Despite the
current popularity of distance learning, it is a practice that has been in
existence for many years. As outlined on the Distance Learning Timeline
Continuum, in the mid 1800’s Europe and the United States offered
correspondence courses through mail (Laureate
Education, Inc., n.d). I am a
product of the 60’s and my first remembrance of distance learning goes back to
correspondence courses. Until reading about the history of distance learning, I
really never thought of correspondence courses as distance learning. Consequently
my first experiences with distance learning would be through correspondence
courses in the military during the 1980’s. Correspondence courses were a way to
gain military professional development and points for promotion. I am now still associated with the military;
the process in 2012 is far more advanced than that of the 1980’s. Professional
development currently is done through online learning, podcast, virtual
learning, conferencing, gaming, simulation, various computer applications, and
the methods go on and on and are continually developing.
Since my first
distance learning experiences, I have advanced greatly to my present online
learning with Walden University. Prior to attending Walden University, I had
only attended one or maybe two online courses. I had often retrieved
information from the internet, which Dr. Simonson calls “self study” at a
distance, but there was no interaction with an instructor. When I compare my first experience with
online learning to my current experience, the process now is much more user
friendly with quality instruction. I remember having to retrieve information
from online libraries that would not allow me access and becoming so frustrated
when the internet went down and not be able to complete my assignments.
Online learning now affords me the opportunity to continue my
education at the convenience of when and where I please. My busy life is not conducive to attending a
face-to-face classroom setting. I am not alone in this online learning trend.
Allen Ury of Everest University Online, quoted that according to the 2008 Institute
of Education Sciences' (IES) National
Center for Education Statistics in
the 2006-2007 academic year, approximately 12.2 million people took
college-level distance education courses. Of those, 77 percent were online
(Ury, 2010). In 2008, Leslie
Moller, Wellesley R Foshay, and Jason Huett stated that distance learning is rapidly becoming a
popular choice for continuing professional education, mid-career degree programs,
and lifelong learning of all kinds (Moller, Foshay, & Huett, 2008). We were
labeled the “non-traditional” learner.
Reflecting on the
future of online learning or distance learning, we know it is only limited by our
inability to imagine it. There now seems to be this massive distance learning
trend at the high school and even elementary level. Because of my son’s
experience with virtual schooling, I am not totally sold on this issue. There
was a lack of communication between myself and the virtual school teacher. My
son also lacked the discipline needed to be successful in the virtual course
without constant supervision. In distance learning there
is an expectation that learners take on a high level of responsibility and
initiative for their own learning (McLoughlin and Marshall, 2000). Knowles
describes in his book on self-directed learning (Knowles, 1975, p. 15),
“students entering these programs without having learned the skills of
self-directed inquiry will experience anxiety, frustration, and often failure .
. .” The distance learning community to include the instructional designer,
must ensure certain skills to be successful in online learning are taught
explicitly in order to ensure the same standards are maintained as required in
a face-to-face environment.
References:
Knowles, M. S. (1975). Self-Directed
Learners: A guide for learners and
teachers. San Francisco: Jossey-Bass.
teachers. San Francisco: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d). Distance Education: The next
generation [DVD]. Baltimore, MD: Dr. M. Simonson.
generation [DVD]. Baltimore, MD: Dr. M. Simonson.
Laureate Education, Inc.
(Producer). (n.d). Distance
Learning Timeline
Continuum [DVD]. Baltimore, MD: Walden University
Continuum [DVD]. Baltimore, MD: Walden University
McLoughlin, C., and Marshall,
L. (2000). Scaffolding: A model for learner
support in an online teaching environment. Retrieved March 4, 2012,
from http://cea.curtin.edu.au/tlf/tlf2000/mcloughlin2.html
support in an online teaching environment. Retrieved March 4, 2012,
from http://cea.curtin.edu.au/tlf/tlf2000/mcloughlin2.html
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.
education: Implications for instructional design on the potential of the
web (Part 2: Higher education). TechTrends, 52(4), 66–70.
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