Defining Distance Learning

            Before this course, I thought distance learning was something that was quite new, considering the evolution of the internet and how prominent it has become in our lives. To me, distance learning was something that used the internet and a sort of learning management system (LMS) so that people who were located throughout the world could attend a course from some kind of institution. However, I now know that distance learning is not something that is new, but something that has been evolving through the centuries as new technologies have emerged. For example, correspondence courses were available in 1833 in Europe and later in the United States by 1873 (Laureate Education, Inc., n.d.)! It's hard for me to even imagine how long it would have taken for one's work to reach its destination, be graded, and then returned with descriptive feedback, but that was the beginning of distance learning and it has been evolving ever since.

            In fact, I think the reason the definition of distance learning is always changing is because of the different technologies that have helped shape the way distance learning works. We are now far past the days of using "snail mail" since we can use e-mail and LMSs. Nevertheless, those earlier elements of distance learning have helped shaped its future. Even with the earlier correspondence courses, writing was essential and writing is still a staple in all kinds of educational programs. Later, telecommunications and radio became an integral part of the distance learning programs (Laureate Education, Inc., n.d.), but one could argue that this has been replaced by more modern technologies like podcasts. Simonson, Smaldino, Albright and Zvacek (2012) found that "experimental television teaching programs" began in the 1930s, something that was replaced by satellite technology and later fiber-optic communication systems (p. 39-40).

            Nevertheless, if one speaks of distance learning now, it's almost synonymous with "computer-mediated communications and the Internet" (Simonson et al., 2012, p. 40). Interaction and collaboration with the instructor and classmates is much easier to accomplish nowadays in an online environment; although, it's not hard to see how the earlier elements of distance learning helped shape what it currently is. Correspondence is now more instantaneous but still very much present in distance learning. Similarly, radio and television have been replaced by their more modern counterparts−podcasts and streamed or downloaded videos stored online. Yet there are still some elements that have remained throughout distance learning's history: it involves an institution and physical separation.

            So now I return to the question, "What is distance learning?" I no longer define it as something the uses only the internet because its history is much more extensive than that. Distance learning is a kind of formal education that is supported by an institution (this can be an educational institution or otherwise) who uses interactive systems to connect a community of learners who are separated by location and/or time. I hope that is a definition that encompasses the history and future of distance education, both of which are important. After all, if we remember from where we've come, it's easier to keep moving forward.

            Furthermore, I think the future of distance learning is very bright. I actually think distance learning will become the norm, especially for higher education. Because distance learning is so cost effective, it makes higher education possible for more people (Moller, Foshay, Huett, 2008, p. 70). No longer will people have to take time away from work unless they want to. People won’t have to move to where the university is either. Similarly, if the best program is not in your state, it won’t matter because (to use a cliché) it would only be a click away. Or if one happens to be in a remote location or in a country that may not have the resources to support an educational program, distance learning may help provide the answer since "once developed, tens of thousands of employees or customers can use [the distance learning program] immediately" (Moller et al., 2008, p. 70).

            However, the quality of distance education will have to improve. As it is now, there are some programs that are quite well-known and respected and there are other programs that too easily accept students and aren’t as highly revered. It’s those programs that bring the reputation of distance learning down, so there will need to be more standardization to ensure high-quality programs. Much like the Common Core has swept most of the K-12 education programs, I think there will be a similar revolution in distance education. Moller et al. (2012) wrote, "There must be a means for both producers and consumers to recognize high quality e-learning" (p. 71). I think some kind of standardization will help with such an issue, so I foresee a higher level of uniformity and control in distance learning's future.

References

Laureate Education, Inc. (Producer). (n.d.) Distance learning timeline continuum. [Multimedia Program]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D

 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.

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