Evolution of Distance Learning

            The definition of distance learning is constantly evolving as a result of emerging technologies and pedagogical practices. However the purpose of distance learning remains the same, to engage a wider population of learners in order to gain equitable access to learning that was previously impossible or impractical. Originally, distance education was offered primarily through the United States Postal Service. Beginning in 1873, advocates for women’s education allowed for women to complete degree programs through the mail. This was at a time when women were constricted to their homes serving as housewives (Laureate Education). A couple decades later in 1892, the University of Chicago began to offer courses through the mail (Laureate Education).Both of these pioneers in distance learning sought to reach a learner that was either excluded or unable to attend a traditional brick and mortar university.

            In earlier methods of distance learning, the resources were sent to the learner with the assignments and then the professor would evaluate them upon their return. As a result of the lack of communication tools, there was minimal interaction between the learner and the teacher. Later with the invention of the radio, lectures were able to be broadcasted to allow learners further interaction with the teacher (Laureate Education). The biggest revelations in distance education came with the invention of the internet. Learners could now access content and resources from anywhere with internet access. The internet is one of the biggest factors in the increased popularity in distance learning (Laureate Education).

            With the internet, distance learning has evolved into a formal education system where learning groups are separated by geography and sometimes time (Laureate Education). Resources are used to link the teacher and the student, as well as constant communication to apply the content with their colleagues. Along with the internet, another major motivating factor for the rising popularity of distance education is rooted in economics (Moller, Foshay & Huett, 2008). Through online trainings, corporate businesses can cut costs of classroom training and delivery, and trainings are easier to scale and apply to a larger audience when done virtually (Moller, Foshay & Huett, 2008). In higher education, universities have expanded their online course load in order attract more enrollment. With courses offered completely online or in a hybrid style as Duke University first did in 1996 (Laureate Education), non-traditional students are enrolling in degree programs to expand career opportunities (Moller, Foshay & Huett, 2008).

            From my own experience as a student, I always considered myself to be a very visual learner who learned best from someone presenting the content in front of me, rather than reading a textbook myself. For my undergraduate career, the traditional classroom setting worked perfectly for me and I saw a lot of success. However, for my master’s program, traveling to a university to take classes on a weekly basis along with balancing the demands of my career and home life made it very difficult. I recently transferred to a completely online program and it has changed the way I view myself as a learner. The online program allows me to construct my own understanding based on the materials presented and see it from the scope of my own experiences, rather than from that of the professor at the front of the room.

            I believe distance education is going to sky rocket in popularity in the coming decade. As more universities gain experience and accreditation with the online process, more students will be attracted to the flexibility that online degrees offer to students. In addition, I am beginning to see the implications of distance learning in my elementary classroom. As there is a large push for small group and customized instruction, many teachers and trying out the “flipped classroom.” In this classroom, students have access to an online learning management system where teachers can distribute content for students to interact with and assess. By building student independence, teachers have more opportunities to work with smaller groups of students on either reteach or extension activities. Furthermore, distance learning in the K-12 setting also allows for students who are hospitalized, traveling, or have difficulty being in a classroom with their peers, an opportunity to still learn and be held accountable for their education (Huett et al., 2008). With this new perspective on “distance” being across the room, my definition of distance learning has evolved as well. I believe that distance learning is the interaction of the learner with rich, engaging, and authentic content where the facilitator can assess and provide feedback based on the learner’s level of demonstrated understanding through technology tools.

Resources

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), 636 7.

Laureate Education (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education “Distance Learning Timeline Continuum” Retrieved from https://class.waldenu.edu

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), 7075.