A Reaction to Lubin and Reio

Abstract

Lubin and Reio suggest that due to institutional cultural and power dynamics, the role of the instructional designer seems to be silenced and marginalized concerning their roles in the instructional process. While these processes operate in the context of the respondent’s experiences, the analysis conducted by Lubin and Reio does not account for inequities and challenges arising from the move from the traditional classroom to an alternative classroom—the domain of distance education. To fully understand the challenge of partnering in a complex and evolving technologically dependent and remote learning environment one must focus on the idea of separation. The idea of separation is a defining attribute of distance learning.