Definition of Distance Learning
Prior to beginning this course in distance learning, I had a very rigid, yet unfounded, definition of distance education. To my mind, it simply meant learning from a location separated from that of the educator. In some instances, this included watching videos of professors giving instructional lectures. In others, it meant using course required discussion boards to socialize and dissect instructional points with fellow classmates.
Through this week’s readings and course videos, it became apparent that this definition, while accurate, does not encompass the full capabilities of distance education. Not only does effective distance education offer videos and discussion boards, it should give students the option to gather information through these sources as well as many others (interactive displays, written articles, textbooks, audio files, etc).
Within this definition, students must be independent and capable of working on the course material consistently, despite not having a definitive course meeting time. Along these same lines, instructors are conscientious of the different online learning styles and how material can be presented to both match these styles and teach the required information.
Through the past 200 years, distance learning has changed from mail correspondence to highly interactive online programs (Laureate Education, 2010). As each new change is introduced to the public, we are amazed at the abilities that this new technology offers to use as learners and educators, without any inclination as to the greatness that will be offered by the next new advancements. Distance learning has shown no signs of slowing its progression and is going to continue to grow in numbers and importance in the coming years (Laureate Education, 2010).
This ever-changing climate has allowed for a great amount of research and advancements, each leading to the unknowable future of distance learning. We cannot know, or even guess what the future holds, but I know for certain that the advancements and changes will offer students unforeseen benefits to learning at a time and place most suited to their learning styles.
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), 63–67.
Laureate Education, Inc. (2010). Distance learning: The next generation [Video]. Retrieved Retrieved September 7, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442084&Survey=1&47=3976079&ClientNodeID=984650&coursenav=1&bhcp=1
Laureate Education, Inc. (2010). Distance learning timeline continuum [Graph]. Retrieved September 7, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442084&Survey=1&47=3976079&ClientNodeID=984650&coursenav=1&bhcp=1
