Distance learning, in its various forms, has had an impact on me recently as a teacher and also as a “lifelong learner”.  My first exposure to genuine distance learning came through a web-enhanced graduate level course that utilized Blackboard and then shortly after that my school district started requiring teachers to make some class information available by integrating a Moodle site.  These experiences shaped my personal definition of distance learning before starting this course.  The focus of my own definition keyed mainly on the use of the internet to deliver learning experiences to students who had the flexibility to access the information wherever and whenever they wanted.

Teaching and Learning at a Distance introduces a definition of distance education “as institution-based education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors. (p. 32) This definition is widely accepted and utilizes a definition of distance learning that is broken down into four integral components: Institutionally based, separation of teacher and student, interactive telecommunications and sharing of data, voice and video. (Simonson et al., 2009)  This definition, along with the more formal one presented by Simonson, have helped me mold and refine my own personal definition.

Due to the nature of distance learning really still being in its infant stages along with the constantly changing technological landscape, it is difficult to define and the definition is always evolving.  One’s own definition is shaped by their personal experiences with distance education and therefore determined by their exposure to learning in a “virtual” environment.  With educational opportunities growing exponentially in this arena the definition of distance education is bound to change frequently.  Huett et al. write in third part of their three part series on distance education, The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web, “Distance education in the K-12 arena is often referred to as “virtual schooling” and learning through virtual schooling is one of the fastest growing areas for K-12 schools.” (p. 63) 

 

The future of distance education is both exciting and uncertain.  As a public school teacher, I see the potential educational opportunities through distance learning for students as a chance to improve as nation.  Students who represent various populations from low-income, underachieving, college bound, urban, rural and beyond could benefit from accessing learning experiences provided by distance education.  However, much research is yet to be done and is needed to discover the most effective way to utilize this style of learning, especially in the K-12 population.  Huett et al. write in first part of their series on distance education “In examining the potential of web-based learning, the focus must contain capabilities not possible or at least highly impractical in a traditional classroom.  Thus, technology fulfills its potential by enlarging from simply carrying information or instruction to being a communication platform expanding cognitive capabilities, and a context or laboratory for manipulating the learners’ internal and external environments, provided ID can develop learning models for distributed learning, thus evolving distance education from its current status as a delivery medium to a learning.” (p.74) 

 

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.

Moller, L., Foshay, W., & Huett, J. (2008). 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.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.