Distance Learning Defined

Five years ago, I went searching for a degree in instructional design. Very few were offered and some required driving an hour plus to a major city, at least once a week. Eighteen months ago while searching for continuing education classes to meet requirements for a certification, I found Walden and others that offered my degree of choice. In 5 years, my life had changed. I now have two children (8 and 4), driving my normal 45 minutes each way work commute. Therefore, online was the most appropriate because it allowed me to fit it into my family and work life.

My intent was to take the two needed continuing education classes and then decide. I was skeptical of online. I wondered about a few things with online classes: 1) did the quality match the same level of a standard classroom environment, 2) how was I going to learn the technology needed without others around to ask questions, and 3) were the courses going to be too challenging or too easy. I discovered a very well planned curriculum, very supportive instructors, and assignments designed to meet the course objectives. Therefore, I chose to pursue the full master's degree. There are still skeptics out there. Some still believe that online is easier and that the degree does not carry the same weight as a standard classroom degree. However, I truly believe in time, these skeptics will agree that online is just as valuable, and possibly more valuable than a standard brick and mortar school.

Therefore, my initial thoughts of distance learning included a very solo and isolated experience, non-collaborative, and the quality questionable.
However, as we have learned from previous courses and in the content for this course, distance learning combined with the right technology, trained instructors and a well designed curriculum can be a very learner centered, educational, and collaborative learning experience.
Previously, my definition of distance learning was the ability to learn without being physically present at a school, which met my personal needs quite well.

However, distance learning is more than just a having a physical distance, it is composed of so much more in order to meet the learning objectives effectively.

Distance education is defined as 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, Albright & Szacek, 2009, p. 7). (Schlosser & Simonson, 2006, p.1)

A critical component of distance learning, according to Desmond Keegan (1996) is connecting the teacher and learner through the use of technical media – print, audio, video, or computer (Simonson, Smaldino, Albright & Szacek, 2009, p. 34).

The future of distance learning is expanding rapidly. The Sloan Consortium's Learning on Demand: Online Education in the United States, 2009 report shows a "17 percent growth rate for online enrollments far exceeds the 1.2 percent growth of the overall higher education student population." Therefore, educational institutions need to be prepared for this evolutionary (not revolutionary) change.

Many teachers are not prepared to teach online courses. Online courses are more about a learner centered approach and not a teaching centered approach. Therefore, teachers need to redefine their roles and understand how to use the technology in order to achieve the learner centered approach. The teacher no longer delivers knowledge and content but now helps learners work to work cooperatively and to allow learners to feel respected and valued for their opinions.
Additionally, the distance learning classes need to be structured in a way that promotes a learner centered approach.

According to the American Distance Education Consortium there are some key principles for distance education:
• Learning experience must have a clear purpose with tightly focused outcomes and objectives (ADEC, 2002)

• Learner is actively engaged – learning outcomes should relate to real-life experiences (ADEC, 2002)

• Learning environment makes appropriate use of a variety of media (ADEC, 2002)

• Learning environment must include problem-based as well as knowledge based learning (ADEC, 2002)

• Learning experiences should support interaction and the development of communities of interest (ADEC, 2002)

Distance education is now and present, so educators need to be prepared to meet the learners' needs by training teachers to deliver distance classes and to provide the technology to meet the needs of distance education.

To see a different perspective, view my mind map.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a

            distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Allen, I. E. & Seaman, J. (2010), Learning on demand: Online education in the United States,

            2009. Retrieved from

http://sloanconsortium.org/publications/survey/pdf/learningondemand.pdf.

American Distance Education Consortium, (2002), ADEC guiding principles for distance

learning. Retrieved from

http://www.adec.edu/admin/papers/distance-learning_principles.html