Defining Distance Learning

Defining distance learning is forever changing because learner’s needs and the advances of technology are forever changing and it is the technology that has helped to shape these changes. I do not foresee a cookie cutter definition ever being designed to truly define distance learning. As our society expands in its desire to make education accessible to all who desires it the abilities of distance learning will take on various forms. The changes that may seem to help define distance learning should not be based upon an individual’s profession or their technical knowledge. The various forms from face-to-face, videoconferencing, online courses, and correspondence courses can all be explored in new ways with technology that will allow integration of these methods to establish an authentic learning experience.

Simonson, Smaldino, Albright, & Zvacek help to define distance learning by establishing four elements: (1) institution-based, (2) sharing of learning experiences (3) separated learning group, and (4) interactive telecommunications systems. Before beginning this course I never thought much about exactly what was or what was not considered distance learning. I took my first formal distance learning course around 1999 and I recall the excitement I felt. I was excited about the freedom and control that distance learning allowed me to have responsibility over my own learning. The freedom that it brought to me by freeing up my travel time in attending a traditional course allowed me to place more focus on actual learning. Although it brought me much freedom there was some apprehensions as well. Would I walk away at the end of course actually having learned something more than when I began? How would I feel not being able to instantly interact with my fellow classmates? The biggest concern, would I have an instructor that was responsive if I had questions? Simonson, et al. (2012) explains, “…the purest form of distance education occurs at different times and in different places.” (p. 10). Before the start of this course I would have simply defined distance learning as the ability for students to take learning materials and systematically apply the information that bring about learning on their own. I could not have ever been so wrong; distance learning involves much more than the learner’s involvement.

After spending time learning about distance learning I would have to place emphasis of the need for responsiveness of the content as well as the form and place of delivery. Distance learning should have a learner-focused and performance-centered approach. If the learning is designed effectively it should allow the learner the ability to master skills from the lesson, obtain knowledge for future use that will help them to be successful. The goal in any distance learning environment is that it adds value to the learning process. The change in our society, educational institutions, business organization, and individuals requires that responsive and responsible learning opportunities be provided according to their need no matter of time, place or space. The selection of the means for distance learning should not be taken lightly, but rather keep in mind that everything we use should always add value to everyone involved in the process.

At the rate technology is advancing our society the future of distance learning is endless. The future of distance learning will be shaped and defined as useful learning opportunities continue to present their needs. Education is no longer locked behind the walls of the traditional classroom setting. We must assure that we are responsive to learners’ requirements and this should include conveniences for the learner. Some worry that the traditional settings of education could potentially be eliminated with the improvements of distance learning. Simonson indicates that he does not see this as the case. Whatever the advances that technology has to offer to the improvements of distance learning instructional designers should keep in mind the overall goal of effective learning. When designing learning material they should use a learner-focused performance-centered approach. Keep in mind that no two learners are the same, knowing and understanding individual differences, motivation, and learning styles are important to helping them achieve the objectives in a distance learning program. The future of distance learning will require that the learning material and method delivered be fully responsive to the learner and how they best learn.

As we continue to progress as a society we should expect current forms of media to become easier to manage and integrate into the learning process. The fear that the traditional face-to-face education will vanish should not be a concern. The only concern that should be addressed is how do we keep up with these advances? Educators that are more accustom to their style of teaching will need to ensure they are willing participants in adapting to the uses of new technology. With the introduction of new learning mediums it further opens the door for more media choices to be incorporated in designing learning interactivities. We can expect all the previous methods of learning to continue even as new means of delivery are developed.

Resources:

Simonson, M. (n.d.) “Distance Education: The Next Generation.”
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.