is changing the value of education which requires us to take a closer look at

traditional education, online education and hybrid educational approaches, which turns our

attention to the current trends and issues of technology based learning.

Distant Education and Disruptive Innovation

The way students are learning today has drastically changed from the 20th century. While

students can still meet in a formal classroom, many can now meet using virtual platforms, such

as Black Board or D2L (Desire to Learn), Litmos and Canvas. In the classroom, the combined

use of the interactive whiteboard and digital content-presentations has led to what is called

disruptive innovation. These technologies change how ideas are represented and how concepts

can be presented and shared, especially among those having difficulties in learning them

(Hedberg, 2010, p. 2). Disruptive innovations embrace the broader notion of technology and its

contextual applications. Any disruptive innovation is said to replace a previous technology or a

traditional way of doing things (Hedberg, 2010). Technology is changing the way students learn,

and putting increasing pressure on traditional pedagogy and formal instruction. This generation

of students can access high quality alternative digital lessons, and share content, or network with

audiences all around the world (Hedberg, 2010). Distance education, in particular, is providing

academic opportunities beyond the confines of an organized industrial classroom and a singular
TECHNOLOGY TRENDS AND ISSUES 4

teacher. The United States government has been working to address the growing distant learning

trend, and developed the following model.

The U.S. Department of Defense's Advanced Distribute Learning Initiative, first

launched in January 2000, convened government, academia, and the private sector to

develop an open architecture for online learning. The result of this collaboration is the

Sharable Content Object Reference Model (SCORM). This model is a set of

specifications providing a comprehensive suite of e-learning capabilities that enable

interoperability, accessibility, and reuse of Web-based learning content (Pantazis, 2002,

p. 25).

The government recognized in the year 2000 the benefits of distant learning opportunities and for

students from more diverse demographic backgrounds to attain new and resourceful skills

necessary for good jobs in todays economy. Thus, the government has encouraged both the

public and private sectors to invest in cost-effective and quantifiable distant learning programs

(Pantazis, 2002). With web-based curriculum that is easily accessible and easy to modify for

multiple use, some teachers fear their skills will no longer be valuable.

The Role of the Traditional Teacher

Some professionals fear their teaching role will become inferior as curriculum designers

develop and reuse lessons in online educations programs, which could marginalize the need for

traditional teachers and the educational environment of the classroom based on the following

initiative (Bordon, 2011).

The U.S. Department of Defense's Advanced Distribute Learning Initiative, first launched

in January 2000, convened government, academia, and the private sector to develop an
TECHNOLOGY TRENDS AND ISSUES 5

open architecture for online learning. The result of this collaboration is the Sharable

Content Object Reference Model (SCORM). This model is a set of specifications

providing a comprehensive suite of e-learning capabilities that enable interoperability,

accessibility, and reuse of Web-based learning content (Pantazis, 2002, p. 25).

Teacher-centric control over the pedagogy and concept knowledge is now achievable using

digital technology from virtually anywhere (Hedberg, 2010). The ability to reuse this content,

and with seamless distribution capabilities, it raises the questions of the vulnerability to teachers.

However, in reality, teachers have nothing to worry about. Professionals all agreed active

learning is important in the learning process and instructional delivery strategies still required the

skills of a trained educational specialist, who can deliver the major components of the curriculum

using best practices (Lane-kelso, 2015). Even in the distant learning, student-centered modules,

teachers guide the learning as active facilitators and provide valuable feedback to students.

Therefore, as long as teacher embrace change and increase in personal efficiency to build a

stronger understanding of how to implement technology to teach ideas and concepts to this

generation of technology rich learners, we can happily continue to devote our energy toward

student academic-success.

Technology in Society, Impact of Distant Education

Technology is saturating the daily lives of our students, and affects how we do business,

learn, communicate and travel. For instance, Smart Phones and Tablets are replacing books,

calculators, wrist watches, maps, and newspapers. Students are actively using technology to

communicate with their friends and family, and share information using a variety of platforms, or

watch videos, most commonly on mobile devices (Lane-Kelso, 2015). As society continues to

use these technologies, first, with support, and then to extend and improve their own experiences,
TECHNOLOGY TRENDS AND ISSUES 6

they learn that technology can bring a sense of comfort and control and gradually unlock the

process of transformation (Hedberg, 2010). The pedagogical practices in distant education are

also looking for the same support needed for the changing academic trajectories. This is defined

as learning conducted on electronic media, usually the internet (Pantazis, 2002). Distance

education has come a long way, but strategies are still being established in order to find

functional ways of tracking student progress through different measurements and assessments. A

current trend is the use of academic online analytical management systems to track assessment

scores and customize the learning environment based on the particular needs of the student, and a

recent report on online education, conducted by SRI International for the Department of

Education, concluded, On average, students in online learning conditions performed modestly

better than those receiving face-to face instruction (Bordon, 2011, p. 2). This conclusion tells us

that students are not only able to use technology as a learning tool, but they actually enjoy it, too.

Because students are not supervised during the learning process, a different model is needed to

track student progress, and to ensure the quality of the content. One progress tracking tool is the

CMS (course management system) which enables distant learning facilitators to see graphically

rendered, multidimensional charts of the students progress in real time. The product is called

CourseVis and it provides insight to the social, behavioral and cognitive aspects directly

related to the individual distant learner (Mazza, Dimitrova, 2004).

Content and Equipment Quality

The online learning environment demands a new method of sourced content. Instead of

memorization and feedback, instructors can apply real-life problems and engage students in

problem solving through online collaboration and application.

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Traditional, institution-based approaches to assessment and certification are not well

suited to an e-learning world in which the focus turns from a record of classes taken and degrees

received; to measures of what an individual actually knows and is able to do (Pantazis,

2002, p. 23).

Curriculum designers can now promote out-come based assessments, and use electronic progress

tracking systems to determine the content knowledge of the student. We see these same systems

used in a variety of video games (Pantazis, 2002). There are still some challenges that disrupt the

flow and development of distant education systems. This includes the access to high-speed

telecommunications and connectivity in individual homes, and schools, which are more

geographically remote. The lack of high-speed internet can affect the quality of academic videos

and presentations, which can interrupt learning, cause discouragement or lead to a lack of

academic motivation (Pantazis, 2002). In addition, students need to have reliable access to

technical support during times of software or hardware problems.

Convenient Learning

Online learning allows students to be autonomous regarding their personal pursuit of

knowledge, however, being successful goes beyond the convenience of technology (Bourdeaux,

Schoenack, 2016). It is important to consider content delivery methods, and the content medium.

It does not matter if the student is in a blended course, or an online course offered in many

education settings; the students want interactive, visually interesting, immediate access,

flexibility and academic convenience (Hedberg, 2010). Yet, each students personal ability to use

technology will impact their learning and motivation in a distance learning course, regardless of

variety (Bourdeaux, Schoenack, 2016). The way this is currently being addressed is through the

use of multi-modal content delivery systems. Student-to-student and teacher-to-student

TECHNOLOGY TRENDS AND ISSUES 8

collaboration increases the quality experience of the students (Hedberg, 2010). In addition,

providing multiple instructional mediums for students to access allows the student to access the

most effective medium for their learning style and ability (Lane-Kelso, 2015). Using Web 2.0,

for example, for collaboration, conferencing, wikis and blogs, is changing how institutions are

educating students.

Speed of Technology Growth

A consistent trend in technology is the urgency of the tech companies to get their product

into the hands and households of nations worldwide. In the last decade, the number of Americans

with a cell phone has quadrupled (Hennig, 2015). As technology becomes easier to use, and

cheaper to buy, the demographic student body changed as well. Older students are now pursing

an education, because technology enables them to balance a number of responsibilities while

studying at a distance. Statistics show that higher education institutions are striving to meet this

demand. The 2010 Sloan Survey of Online Learning revealed that enrollment rose by almost

one million students from a year earlier, and that nearly 30 percent of all colleges and university

students now take at least one course online (Bordon, 2011, p. 1). Hennig (2015), concludes that

technology has helped narrow the economic growth gap between high and low income countries,

some of which had no fixed-line technology and went directly to mobile phone/wifi technology,

in a very short period of time. These big leaps and bounds in an economy creates skills gaps in

the workforce.

Technology Skills-Gap

Future challenges facing the traditional classroom, if administrations do not implement

needed technology integration into the student learning processes, are the increasing gap between
TECHNOLOGY TRENDS AND ISSUES 9

education and the needed skills in the workforce. 21st century employers are keeping pace with

many of the digital technology changes, but traditional classrooms are often slow to change, slow

to integrate technology, and sometimes misinformed to which technologies are most relevant for

job opportunities after graduation (Hedberg, 2010). Research and administration experience

indicates that,

Integrating ICT (information and communication technology) use in classroom

pedagogies require more than just providing access to the technologies; rather it requires

a careful process of collaboration between teachers and experts, successful experience in

teaching with the technologies, and participation in a community which provides

continuous support (Hedberg, 2010, p. 3).

In many education contexts, some of these elements are missing. Many teachers have never used

ICT-based learning strategies as learners themselves, nor had training in, or previous experience

of, teaching with such technologies (Hedberg, 2010). Teachers already have so much work and

responsibility, they could quickly become over-burdened trying to learn and use these resources

effectively. Technology advancements challenge all users who wish to stay current, and valuable

time is spent to discover and integrate new teaching strategies that are both effective and

resourceful to the student and their economic future (Hedberg, 2010). This issue has not been left

unnoticed. According to Hedberg (2010), cheaper netbook computers, improved ways of

interacting with touch interfaces, and curriculum content licensing has quickly enabled

administrations to implement technology without requiring much time or effort, thus, instructors

are able to access multiple resources and display the ones which will benefit the class, without

needing multiple sub-level skills in technology to do so.

Student Self-directed Learning

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Students are using technology in diverse, simultaneous, and multidimensional ways and

now have free access to Open Educational Resources to supplement their learning experiences.

These resources are defined as teaching, learning and research materials in any medium, digital

or otherwise, that reside in the public domain or have been released under an open license that

permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions

(Nti, 2015, p. 1). With these resources openly available, students are able to supplement and

direct their own learning experiences. Open educational resources are available to any

interested person, and are made generally available and equally accessible with no barriers or

limitations (Nti, 2015, p. 1). Technology allows students to manage their own intrinsic learning

needs and what-was out-of-reach to students only 10 years ago, is now available to students

today. This is made possible because we have the know-how to actually use technical features

and technology to support our learning modalities and styles. Without delivery access challenges,

students from all over the world will be well equipped to make career and communication

advancements. These Open Educational Resources pose a challenge to expensive universities

and colleges, and it is well known that online education allows students to have flexible options

while balancing a life of responsibilities (Kentnor, 2015). Students are realizing they can support

and supplement their own knowledge without spending tens of thousands of dollars to achieve a

degree which might not be necessary in some industries. The future student will now be able to

enter the workforce without huge student loan debt (Nti, 2015). Some popular platforms for

Open Educational Resources include Khan Academy, Coursera, Alison, OER Africa, Open

Education Europa, Future Learn and YouTube EDU (Nti, 2015). Open online courses are full of

content materials that may comprise of instructional videos, lecture notes, quizzes, course

projects and discussion forums (Nti, 2015). A variety of delivery methods, and different
TECHNOLOGY TRENDS AND ISSUES 11

languages, allow the student multiple opportunities to learn internationally. There are fewer

boundaries and shared information makes acquiring knowledge faster than ever before. However,

on the contrary, the student becomes increasingly more responsible for their own learning and

content knowledge. Teachers can also use the same variety of Open Educational Resources to

supplement their own curriculum plans and content execution. The concept of open education

promotes causation to meet the particular demands of the learner (Nti, 2015). Full courses on

varied research material and content include lecture notes, textbooks, course plan and

instructional videos, all of which an in-service teacher can use to support the multiple learning

modalities of the students within the classroom (Nti, 2015). These resources also connect the

student to different mediums more suitable to their academic strengths.

Flipped Instruction in the Traditional Classroom

A great opportunity to get media devices into the hands of students inside the classroom,

is flipped instruction, an evolving traditional content delivery method. Flipped instruction is the

process of providing the in-class lecture portion of content outside of class, using an alternative

teaching medium on mobile devices (Lane-Kelso, 2015). Flipped instruction is not a new

concept, yet one of the current issues teachers report is consistent implementation. When

traditional teachers are asked to provide the lecture content to students outside the classroom,

they struggle to provide in-class hands-on work for the entire duration of class. In other-words,

they do not know how to use the extra time effectively (Lane-Kelso, 2015). It appears

traditionally trained teachers are not ready to apply this concept of technology integration and

struggle to incorporate technology in the transfer of power from the teacher-centered approach to

the student-centered approach. Despite the access and general use of technology among the

student body, putting technology to proper use, and finding ways to make it as effective as
TECHNOLOGY TRENDS AND ISSUES 12

possible in a variety of curriculum designs, is still problematic. A number of teacher concerns

include technology support from colleagues, administrators and parents, and the questionable

educational value flipped instruction adds (Lane-Kelso, 2015). Flipping instruction can also

create anxiety and emotional reactions for teachers leading to the pedagogy of discomfort where

teachers are challenged to address their concerns and embrace a more flexible sense of the self

(Hedberg, 2010). In spite of the students rich-technology resources and skills, the cultural

paradigm shift for teaching and learning with technology, many classrooms remain mostly

unchanged. Traditional educational systems rely almost entirely on the teacher to deliver the

course content.

Wikis and Podcasts

As we talk about technology integration and differentiated instruction to improve the

learning outcomes of students in this rapidly evolving technology era, it is important to provide

the educator and students with the equipment to do so. Two types of technology can easily be

used to accomplish this task, namely Podcasts and Wikis (Mears, 2009). These two technologies

bring audio and video recordings to the students, while also allowing the student a direct

kinesthetic connection with the portable media devices the Podcast or Wiki are delivered on.

Earlier, we discussed the use of flipped instruction in the classroom, and how these content

delivery options allow educators new ways to free up classroom instructional time, which allows

for more student-centered learning. One way teachers can focus their attention on the student-

centered approach, is the use of Wikis. Wikis are software packages that allow users to create

web pages using browsers like Internet explorer, Google Chrome, Firefox, Microsoft edge and

Safari; all of which make hyperlinking to other pages quick and easy (Mears, 2009). Developing

a Wiki site is a quick and easy process, and creating a Wiki can be done using PBWorks at
TECHNOLOGY TRENDS AND ISSUES 13

https://plans.pbworks.com/academic (Wales, Sanger, 2001). This is a valuable educational tool

because the level of access available to the viewer is controlled by the publisher; such as making

some content only available to administrators. This could be useful if a teacher wants to present

content, and practice guides for students and make grading keys only accessible to

administrators. It also prevents other users from changing or deleting content. This is a free

platform and has limited customizable features and allows for 100 users, but there is 2GB of

memory storage for documents (Mears, 2009). Another great feature offered by Wiki is the

ability to continue customizing the content and display. You can link other webpages for

differentiated instructional capabilities, and you affectively allow students the option to

supplement their learning and adhere to their personal learning modalities.

The other technology that can be used to flip instruction is the use of Podcasts. This is a

low-cost method of providing students with content outside of class in a lecture format. Once the

portable device the podcast will be delivered on has been determined, it can be easily created at

http://audacity.sourceforge.net/download/hh (Winer, 2003). According to Mears (2009), the uses

of Podcasts and Wikis are an economical method of providing content information to students

on media devices or web-platforms that encourage students to use technology resourcefully,

while also providing educators with more free time to develop curriculum. Imagine all the time

spent in the copy and laminating room that teachers can now use to deliver student-centered

learning material.

The true value in using these resources, is how user friendly the technology has become.

Teachers are not expected to learn complex computer skills to provide Wikis and podcasts to

students. These innovative methods to assist the educator in reaching the goal of more face-to-

face objective instructional practice and allowing more time for psychomotor development
TECHNOLOGY TRENDS AND ISSUES 14

during valuable classroom time puts the learning back into the hands of the student (Mears,

2009). Statistics show that students that direct their own learning, in student-centered learning

environments are more satisfied with their work and their content understanding (Nti, 2015).

According to Mears (2009), we recognize the value of this technology support, with multiple

learning modalities and differentiated instruction, we allow students to learn at a more

comfortable pace.

Game Based Learning

While students can access a wide range of information using a computer, it is important

to also look at the growing trend of brain-games, or computer brain training programs and

video games to sharpen a wide range of intellectual, and critical thinking skills. According to Dr.

Michael Merzenich, game-based learning can improve reading and comprehension and improve

memorization (Mercola, 2010). For example, games have served as a unifying influence in three

primary ways, to increase interdisciplinary research across content, increase communication

skills and outreach, and finally to support the learning initiatives (Herro, Clark, 2016). A sense of

pleasure is connected to gaming, as gaming brings a level of interest and engagement to the user,

in that rewards and gifts are used to encourage the games extrinsic value. All-the while, games

have been used to help assist in solving real problems of importance, using puzzle quests,

problem solving virtual reality, memory games, speed development games (stress testers),

quantitative reasoning, math, reading and logistics, to improve the cognitive strengths of the user

(Herro, Clark, 2016). Game-based learning is being used as a 21st century teaching modality that

allows participants to earn extrinsic rewards such as badges, status hierarchy, progress points,

level-ups, ranking on leadership boards, gaming money, free (in-game) gifts, discounts for in-

game purchases, status up-dates on social media, retweets, friend-requests, and team ranking
TECHNOLOGY TRENDS AND ISSUES 15

scores (Herro, Clark, 2016). Game designers, scientists and educators, alongside policy-makers

are talking about the academic power of gaming, and the majority of stakeholders, according to

Herro and Clark (2016), believe that gaming mechanics influence education, and act

antithetically in academic organizational structures. Gaming is a differentiated instructional

modality which increases literacy skills and fluid knowledge-building, and naturally, games are

enhanced by digital media, and are both visually and dynamically appealing to the user.

According to Herro and Clark (2016), funding of Game-based learning is the only thing slowing

this innovative learning mechanic. Academic gaming is growing in popularity because digital

media education and administrative support is already in practice in many learning institutions in

the United States, today.

Is Technology the Answer?

Finally, research conducted using several focus groups in the United States, surveyed

teachers familiarity, use and comfort using technology as more schools become connected

(Mcknight, OMalley, Ruzic, Horsley, Franey, Bassett, 2016).

The past decade has seen a strong focus in the United States on increasing the use of

technology in the nations schools, to spur innovation and foster global economic

competitiveness. In 2008, Congress jointly authorized the nonprofit Digital Promise to

support comprehensive research and development to provide Americans with the

knowledge and skills needed to compete in a global economy and in June 2013, President

Obama announced ConnectED, an initiative to connect 99% of U.S. schools to the

Internet within 5 years (Mcknight et al., 2016, p. 194).

Technology integration and distant learning platforms are new models to approach the intrinsic

factors imbedded in the learning process. The American Psychological Association (APA, 1997)
TECHNOLOGY TRENDS AND ISSUES 16

put forth a report saying research based principles of learning are motivated by the students

personal interests, level of subject matter relevance, the task difficulty, and the students overall

motivation to learn. These principles remain the same, regardless of the content delivery

methods. Thus, all administrations can do is use technology resources to spur innovation, critical

thinking and design. For technology to impact academic factors such as leadership support,

frequency of use, and instruction, effective curriculum models must be in place (Mcknight,

2016). Within a number of research focus groups, the most experienced teachers who integrated

technology regularly in their classrooms agreed that technology alone does not increase student

learning, motivations or pedagogical outcomes, in fact, school resources including funds,

supports, structure, the learning climate, and resources within the community mattered, such as

infrastructure, school-issued portable devices, training/coaching for teachers, curriculum

integration support, and technical support (Mcknight at al., 2016). According to the teachers,

these factors greatly influence student attitude when technology was introduced into the

curriculum design (Mcknight et al., 2016). Technology alone cannot support the learner;

however, teachers are able to utilize technology in five important ways. First, technology

improves access to more-up-to-date resources (Mcknight et al., 2016). Second, technology

creates a blended learning experience to reach different student learning modalities and abilities

(Mcknight et al., 2016). Third, technology allows students that have been absent from class to

keep pace from home, or, as distance learners, have the ability to study and balance multiple

responsibilities (Mcknight et al., 2016). Fourth, technology enables students from different

cultures and language backgrounds to participate equally through easily translated documents

(Mcknight et al., 2016). Fifth, research shows that technology gives more choice and control to

the learner, allowing them to seek out alternative resources and multiple pathways to enhance
TECHNOLOGY TRENDS AND ISSUES 17

subject mastery (Mcknight et al., 2016). Another advantage that technology provides the

traditional teacher is freed up time from grading papers, assignments, and tests, as well as

tracking, reporting and locating late or missing assignments (Mcknight et al., 2016). Time is

valuable; thus, proper technology integration offers teachers more time to engage in side-by-side

coaching, one-on-one support and time to provide immediate feedback to students.

Conclusion
In conclusion, we know that as traditional learning and distant learning education

continues to progress, instructors will also be held to higher standards, with increased demand

for high quality and tech-savvy instructional teaching skills. The next generation of students will

be working in blended learning environments, and new technologies will be available to initially

support, extend and finally transform pedagogy as teachers gradually find out what the

technology can do Familiarity, confidence and time are the keys that unlock this gradual

process of transformation in education (Hedberg, 2010). Let us continue to strengthen and

encourage this generation to have confidence and embrace change.

TECHNOLOGY TRENDS AND ISSUES 18

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