Defining Distance Learning

As I begin a new course at Walden University focused on Distance Learning, I realize that my own definition of the subject has been quite narrow.  This is most likely due to what I had perceived to be a very limited experience with distance learning as a whole.  Distance learning for me has recently been the typical virtual classroom provided by platforms like Blackboard (actually I think all of them have been Blackboard) where every class looks and feels very familiar.  The learning has often been something I have pursued for professional advancement or to hone my craft.  Although I have found a majority of my experience with distance learning to be pleasurable, my main focus has always been the educational value. However, as I research the history and various explanations of distance learning, I continue to broaden my own definition.  This has lead me to question if I had not been engaging in distance learning my whole life under the guise of entertainment and should I dare say… fun!

I remember back to my days sitting in front of my television and listening to Bill Cosby’s marker squeak across the screen.  I would sit with my workbook pressed against the coffee table as I mimicked the magic marker’s movements.  I recall learning a lot from Bill Cosby without once meeting him face to face.  Moving into elementary school, I recall my teachers mailing packets to my home each week to work on over summer break.  I would return them to receive free pizza coupons and stickers for my hard work.  I was too young and naïve to realize that what I found fun and engaging was my earliest experiences with distance learning.  Michael Potashnik and Joanne Capper point out the role that distance learning has played in early education by “enhancing the quality of traditional primary and secondary schooling“ (Potashnik & Capper, 1998).  These experiences helped me to build basic skills that would be vital to my success as an early learner. 

                

As an adult, a majority of my distance learning has fallen under its more traditional definition.  The definition adopted by the Association for Educational Communications and Technology has gained wide acceptance and outlines four main components (Simonson, Smaldino, & Zvacek, 2012).

Distance education is “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson, Smaldino, & Zvacek, 2012, p. 32).

Although there is much emphasis placed on the distance education being formal and asynchronous, I feel that the idea that this type of learning must be interactive should not be overlooked.  The interaction that takes place between the learner(s) and instructor is essential to successful distance learning.  In depth discussion and thoughtful interaction that takes place within a distance learning community lead to the educational growth of the learners.   

So as I reflect on my personal experience with distance learning, I have arrived at my own personal definition.  I feel that distance learning is education provided to learners who are separated from their instructor and other learners both geographically and in time.  Meaningful communication and educational interactions takes place asynchronously through the use of technology which is used to facilitate and support educational growth.  

In the future, I see distance learning growing in popularity.  I feel that enrollment in distance high education will continue to expand as more colleges and universities provide distance learning options.  As Dr. Simonson points out in his video Distance Education: The Next Generation, I do not believe it will ever replace traditional face to face learning.  However, I do see public education, as well as face to face high education courses, moving towards blended learning where components of distance learning will merge into the classroom setting.  We currently see this in flipped classrooms where teachers provide much of the learning through the use of technology that is accessed by students from home.  That learning is then brought back into the class where students are expected to use their new knowledge under the supervision of their teacher.  In conclusion, distance education is no longer a trend or novelty.  We will continue to see distance learning opportunities in all sectors of education and training as technology continue to offer new ways to distribute knowledge.  

References

Potashnik, M., & Capper, J. (1998). Finance and development, 42-45.

Simonson, M., Smaldino, S., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston : Pearson.

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