Defining Distance Learning
I think that distance learning continues to be redefined
because it is nested in an element of change and growth. Technology continues to advance and create
new opportunities for learning theories to be implemented. Educators are also evolving with their own
technology skills and learning more about distance learning and how to utilize
it most effectively. I think that as
different professions adapt to technology and incorporate distance learning in
various ways, this also causes distance learning to expand in usability and
creates new learning opportunities.
Before starting this course, I defined distance education as
being essentially online learning. I
thought of it as being applied to any type of educational material being
delivered online. I experienced several
training modules through my work that involved multimedia and I interact with
different ways of learning that involve technology every day. My only experience with distance education as
it is specifically defined through our resources is through my degree program
coursework with Walden University. I
have learned that distance learning is different than self-study in that it can
be defined as being institutionally based (Simonson, Smaldino, Albright, &
Zvacek, 2012).
I now see the important difference between distance learning
and other forms of learning that may involve distance education or distance
teaching, but are more in line with training modules or self-study. Defining distance learning as being
institutionally based and incorporating specific elements of interaction, data
sharing, and the separation of teacher and student enables us to evaluate the
effectiveness of this specific type of education (Simonson et al., 2012). Once we are able to narrow down the criteria,
I think it creates immense opportunities for defining the challenges of this
model of education, “The challenge for ID professionals is not only to evolve
the field, but also to assure that the products of sound professional design
practice lead the e-learning enterprise” (Moller, Foshay, & Huett, 2008, p.
66).
I have learned a great deal already through our resources
this week about the various aspects of distance learning that need to be
considered when developing a distance learning course. Some of these considerations include faculty
concerns for how the students will be engaged, how the integrity of the course
will be weighed, and how the students will evaluate faculty on course
surveys/feedback (Moller et al., 2008).
I hadn’t really thought about how significantly distance learning can
impact these types of concerns. I
understand now that while there are many opportunities for growth within the
field of distance education, there are also many challenges that need to be
studied. The many potential benefits of
distance learning need to be considered alongside potential risks and research
on learning theories, technology, and quality control to name a few.
I see the future of distance learning and education
expanding in many exciting ways. I see
more institutions developing distance education options that create
opportunities for many learners who may not have been able to access such
education otherwise. I think as long as
ID professionals, researchers, and educators continue to dedicate their studies
to the benefits and challenges of distance learning, the field will continue to
adapt in positive ways, “Regardless of the size of the program, these are all
areas where ID professionals (regardless of philosophical bent) are needed to
create a clear framework outlining the goals, delivery, and structure of the
e-learning program with clear benchmarks for success” (Moller et al., 2008, p.
68). I’m excited to continue to learn
more about distance education and to be involved in a field where technology
and education are being explored and utilized to find practical applications in
the present and the future.
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, Inc. (Producer). (2010). Distance
Education: The Next Generation [Video]. Baltimore, MD.
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.
