Defining Distance Learning

Personal Definition of Distance Learning

Prior to viewing instructional resources aligned with this course, Distance Learning (DL), I defined DL as an online synchronous instructional format where students participate without physically appearing in a traditional classroom setting.  I derived at the understanding because in 1997 during a conference at Florida International University, a panel of students from different schools participated in a blended course by debating in real-time, through satellite compressed video (Simonson, Smaldino, Albright, & Zvacek, 2012), relevant issues to the future of K-12 educational systems.  The professor served as the moderator controlling the discussion and the switching of the camera to view the speaker.  Additionally, in 1998 I taught an administrative assistant program at a technical school.  Two disabled students participated in the program daily, but off campus at two different libraries.  Each morning, I had to turn on a V-Tech system where the students could view the classroom and participate in lecture discussions. A document camera was used to project the teacher’s computer screen for demonstrations and to show hard copies.  These experiences helped me to form my personal definition of DL.

Revised Definition

Simonson et al (2012) denotes distance learning as institutionally-based, “formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (p. 32).”  This term includes distinct features:  1) used primarily by institutions with courses eligible for accreditation, 2) distance factored into the course offering with a possible variable of time and space, 3) use of alternative interaction means of communication via technology or other logistic means like the postal system, and 4) the use of learning communities and course resources.  These features enabled the connection of teachers and students to socially move learners academically forward. 

My former experience with distance learning similarly aligns with most of Simonson et al (2012) definition of DL.  However, clarification of the coined use of distance learning, coming primarily from institutions and the inclusion of a social aspect for learners, is new to me.  However, I can see why distance learning should be encompassed by institutions to gain accreditation primarily to ensuring high standards of quality for learners.

Vision for Distance Learning

I envision the future of DL as being an inevitable means of instructional delivery because technology improvements continue to improve.  In fact I predict that with the advancement of mobile and tablet technology, which includes WI-FI access, DL will overtake secondary education, higher education, and corporate training partly because the current generation shows a high growth in the virtual school format (Huett, Moller, Foshay, & Coleman, 2008).  Our traditional form of education could be obsolete or available with limited use as an area of specialty for individuals requiring one-on-one or small group assistance.  However skilled training for job performance should continue with teacher lead instruction including demonstrations and practical hands-on experience.

Observing my 4 year old grandson influenced my thinking on the future of Distance Learning.  One day my grandson grabbed my cell phone wanting to view a “Letter Y” instruction video on YouTube.  Because I never used the feature before, I gave up easily on navigating through the system to locating the application.  Amazingly, within seconds, he found the search option. He only needed me to type the proper query.  For me the unknown was is a struggle, but young learners use informal training to adapt swiftly to real-word, problem solving situations.. 

Conclusion

Brick and motar cannot hold our future learners back.  As technology advances, the comfort level of users improves and demonstrates empowerment.  DL enables students “not normally communicative in a face-to-face classroom (Huett et al., 2008, p. 63)” to open-up and communicate more through the alternative format.  Use of Web 2.0s like social media enables today’s learners to work collaboratively with peers and experts to solve real-world problems (Shaffer, 2011). 

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), 63–6 7.

Shaffer, S. (2011, October 21).  Colleges embrace social media in the classroom.  Retrieved from http://www.classesandcareers.com/education/2011/10/21/classroom-social-media/.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.