The Evolution of Distance Learning

Prior to beginning this course, I had not thought much about distance learning. My definition of it was, in simplest of terms, learning that occurs at a distance or outside of a classroom. This could occur in any number of different formats. The assumption I had about this course before it started was that it would essentially cover the type of distance learning that I am familiar with, which is what I have encountered in the MSIDT program here at Walden; a structured format in which teachers and students interact in asynchronous discussions. My definition, though, was much broader than that and still is given what I have learned from our resources this week.

One observation that has influenced my definition of distance learning this week is the distinction that Dr. Simonson makes between distance learning and distance education. In Distance Education: The Next Generation (n. d.), Simonson specifies that distance education consists of both “distance learning” and “distance teaching”. Given this, the concept we are truly considering this week is distance education, not distance learning. If viewing distance learning on its own, I do not think my definition would change much; it would be learning that occurs at a distance; it could be formal or informal, and could include self-study. Distance education, however, is more comprehensive. According to Simonson, Smaldino, Albright & Zvacek (2009), distance education must incorporate four components: it must be institutionally-based; there must be a separation of teacher and student; it must occur through interactive telecommunication; and there must be a connection between learners, resources, and instructors.

My personal definition of distance education would incorporate these elements as well. I consider institutional basis important because it helps to differentiate formal education programs from informal self-study, on the internet for example. Separation of teacher and student is important, either by time or distance, because it sets distance education apart from traditional education. I would argue, however, that there may not be a traditional “teacher” involved, so I would broaden my definition to a separation of “teaching source” and learner. Interaction through telecommunication is important, but sounds a bit misleading. Most would view telecommunication as “electronic” communication and although that is the prevalent method, I do not feel that distance education necessarily has to occur electronically. I would simply include two-way communication between teaching source and learner as a requirement. Finally, the importance of connection between learners, resources, and instructors is key. I would go a step further to say that it is the ability for interaction between learners, resources, and teaching source that is most important.

Given what I have learned this week, my personal definition of distance learning has evolved, and what I am defining has evolved to “distance education”. To me, distance education must include both teaching and learning. Distance education must be institutionally-based, but is not limited to educational institutions. Distance education must involve a separation of the teaching source from the learner by physical distance and/or time. Distance education must allow for two-way communication between the teaching source and learner. Lastly, distance education must allow for interaction between teaching source, learners and resources.

The mindmap below illustrates my personal definition of Distance Education.

The future of distance education is limited only by the future of technology itself. As we have seen, distance education makes use of whichever communication technologies are available in any given time period. In the late 1800’s, it was mail correspondence; in the twentieth century, radio, telephone and television; today computers, the internet, and Web 2.0 technologies are the most popular delivery systems (Laureate Education Inc., n. d.). Whatever the next big breakthrough in communication technology happens to be, we can be certain that distance education will evolve around it.

Thanks,
Brandey Perkins-Work

Resources:
Laureate Education Inc. (n. d.) Distance learning timeline continuum [Multimedia Program]. Retrieved September 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7098459&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M. (n. d.) Distance education: The next generation. Lecture presented for Laureate Education, Inc. Retrieved September 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7098459&ClientNodeID=984650&coursenav=1&bhcp=1

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