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The Distance Education Phenomena: From Initial Interactive Activities to a Full Onslaught of Multimedia Instructional Support

The Distance Education Phenomena: From Initial Interactive Activities to a Full Onslaught of Multimedia Instructional Support
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Author(s): Caroline M. Crawford (University of Houston – Clear Lake, USA)
Copyright: 2020
Pages: 33
Source title: Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-9279-2.ch002

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Abstract

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

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