Evolution of Distance Learning

Personal Definition

Distance learning is a term I really did not consider when looking at education and the various platforms it can be delivered. I always considered terminology like e-learning, online education or even virtual learning, but distance seemed ‘out of reach’. I completed my undergraduate work via an online program and understand the dynamics behind distance education, but never really considered how distance learning has impacted today’s educational culture. I was able to communicate with my fellow learners in various platforms and found it easier to succeed than the traditional face to face session given I could flex my study time around my work commitments. Wikipedia (2011) defined distance learning as “Distance education or distance learning, is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom.” Distance education allows adult learners an opportunity to continue on the path of life- long learning where, traditional classroom learning still remains a closed door for many. This week I have discovered there are many avenues a learner can follow with distance learning and it has become a confusing time for designers to sometimes find the right road from which to begin.

Revised Definition

Distance learning incorporates many formats and is in alignment with my personal definition. Simonson et al (2009) notes there are four components to distance education. They include:
Institutionally based
Separation of teacher and student
Interactive telecommunications
Sharing of data, voice, and video (learning experiences)
Discussions this week among my fellow classmates and work colleagues has given me insight into the world of distance education. Education and learning mirror each other and learners can choose how, when and where to pursue further education. Initially, I thought adults were the main target audience for online learning, but soon discovered that distance education is for all ages and is encouraged in most schools as a way to engage young minds (Huett et al, 2008). I was also surprised that not all learners want to participate in distance learner but rather favor face to face sessions instead (Simonson et al, 2009).

http://www.youtube.com/watch?v=hWaspxmM-1Q

Vision for the Future

Innovative technology is moving at a faster pace than most of us could have ever imagined. Growing up with limited technology forced many of us to find our own strengths and weakness with education and learning. Today, learners can be overwhelmed with all the technology and need to find their strength and weakness on what format best suits their learning potential. Too many choices can confuse and distract so as a future designer, it is important to always remember the learner (Moller et al, 2008).
Moving forward as an instructional designer, practice and patience will be my best friends as I develop distance learning programs for my adult learners. There are so many ways to entice learners into the online world, that it is vital for designers to formulate a plan, stick to stated goals and remember their intended audience (Moller et al, 2008). Our traditional classroom sessions can be reduced in frequency as we move with innovative technology and embrace what the online education world can offer. Distance education is here to stay and it is vital that organizations, along with institutions partner together to engage and encourage learners. “In the short term, ID faculty should lead the effort to shape institutional policies on distance education quality standards and accreditation and should actively engage in consultation and development (Moller et al, 2008, p.70). Technology is amazing and enticing but useless and distracting if the learner never learns.

Mindmap

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Wikipedia (2011). Distance education. Retrieved July 3, 2011 from: http://en.wikipedia.org/wiki/Distance_education