What is Distance Learning?

The assignment is to define “Distance Learning” but before I start, I need to get some semantics clarified. A number of terms often considered synonymous with distance learning like eLearning, virtual learning, computer-based learning, and distance education confuse the definition (Simonson, Smaldino, Albright, & Zvacek, 2012). Simonson et al define the term “Distance Education” as institutionally based, academic in nature, and emphasized that it was not self-study. This definition excludes legitimate learning methodologies requiring acknowledgment and in need of definition. For these reasons, I choose to differentiate between “Distance Education” and “Distance Learning” with the latter encompassing the wider range of distance learning opportunities not included in the refined definition of distance education.

Tracey & Richey (2005) trace the beginnings of distance education back to the early 1800’s to postal correspondence courses however, others assert Caleb Phillips advertised for the first correspondence course back in 1728 (Ieducation.com, 2012). Regardless of the beginning, the major factors defining distance education were separation between teacher and student and the medium used to transfer instructional content. According to Tracey & Richey, print material was the primary instructional medium for distance education until the early twentieth century. Further, Tracey & Richey point out the social turbulence correspondence courses caused by making educational opportunities available to a population previously not entitled.

Many of the defining factors of distance education have remained consistent over the years, primarily the separation between instructor and student being a delineating component. The evolving components include the instructional delivery medium, instructional content, and methods of communications (Simonson, Smaldino, Albright, & Zvacek, 2012). The evolution of these components is directly related to the development of supporting technologies. New technologies like audio and eventually video recordings contested the predominately print medium for instructional content while new communications technologies like radio, telephone, television, and eventually the Internet provided options beyond the original postal delivery of content and communications (Tracey & Richey, 2005). Arguably, the most significant technological advancement for the proliferation of distance education is the Internet and the World Wide Web (Leonard, 1999).

Distance education today is at a pivotal point with incredible opportunities available in corporate training (Moller, Foshay, & Huett, 2008a), higher education (Moller, Foshay, & Huett, 2008b), and K-12 education (Huett, Moller, Foshay, & Coleman, 2008) that require special attention to program quality; financial motivations do not guarantee quality academic programs. Employed utilizing systematic instructional design methodologies, distance education can rise to meet virtually any educational demand however, wielded carelessly will disillusion both instructors and students causing damage to the credibility of distance education initiatives.

Twenty years ago, I could not anticipate the trajectory technology has taken us and likewise, I cannot predict where it will take us over the next twenty years, although I am certain it will be exciting. Even so, the current opportunities available for distance education seem limitless as long as proper consideration is given to program design. I agree with what Moller, Foshay, & Huett (2008a) posit, distance education will not displace traditional education but will provide occasion to supplement it in powerful ways. My vision for distance education in the K-12 environment is currently enmeshed as a supporting role in traditional classroom instruction due to the difficulties of major change. It may be the great experiment of the twenty-first century to determine how best to make the necessary transformation.

References

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9

Ieducation.com (2012). Distance education: Providing amazing education outlets for students. Retrieved June 29, 2012 from http://www.ieducation.com/distance-education/

Leonard, D. C. (1999). The Web, the millennium, and the digital evolution of distance education. Technical Communication Quarterly, 8(1), 9.

Moller, L., Foshay, W. R., & Huett, J. (2008a). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5

Moller, L., Foshay, W. R., & Huett, J. (2008b). 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

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Tracey, M. W., & Richey, R. C. (2005). The Evolution of Distance Education. Distance Learning, 2(6), 17-21.