Defining Distance Learning
I remember the concept of Distance
Learning being introduced to me in the late 1990s. As I recall, traditional colleges and
universities under-graduate programs were the preferred route and distance
learning programs were an alternative for graduate school. I defined Distance learning as online courses
which provided the learner with course materials and access to an instructor
virtually. The instructor and learner
could be located anywhere in the nation, and the internet provided the medium
for them to communicate. I visualized
isolated assignments and timelines with little to no interaction with
classmates.
The
resources provided this week, has totally changed my personal definition before
enrolling at Walden. The video and vodcast
provided by Dr. Simonson had me revisit my definition. Simonson defined Distance learning as “as
formal education in which the learning group (teachers, students, resources)
are separated by geography, and sometimes, by time.”(Simonson, 2012) As I read the vodcast I found out that
Distance learning dates back to the early 1800s. It might seem strange, but I never associated
correspondence courses as distance learning.
As I read the information on the timeline, it occurred to me that
decades ago, I use to see advertisements in magazines and on the back of
match-books for correspondence courses. Unconsciously,
I had framed Distance learning into the specific period of computers, modems,
and internet access.
In the vodcast I learned that Anna Eliot Ticknor and her organization,The Society to Encourage
Studies at Home started in Boston, MA.encouraged women to pursue their
educational passions through mail correspondence courses, many of whom having limited
traditional education opportunities. I also learned that a number of
telecommunication technologies emerged such as Marconi’s Black Box, courses
offered through radio and standard television, satellite and cable television broadcasts,
courses via video tapes, and lastly through the internet, Web 1.0 and Web 2.0
technology.
In the three-part article, The
Evolution of Distance Education: Implications for Instructional Design on the Potential
of the Web, the authors point out that very little, if any potential of e-learning
is recognized or valued. Corporate
motivating factors are economic and in many cases effectiveness is not valued
or measured. According to the article, “Evaluation
of any kind beyond the “smile sheet” is not planned, and often, there is no
provision for the measurement of learning outcomes or utilization.” (Moller et
al., 2008, p.70) Following ID approved methodologies is recommended to make
sure that our field is not diminished by disappointing results. Although the business climate insists on
speedy solutions, ID professionals must fully define the training need before design
and implement quality solutions.
“The challenge for ID professionals is not
only to evolve the field, but also to assure that the products of sound
professional design practice lead the e-learning enterprise.” (Moller et. al,
2008, p.66)
In the higher
education environment, adoption of a “craft approach” is not an effective way
to approach distance learning. Taking
the materials, strategies, and approaches from a traditional classroom
environment and putting it on the web may offer limited positive results. ID
faculty members should outline the standards, policies, and accreditation for
distance learning. In K-12 environment,
research is ongoing to determine the effectiveness of distance learning for younger
students. Many age dependent
characteristics have not developed in younger learners which are necessary for
online learner’s success.
Finally,
after reading the material provided this week, I now define Distance learning
as formal education, which achieves learning outcomes by utilizing research-
based, clear, measurable modules in spite of learners and instructors being separated
by time and location. I envision that
distance learning will continue to grow exponentially as new technologies
continue to emerge, as businesses, colleges and universities become more
competitive, and as additional research is conducted for the effectiveness of
distance learning and younger students.
References:
Moller, L., Forshay, W.R., & Huett, J. (2008). Linking
Research & Practice to Improve Learning. TechTrends, 52(3), p.70-75
Moller, L., Forshay, W.R., & Huett, J. (2008). Linking
Research & Practice to Improve Learning. TechTrends, 52(4), p.
66-70.
Moller, L., Forshay, W.R., & Huett, J.
(2008). Linking Research & Practice to Improve Learning. TechTrends, 52(5), p. 63-67.
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