Defining Distance Learning

To meet the demands of the evolving changes in education, distance learning is incorporated to eliminate boundaries, to include geographical, time, pace, or level of knowledge. Distance learning, according to Dr. Michael Simonson, includes both distance learning and distance teaching. He defines distance learning as formal education institutionally based in which the learner, teacher, and resources are separated by geography, time, and sometimes intellect and where technology (instructional media, media communication) is used to link the learner, teacher, and resources (Laureate Education, Inc., n.d). In essence, because of the infusion of distance learning, it does not matter the location, it does not matter the where, or it does not matter how much know-how; many barriers to learning and teaching are removed.

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.

Laureate Education, Inc. (Producer). (n.d). Distance Education: The next   
     generation [DVD]. Baltimore, MD: Dr. M. Simonson.

Laureate Education, Inc. (Producer). (n.d).  Distance Learning Timeline    
     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

 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.