The use of computing technology in instruction has become prevalent in our quest to create dynamic learning resources that incorporate a student-centered approach to teaching and learning. The methods with which we proceed, will be dependent upon the needs of the learner. In a competitive service-oriented environment, organizations have to focus primarily on providing quality customer service. Educational institutions are no different, in that they also have to adjust to the needs of their client base – that is the student. Clearly, current lifestyles, social issues, and limited access, play a role in determining the need for educational flexibility. This has led to an explosion in the demand for alternative methods of instruction. Learners have certainly come to expectflexibility. Computing technology is a tool that assists us in meeting the instructional needs of students.
As the desire for flexible student-centered learning options increase, so will the continued growth in distributed learning. Society’s requirements will further dictate how we proceed with this evolution of change, as well as the methods in which we create and diffuse educational opportunities throughout our global communities. However access to echnology is not enough in it’s self. A comprehensive technology plan, followed by a systematic process of instructional design is also important. It is the process of instructional design that facilitates the activities of uncovering and delivering quality learning through the use of technology. A solid instructional design plan creates the foundation necessary for developing and implementing effective learning, and is the catalyst that supports the quality and flexibility learners have come to expect, and perhaps demand. Consumer demand will determine how and what we provide in terms of current and future learning opportunities.
Of all the distance learning modes available, computer networking has become most prevalent, as the preferred method of distribution. In higher education, online courses have surpassed the various forms of distributed learning, and shows signs of continued growth. This “online” approach, leads the way in asynchronous methodologies that support the flexible learning environment that continue to grow in demand. According to a survey conducted by the Sloan Consortium, “The number of students taking at least one online course is projected to increase by 19.8 percent over the one-year period from Fall 2002 to Fall 2003, to include a total of 1.9 million students”. Allen, E., & Seaman, J. (2003). Additional studies reflect that the numbers of distant learners have increased substantially, while further estimating continued growth. These indications are substantiated by the 2003 Sloan survey, that shows 578,000 degree seeking students enrolled in programs that were offered entirely at a distance.
Based on this data, it is clear that the demand for knowledge workers who specialize in the use of instructional technologies will only increase. It’s important to understand that distance learning is not, and should not, be considered as a replacement for face-to-face instruction. We should consider technology as an alternative or perhaps a supplement to conventional teaching methods. In a quest for providing flexibility, many academic programs are creating a balance between traditional classroom and asynchronous instruction, in the form of hybrid courses, that meet on a less than regular bases, while including an online component. The goal is to provide access and opportunities. Technology, if used effectively, is merely a tool that allows us to create the dynamic learning environments that assist us in meeting this goal. However, in the long run, the educational market place will be the true determinant for how and where we offer learning opportunities.
In order to succeed with positive change, an in depth understanding of the design, development and implementation processes regarding technology-based instruction, will require greater emphasis. The primary role of the change agent will be to successfully implement an effective plan that establishes a systematic approach to creating and delivering instruction.
An emphasis on quality, rather than quantity, will be the focal point, and will help insure the chances of success in a highly competitive, customer service oriented educational environment. Organizations will need to provide adequate system-wide support for the learning community. Quality is particularly important, in an asynchronous learning environment.
A focus on identifying real needs and developing effective solutions, through best practices, will enable us to better meet our needs. Computer technology can be an
intricate part of fulfilling these educational needs. As this evolution unfolds, each individual organization will have specific objectives. These organizational needs are attributed to an understanding that the success of an organization, or society as a whole, is directly related to the capabilities of its most important asset – that is the individuals who are charged with the organizations success.
The use of technology in instruction provides a catalyst for growth, by identifying and developing the resources that help supply the increase in demand for flexible learning solutions.
Allen, E., & Seaman, J. (2003). Sizing the Opportunity, The Quality and Extent of Online Education in the
United States, 2002 and 2003. The Sloan Consortium.