The 3 articles written by Huett, Moller, and Foshay supports the evolution of distance education to the next level for future generations. I agree with their view points of what needs to be done in order for the concept of distance education to be relevant in the future.

Part 1 of the article deals with the instructional design of e-learning and the benefits of businesses using it to train individuals. Businesses may choose to train employees via e-learning as a cost saving tactic. E-learning is readily available at any time and thousands of employees can use it simultaneously. However, according to this part of the article the instructional design of e-leaning is lacking and there is a need for new methods for designing and developing web-based instruction and better models for for instruction that is actually used by the learner.

Part 2 of the article focuses on distance education in post secondary learning and the role of distance education instructors. Distance learning is becoming more and more popular. Institutions and universities are using distance education to sustain growith. The article also addresses how the faculty members at institutions and universities are being forced to evolve. Instructors are responsible for designing and developing courses and materials based on traditional classroom learning. The article points out some disadavantages of instructors being forced to do such things. Instructors aren't using the available technologies to enhance student learning. They only use what they are most comfortable using. Having to design and develop course materials can become stressful for the instructor. Instructors are being forced to change the way they communicate and even assess students. At the conclusion of part 2 of this article, it is stressed that the Instructional Design faculty should spear head  policies, accredidation, and developing an effective distance learning course at institutions.

Part 3 of the article focuses on distance education in the K-12 learning setting. Now there is site based distance education programs and virtual schools. The No Child Left-Behind Act supports the idea of on site based distance education programs for those schools who must provide alternative learning options due to not making adequate yearly progress. There is much argument about whether or not virtual schools are viable options for K-12 learning. Some virtual schools allow students to take courses totally at home and others require students to be in a setting that is monitored by facilitators/teachers. The instructional design of onsite distance education programs and virtual schools may prove to be a challenge for teachers because of the lack of training.

I would like to point out that the authors stress the importance of instructional design training whether in a strictly business setting, post-secondary education, or K-12 learning. I conclude that in order for distance education to be relevant for future generations, then we must adequately train instructors/facilitators in the area of instructional design of e-learnig courses or have an instructional design team that focuses strictly on developing the e-learning courses.

For more information click on the links below to read the full 3 part article:

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.