Defining Distance Learning

My own definition of distance learning is as follows:  A learning community that takes place, with some distance between the learners, through technological tools and facilitated by an instructor from an institution.  See the mind map below, to serve as a visual for my definition of distance learning.

For example, Walden University is considered distance learning because online courses are offered through the university (institution) and the learners use computers (technology) to complete the course.  Learners who are researching topics for their own personal knowledge growth are not considered to be distance learners.  The institution is lacking in this particular scenario.  I feel confident in the definition provided by Simonson, Smaldino, Albright, and Zvacek.  “Distance education is defined as institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson et al., 2012, p. 22).  

The definition of distance learning often changes.  The definition evolves with the times.  I feel the reason for these changes in the definition is the change in technology and evolution of new technology as well as continued learning of the education process.  During my undergraduate coursework ten years ago I took a distance learning course that was very different from today’s distance learning courses.  At the time the course was considered distance learning, although it included sitting in a facility with a professional watching all the testing and quizzes.  The instructors were, however, not present throughout the course.  A librarian, teacher of any age level, etc. had to sign a release form stating they watched me take tests and quizzes.  The resource material for the course was all in the textbook, although the syllabus, tests, and quizzes were online.  Anyone taking the course was able to work at his or her own pace, but the final exam, which had to be taken at the college, was scheduled for a specific date ahead of time. 

The development of new technology has made it easier for professors to test students from a distance.  Moreover, education and what we know about how people learn has changed over the years.  For example, asking critical thinking questions and asking students to elaborate on materials they have learning has been argued as a better method of checking for understanding, rather than the traditional testing and final exam methods of the past.  Again, like the course I mentioned previously from my undergraduate college, testing was a priority for the course.  The Walden courses I take have not had any formal testing or final exams.  The courses are based on collaboration, papers to elaborate on topics, and projects to apply what was learned.

Changes in the way we live have also been a factor that has helped aid in the evolution of distance learning.  According to “Distance Learning Timeline Continuum,” distance learning originated in the United States in 1873, as an optional to traditional classrooms studies, through the postal service.  Had the definition of distance learning stayed the same as it was back then, the definition would not be accurate with today’s society and online learning communities.

Before referencing several materials this week, I felt the definition for distance learning was simple.  I thought it simply meant learning online.  I was not considering the word “distance” for what it actually means.  It was another name for online learning as I saw it.  This means that prior to this week I did not think distance learning meant there was an institution involved in the learning process, so learning online for personal gain would have fallen into the category of distance learning for me.  I had not thought before this week of the many changes that distance learning has gone through either.  Before reading “Distance Learning Timeline Continuum” I did not know learning took place through the postal service, as it did in the past.

The future of distance learning is open to many advances, in my opinion.  As technology is a major factor in the advancement of distance learning thus far, I feel technological advancements will be the underlying factor that continues to improve distance learning.  I look forward to a future where the blackboard community is even more advanced, with upgrades to the way people communicate.  I can see a discuss board where people record their thoughts through video technology and drop that presentational discussion into the blackboard.  There will be advances to technology that haven’t been created at this time, I believe.  The future holds a lot for technology in general, I am certain it holds the same for distance learning.

Resources

“Distance Learning Timeline Continuum”.  This multimedia, interactive timeline chronicles the evolution of distance learning from 1833–2009.

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), 63–6 7.

Laureate Education (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu.

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. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.