Distance learning goes back to before the 1800s and includes learning via the post, the radio and the television. A great time-line that explores this can be found at http://www.edudemic.com/2013/09/the-evolution-of-distance-learning/.
As I began this course, I initially thought of distance learning as learning that occurred in an environment that does not involve your typical 4-wall classroom. A colleague of mine had obtained her degree through a university in the US, whilst living in the Cayman Islands. This was over a decade ago and her materials were sent to her via post. Also living in the Cayman Islands, I am currently pursuing my master’s degree through a university in the US, Walden University. This is online degree and most materials are available online, with text-books delivered through the post. As a final example, a friend recently enrolled her high-school aged boys in a cyber-school. They stay at home and take their classes online.
Simonson et al (2012) tell us that distance learning should comprise of four main components: separation of teacher and student; sharing of data, voice, and video; interactive telecommunication; and being institutionally based.
They explain that with the separation of teacher and student, learning can be asynchronous (learning with peers/instructor occurring at separate times) or synchronous (learning with peers/instructor occurring at the same time). Telecommunications simply means communicating at a distance and can range from use of a postal system, radio or Internet. Interactive telecommunications explains that learners, instructors and resources must all be organized in a way that they are connected effectively. Finally, distance education is institutionally based. This makes distance learning different than self-study.
There are exciting times ahead. Heutt et al (2008) have a series of articles published where they discuss the trends in distance learning. They describe the popularity as ‘explosive’ and tell us ‘distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds’ (p. 66). They also explore distance education within the K-12 setting, telling us it is more popular within the high school setting.
As a student of a distance education program, I can see this style of learning becoming more and more popular. I have turned a handful of friends onto this style of learning, friends with families who are unable to attend a typical 4-wall classroom or are not able to relocate to the US for a university degree. Career changes are now possible as well as career advances through various professional development courses, all through the comfort of your own home.
As a classroom teacher of young 4 year olds, I look forward to what new technologies will emerge and how distance learning might be introduced into my classroom environment!
References:
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.
Lepi, K. (2013, Sep 1). The Evolution of Distance Learning. Retrieved from Hassing. (2013, Aug 30). Why (And How) Distance Learning Needs To Change. Retrieved from
http://www.edudemic.com/2013/08/why-and-how-distance-learning-needs-to-change/
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.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
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