Journal of Online Learning Research and Practice Volume 8, Number 1, 2020/1 | Page 38

Journal of Online Learning Research and Practice

and provide educators with knowledge , skills , and experience to be able to pivot seamlessly and successfully across learning formats , and to transform the future of education in alignment with a dynamic workforce that will evolve in the wake of the pandemic .

Analysis

This historical review reveals a paradigm shift in higher education , whose student population is increasingly diverse , amidst a global pandemic . The chronological historical review shows that delivery formats , beyond in-class / onsite courses and programs , date back to the 1700s . The postal service , radio , broadcast television , satellite technology , and personal computer each played a role in distance education delivery in the pre-Internet era . Paralleling the development of online delivery formats , instructional design approaches and pedagogical models , supported through cognitive and educational research , have evolved to meet the needs of students and institutions . Accreditation agencies have adopted self-regulatory and peer-reviewed processes for developing and delivering online and blended learning experiences .

A national

movement to support accessibility in the 1990s through the ADA , Section 508 , and work by organizations such as W3C and CAST continue to guide educators across higher education and K-12 education . The development of the Learning Sciences and MBE Science in the early 1990s and 2000s provided new insight regarding teaching and learning from a transdisciplinary perspective . MBE principles provide an evidence-based framework that supports teaching and learning across all modalities including in-class / onsite , blended , and online . COVID-19 and the ensuing medical and social issues that unfolded during the national and global crises appear to be clear predictors of a paradigm shift evolving within education . It is essential that all educators , including instructors , instructional designers , and professional development administrators , be a part of this evolving paradigm shift . Developers of learning design systems must pivot and recognize the value of creating blended experiences and content knowledge to achieve outcomes for individual learners ( see Figure 3 ).

It is essential to revisit the evolutionary process of distance education : born of necessity and opportunity , addressing populations with special needs , extending enrollment beyond a campus and physical classroom , and building on emerging technologies . This evolutionary development will likely continue in the future with more intentionality . It is important to understand that some technological possibilities spring from need . However , some technological possibilities drive the development of new applications to meet increasing needs . The technologies used for online education have capitalized on the communications and networking technologies of the Internet , audio and video development , computers , mobile communications , distributed data storage and management , and learning management systems . Simultaneously , these technologies and the online education

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