Distance Learning

Distance learning is gaining popularity in today's world, whether it be within companies or within educational institutions.  But what is distance learning and how is it defined?  To me, distance learning is the process used to acquire knowledge from a reputed organization, institution, or instructor where the learner and instructor are geographically separated.  The process involves interaction, including feedback from both the learner and instructor.  I do not feel like correspondence or self-paced study truly fit my idea of distance learning because, in my mind at least, there is little interaction between the learner and instructor.  In these types of learning environments, I primarily see the instructor's role as grading assignments and tests and not as helping to transfer knowledge between the two parties.  In Teaching and learning at a distance: Foundations of distance education (2009), the authors define distance learning as "institution-based, formal education where the learning group is separated and where interactive telecommunication systems are used to connect learners, resources, and instructors (p.32)."  What stands out to me is the specific inclusion of interactive telecommunication systems within the definition.  I believe the authors' definition, as well as a revised copy of my own, is independent of industry, profession, or technical knowledge of an individual.

Having experienced several types of distance learning, I find many fit the evolution of distance learning as documented by researchers and individuals in the instructional design (ID) fields.  Correspondence, or self-paced study, are purported to be over 100 years old (Simonson et al, 2009; Imel, S., 1998; Sherry, L., 1995) and are recognized to be the first forms of distance learning.  I had previously been enrolled in a self-paced study class where I was given the materials to learn on my own.  There was no interaction with the instructor or other students regarding the learning aspect.  The instructor's role was to grade my exams, not to teach, share knowledge, or provide feedback.  This was my least favorite type of learning, mainly because there was no interaction with anyone.  I had to hire a local tutor to help answer my questions and draw connections to real life examples.  The fact that it was a differential equations class didn't help either.

The next distance learning class I experienced was a taped lecture, similar to what broadcast television offered in the 1950's (Simonson et al, 2009).  This time, I was in the class that was taped and the tapes were mailed to a sister school, approximately 500 miles away.  I remember being glad I was in the class that was taped and not viewing the tapes.  Questions I had were answered in real time, material was clarified when needed, and we were able to review homework problems that specifically gave us difficulty in class.  I recall feeling a bit sorry for the remote students not being able to engage with the instructor as were able to to.

Most recently, I have been enrolled in a distance learning university.  While the concept seems new, distance teaching universities have been around since the 1960's and 70's (Simonson et al, 2009).  The program I am enrolled in takes advantage of technological advances such as two-way communication and media programs which are streamed on demand.  The use of technology in learning has been slowly evolving, with the largest explosion occurring in the late 1980's and 1990's (Imel, S.,  1998; Sherry, L., 1995).  I have learned the most from courses closely fitting my above description.  These classes used technology such as discussion boards, email, and Web 2.0 tools and required learners to collaborate on projects.  Instructors provided quick feedback regarding learner's work, within a day or two.  With the use of technology, learner's have an experience more closely related to traditional, face-to-face (F2F) learning.

The future of distance learning will continue to evolve as technology evolves.  I echo Imel's (1998) sentiments that distance learning will offer more rich interactions, mimicking interactions found in face-to-face learning environments.  While the methods used in distance classes will be different than F2F classes, the goals and objectives for learning will remain the same.  Moller, Forshay & Huett (2008) mention the move to a blended learning environment, where distance education and traditional F2F components will become more popular in the future.  I have already begun to see this at some universities, colleges, and high schools.

Overall, the future changes and possibilities to distance learning will be tied into technology advances.  I cannot begin to predict what that will look like, much like no one knew in 1950 how we would be capable of learning from a distance in 2010.  The trend we are currently seeing with more acceptance and popularity of distance learning will continue to increase.  Distance learning will not replace F2F classes, but will augment and complement traditional classes.  The future I envision and direction we seem to be headed fits my personal definition of distance learning.  My revised definition of distance learning is: distance learning is the process used to acquire knowledge from a reputed organization, institution, or instructor where the learner and instructor are geographically separated and uses technology and telecommunication for interaction, including feedback from both the learner and instructor. 

Elements of Effective Distance Learning

References

Imel, S. (1998). Distance Learning. Myths and Realities. Retrieved from ERIC database.

Moller, L., Foshay, W., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0.

Sherry, L. (1995). Issues in Distance Learning. International Journal of Educational Telecommunications, 1(4), 337-365. Charlottesville, VA: AACE. Retrieved November 3, 2010 from http://www.editlib.org/p/8937.

 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.