Distance Education

Original Definition

Distance Education occurs when students, separated geographically, and connected by technology, participate, at different times, in educational activities. These activities emanate from a formal institution.

I now recognize that this definition is too simplistic for such a complex and dynamic phenomenon as distance education. I have learned, from this week's resources, that distant education is in a constant state of evolution, and that this movement is fueled by advancements in telecommunications and information technology, diversified customer markets, and a more highly educated work force (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009, p.55). Thus, distance education has evolved to meet the changing needs of society and also in a way which allows it to take advantage of the rapid advances in technology. Today, distance education has come a long way, and so the definition has changed from the era when correspondence courses were the only form of distance education.

Important Landmarks in the Development of Distance Education

Dates	Distance Educational Technologies/Connecting Media
1833-1873	News Paper Civil Examinations Courses in Europe
1873-1882 1934-1964	Mail Correspondence Courses in USA University of Chicago introduces first correspondence course
1969	Introduction of statewide telephone course for medical doctors Invention of the Internet
1975	First use of Video for distance learning
1982-1983	Use of satellite television for distance education
1984	First on-line course
1993	First Virtual school
1997-2001	Development of Course Management Systems for Distance Ed
2000-2009	Emergence of new Web 2 technology tools to facilitate distance education, e.g Wikis, Blogs, Podcasts, and Multi-user virtual environments

Laureate Education Inc. (2010).

Mail correspondence courses and other forms of distance education typical of the 19 and early 20th Centuries were geared towards mass production of curricula for a uniform market. Consequently, instructional packages had little or no learner flexibility and organization, structure and content took precedence over pedagogical issues ( Garrison, R., 2000 p. 6). Moreover, learner access to resources and their ability to interconnect were constrained by the existing modes of connectivity.

Contrastingly, the post industrial era is characterized by "the ability to personalize and share control of educational transactions through two-way communication in the context of a community of learners. "Moreover, this can be accomplished in an affordable manner along with access to educational resources and information via networks that may well provide educational experiences superior to traditional face-to-face experiences Garrision, R., 2000, p. 11) This change was fueled by a need to provide access to education by an growing number of traditional and non-traditional students, economics, an increase in the availability of powerful and "high speed computer communications technologies"and also the development of technological tools such as wikis which facilitated the collaboration of learners in a distance environment. Post industrial distance education also stresses, learner to learner communication to construct knowledge and the need to foster communities of learning in the distance environment Moller, L., Foshay, W., & Huett, J. (2008a).Moller, L., Foshay, W., & Huett, J. 2008a p. 74).

I have also extended my definition to include asynchronous and synchronous modalities of distance education. Asynchronous or different place, different times distance education is especially beneficial for working adults or single parents who juggle work responsibilities with managing study time. The flexibility of this modality allows them to participate in discussions and complete assignments at times which are convenient to them. Notwithstanding, students often feel isolated and demotivated in an asynchronous environment, and consequently the students who achieve success are usually autonomous, metagonitive and self-motivated learners (Moller, L., Foshay, W., & Huett, J. ,2008, p. 64). On the other hand, the synchronous modality is more appropriate for intense corporate training and secondary school students who are unable to participate in conventional education.

The following video summarizes the characteristics of synchronous and asynchronous distance learning.

My Revised Definition

Distance education occurs when learners collaborate across distance at the same time or at different times in educational activities. Technology connects learners to each other, the facilitator, and abundant educational resources. Technological tools also enhance the learning environment by fostering collaboration and promoting deep learning.

My Vision for Distance Education

Distance education will continue to change with advances in telecommunications and information technologies. As a result of an increased focus on the didactic and learning outcomes of distance education, the role of instructional designers will become pivotal. According to Moller et al, instructional design should be at the forefront to create cost-effective models and tools for distance education (p. 69). Distance education will become less proprietary and more decentralized. Also, distance education programs will become more customized to cater for the individual learning needs of students (Samens, J., (nd) p. 9). Finally, asynchronous and synchronous modalities would develop as distinct arms of distant education. According to Samens (nd), "distance education will focus on improving methods by which the overriding goal of each sphere [synchronous & asynchronous] can be maximized (p. 9).

Concept Map

References:

Garrison, R., 2000. International review of research in open and distance learning. 1(1), 1-17

Laureate Education Inc. (2010).“Distance Education: The Next Generation” [Vodcast]. Retrieved from:

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7389572&ClientNodeID=984650&coursenav

=1&bhcp=1

Moller, L., Foshay, W., & Huett, J. (2008a). 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. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.
Samens, J., (nd): The imapct of web-based technology on distance education in the united states. Retrieved from:
http://www.nyu.edu/classes/keefer/waoe/samans.html
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009).  Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson
Youtube. (Walden University). (2009). Asynchronous Vs Synchronous Interactions. [Video}. Retreived from:
http://www.youtube.com/watch?v=FVOVJggdt1I