I’ve worked in educational technology settings for the past 30 years and have owned and operated an IT consulting company for 25 years. I am fervently committed to open-source software development principles, and my understanding of online and blended learning extends beyond the student experience to the back-end IT infrastructure. During the first dot-com bubble, I rode that late 90s wave of industry investment and educational research into a career in LMS development and online learning design. That background shaped my expectations and hopes for online and blended learning. I’ve held onto my optimism, not due to naivete but rather as a meditation on what makes the rigors of this work worthwhile. I want technology to enhance the educational journey significantly. This enhancement should be rooted in freedom, accessibility, and promoting self-directed learning.
Online and blended learning are not just avenues for digitizing traditional education but platforms for revolutionizing access to knowledge. These methods integrate the flexibility of online tools with the tangible benefits of face-to-face interactions, creating an inspirational learning environment where learners can navigate their educational journey on their terms. These environments leverage universally accessible resources, aligning with open-source values that I champion, similar to those articulated in "The Cathedral and the Bazaar" by Eric S. Raymond (1999). This perspective shapes how I design learning modules, utilizing open-source technologies to ensure that education is not merely a service but a shared, community-driven good.
The true value of online and blended learning lies in its capacity to democratize education. In the past, I have leveraged open-source frameworks like ATutor and the WordPress-based Sensei LMS to create customized learning environments that respect diverse learning needs while maintaining affordability and adhering to an open-source ethos (Bates, 2019). This approach not only dismantles geographical and financial barriers to education but also caters to a generational shift toward autonomy in learning. Michael Stipe might refer to this as “a mean idea to call my own” (REM, 1987). There are significant challenges - most notably in maintaining learner engagement and overcoming the sometimes impersonal nature of digital interactions, which can alienate those who thrive on direct interpersonal communication (Johnson, 2015).
Learning Management Systems are one of those “mean ideas” that rose to prominence and shaped online and blended learning environments during my career. Online and blended learning environments significantly enhance organizational and individual efficiency through using Learning Management Systems (LMSs) strategically. According to Rottmann, Barreto, and Rabidoux (2021), LMSs are engineered to facilitate the efficient delivery of educational content and streamline processes like communication and progress tracking. This streamlined process is critical in academic and business settings, where the ability to distribute content and monitor learner progress quickly can lead to improved educational outcomes and operational efficiencies. The systems allow for the centralization of content, offering learners 24/7 access to materials, which can significantly reduce the costs associated with physical training facilities and scheduling. Furthermore, LMSs enhance the learning experience by incorporating engagement features and gamification, supporting better academic and professional development outcomes.
Online and blended learning strategies can enhance learning outcomes across organizational and academic environments by providing adaptable, scalable, and responsive learning solutions. Online and blended learning frameworks should have no trouble addressing the first two tiers of Bloom’s taxonomy—knowledge and comprehension—laying the groundwork for more advanced learning (Anderson & Krathwohl, 2001). AI-automated and VR-driven simulation technologies introduce the potential for application-based learning that is both adaptive and cost-effective. Offering learners more immersive and practical experience scenarios delivers on the promise of learner-centered education. LMS products have adapted to leverage these new technologies over time and have preserved their place at the heart of modern e-learning infrastructures.
I envision online and blended learning evolving into highly personalized and learner-centric experiences, significantly shaped by AI and machine learning advancements. These technologies promise to introduce adaptive learning environments that can customize educational content to individual learner profiles, enhancing engagement and efficacy (Johnson, 2015). As a staunch advocate for open-source solutions, I anticipate a future where such technologies are widespread and integral in creating equitable educational opportunities globally. This vision aligns with my professional ethos and the revolutionary spirit of my generation, emphasizing the utility and ethical dimensions of educational technology. The worst-case scenario is that online and blended learning becomes the intellectual property of a private corporation.
Online learning is becoming more dynamic, interactive, and personalized. These learning modes will continue to break down traditional barriers, offering academically robust pathways aligned with the evolving needs of learners worldwide. As we embrace these changes, the role of educators and technology specialists will be crucial in shaping a future where education is both a personal journey and a collective endeavor. Our collective efforts shape the definition of online and blended learning. Our work is not just about innovating or leveraging the latest technological advancements; it is about ensuring that education remains a common good, accessible, and beneficial to all. This commitment requires us to continually push for educational models and technologies that are open, inclusive, and supportive of public interests. Our responsibility is to design learning experiences that uphold the principles of equity and access, ensuring that educational technology remains a tool for the public good, not just for private advantage.
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Addison Wesley Longman, Inc.
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.
Conceição, S. C. O., & Howles, L. (2020). Designing the online learning experience: Evidence-based principles and strategies. Taylor & Francis Group.
Johnson, A. T. (2015). The technology hype cycle: State of the art. IEEE Pulse, 6(3), 56-60. DOI: 10.1109/MPUL.2014.2386491
Raymond, E. S. (1999). The Cathedral & the Bazaar: Musings on Linux and open source by an accidental revolutionary. O'Reilly Media.
R.E.M. (1987). King of Birds. On Document. I.R.S. Records
Rottmann, A., Barreto, D., & Rabidoux, S. (2021). What in the world is a Learning Management System? EdTech Books. Retrieved from https://edtechbooks.org/learning_management_systems/introduction