Leveraging Technology for Distance Learning

By Bettyann Rogers (March 14, 2018)

The most effective way to transform face-to-face content, to online content, is to leverage technology to connect learners to a network of other learners, or a learning community (i.e., connecting them to something greater than themselves, which provides them with purpose; Siemens, 2006). Learning (i.e., the transformation of ideals and behaviors) happens when your learners collaborate with others and connects to a network of learning activities (Siemens, 2006; Laureate Education, n.d.). In other words, throughout the program, or course, the learner must be able to identify their learning growth, and then identify that growth with others. Some students will require more structure than others. That is, courses integrating timelines, due-dates, and feedback systems. Whereas, other students will need relevant real-world scenarios incorporated into the course to commit the instructional content to memory for later application (Laureate Education, n.d.).

Tools for leveraging

According to Vai and Sosulski (2016), discussion boards, instant messaging, emails, blog posts, interactive score board's/grading charts, and feedback links provides the best means to leverage technology for successful learning transference. Adobe connect, Skype, whiteboards, and Zoom (which promotes group communication/networking via projects, role playing, and polls/surveys) helps transform traditional face-to-face instructional content, into engaging online learner activities and cognition equivalent to that of face-to-face lectures. So, if instructional designers incorporate these tenets with Mayer's (2014) 12 principles for constructing multimedia learning experiences, then the success rate for learning transfer will increase. This is the focal point behind what Dr. Simonson (Laureate Education, n.d.) described as the Equivalency Theory.

The theory behind leveraging content

Out of all the various theories, the Equivalency Theory, suggested by Dr. Simonson (Laureate Education, n.d.), states that face-to-face learning is not the same as distance learning. The theory suggests that instructional designers must construct learning modules differently to engage learners and provide contextual outcomes like face-to-face learning. Face-to-face dichotomy should not be mimicked in learning modules (Laureate Education, n.d.). For instance, Mayer (2014) devised 12 principles for constructing multimedia learning experiences, which were proven to engage distance learners, based on the Equivalency Theory. All 12 principles were founded on evidence-based research to substantiate specific techniques unique for engaging distance learners and ensuring cognition. Years of evidence-based-research data have allowed instructional designers, like Mayer (2014), to build upon various concepts with real world applications.

Leveraging technology in past practice 

In the past, face-to-face lectures were recorded on DVD's, or audio cassettes and presented as "stand-alone" programs, or course modules. At that time, instructional designers believed that the same quality of educational instruction was being delivered to the learner. However, research has shown otherwise. Distance learning materials must be provided to the learner differently for better learning engagements and cognition, according to Dr. Simonson (Laureate Education, n.d.). Now, educators are constructing modules to fit the specific needs of the learner, which may or may not require recorded DVD's, or audio lectures.

Leveraging technology today

Today, RSS, podcasts, Amazon Audible e-books, YouTube, and Apps, stream pre-recorded videos and audio e-learning materials, like never before. However, many of these learning "tools" are provided as supplemental aids to enhance blended and distance learning curriculums, and not as "stand-alone" programs like in the past. Mayer’s principles, derived from the Equivalency Theory, are used to create learner centered modules. These principles insure successful learning transfer of distance learning instruction to the learner, by leveraging technology. To the instructional designer, there is nothing more important than successful learning transfer of distance learning instruction to the learner byway of leveraging technology. Yet, the true relevance of technological use depends on “cost, the technological infrastructure of the organization, personal preference,” (Fenton, 2018) and the ability to effectively leverage technology to produce positive distance learning outcomes.