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.

Simonson, M. (n.d.) Distance Education: The Next Generation [study video].  Retrieved March 5, 2013, from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341293_1%26url%3D