Description of the evolution of distance learning as it relates to my
experience
Before starting this course (more accurately my experience
with Walden) my personal definition of distance learning was any kind of
learning that did not involve physically being in a classroom. In my mind, a student involved in distance
learning was most likely an adult with professional career experience who had
already earned at least one degree at a traditional brick and mortar
school. The type of learning involved
would be primarily be in a read and respond format. Communication would be primarily limited
between the facilitator and the student.
Learning would be done in isolation and much of the responsibility to learn
would fall on the learner.
The resources this week provided a chance to revise and
update this personal definition. One
major change is that distance learning does not necessarily mean a student is
not in a classroom. My experience at
Walden has also shown that distance learning does not mean working alone in a vacuum. Read and respond style assignments are still
part of distance learning, but there are many ways to make the experience more
interactive and reflective. My revised,
personal definition of distance learning would be as follows.
Distance learning is any learning experience where the
student is separated completely, or in part, from peers, materials and/or the
instructor. The separation is often physical,
but it can also be through time. A class
can meet in at a predetermined spot with a facilitator, but still be involved
in distance learning because of a separation from the course materials. This definition greatly expands the types of
experiences that can be considered distance learning compared to my initial definition. Because of this expanded definition, there is
a wide range of possibilities for distance learning in the future as it
continues to change and evolve. See mind
map link at bottom.
First, distance learning is changing the economics of
education and training by adjusting the scale.
(Moller, Foshay, & Huett, 2008) Literally
thousands of students can work from a module delivered through distance
learning that was created by one instructor.
Instructors can design and facilitate distance learning without having
to actually travel to an area to implement it.
This fact means that learning can become very focused and specialized to
address special needs and unique areas of study. The scale also means that learners have a
wider variety of courses and subjects available to them.
Although these ideas are attractive, distance learning is
not a solution to an educational or training problem. It is merely an alternative that can be
chosen to be implemented. Care must be used
to make sure that distance learning suits the needs of the learners. For example, the creation of virtual high
schools has increased over the past few years.
Often times these online schools are chosen as an alternative for
students that have not been successful in a traditional high school. While it is true that a certain population of
students choose online high school programs due to special needs or concerns,
there is still the question of at-risk teen learners. Research has shown that this population does
not thrive in a distance environment (Moller, Foshay, & Huett, 2008).
The greatest challenge to distance learning in the future is
to overcome the stigma that it is not as rigorous as traditional face to face
learning. Current assessment of distance
learning indicates that often times the current approach does not realize the potential
of distance learning or assure high quality.
(Moller, Foshay, & Huett, 2008) To overcome
this, practitioners of distance learning need training in proven best methods
and to stay current with the evolving technologies of distance learning. Consumers of distance learning must also
demand higher quality, while also practicing the necessary skills to be successful
in the distance learning environment.
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.
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.
