Defining Distance Learning

 

In 2009, I had my first introduction to distance learning when I had the opportunity to enroll in a self-paced program at a vocational school in the United States while residing in Jamaica. During that time, my class materials were sent to me via the postal service and were also available for download from the Internet. Additionally, my assessments were completed electronically through a website using unique access codes for each end-of-unit theory exam. Based on this experience, my understanding of distance learning back then was that it offered an independent approach to self-study, guided by an academic advisor, where course materials and assessments were accessible in print via the postal service and online. According to Simonson et al. (2019), the availability of distance education has been rapidly expanding with the increasing prevalence of computer-mediated communications and the Internet. Since the mid-1980s, online courses have been offered for credit and noncredit purposes. Teachers play a key role in organizing course materials, readings, and assignments. At the same time, students engage in independent learning by reading the material, watching videos, listening to recordings, completing assignments, and participating in online discussions with their classmates.

Significant changes have occurred since my exposure to distance learning over a decade ago, especially regarding available technology resources and tools. Shukhratovna and Shukhratovna (2023) highlight how modern IT advancements have positioned distance learning as an innovative and promising direction in education. It has become a pervasive global phenomenon, transforming the educational landscape in countries worldwide. The emergence of new technologies and improvements in existing ones offer exciting opportunities for innovative instructional methods and delivery formats. Advancements in communication tools, learning management systems, virtual reality, and artificial intelligence, among others, contribute to the evolution of distance learning practices. Tracey and Richey (2005) stress the importance of research and theoretical explorations that align with innovations in distance learning, promoting student engagement and fostering an intellectually curious and skilled population. Ongoing studies and analysis provide valuable insights into effective instructional strategies, learner engagement techniques, and the impact of distance learning on student outcomes. These findings drive the definition and practices of distance learning, ensuring alignment with current educational principles and best practices. Consequently, the evolving nature of distance learning reflects the dynamic interplay between technological advancements, research insights, and the changing educational landscape.

After engaging with the course materials, my understanding of distance education has significantly deepened. The definition of distance learning provided by Simonson et al. (2019) has shed new light on this concept. According to their definition, distance learning refers to an educational approach where learners, resources, and instructors are connected through interactive telecommunications systems. This definition emphasizes the crucial role of open and constant communication in distance learning. It also clarifies that while terms like online learning, e-learning, and virtual learning are often used interchangeably, they may possess distinct characteristics depending on the specific context in which they are employed. Ultimately, distance learning is the overarching term encompassing all these methods. This understanding enables me to differentiate and better grasp the various approaches to distance learning.

I now perceive distance learning as a formal and institution-based educational approach involving a geographically separated learning group of students and instructors. To facilitate this type of education, interactive technologies such as web 2.0 tools are employed, and a learning management system is utilized for assignment submission and collection. Additionally, discussion boards and blogs are integrated to enrich the curriculum and foster collaborative learning experiences. With this expanded definition, I recognize the significance of institutional support, interactive technology, and effective communication tools in successfully implementing distance learning.

I anticipate that distance learning will continue to change as the educational landscape evolves. It will adapt and expand its definition to cater to learners' diverse preferences and requirements. Factors such as lifelong learning, upskilling, and professional development, driven by changing job markets and technological advancements, will influence these changes. Dr. Simonson emphasized that distance learning has reached a critical mass where it no longer requires promotion but rather nurturing and support (Walden University LLC, n.d.). Multiple factors contribute to these changes, including technological advancements, research on best practices and methodologies in distance learning, learner needs, societal influences, and external events and policies. Distance learning is a dynamic field that continually evolves based on research insights and emerging trends. For instance, integrating mobile apps for popular Learning Management Systems (LMS) like Canvas, Blackboard, and Moodle, as well as using artificial intelligence tools and social media platforms, have transformed the learning experience, making it more interactive and engaging. The COVID-19 pandemic has further accelerated online and remote learning adoption, compelling educational institutions and workplaces to redefine and adapt their distance learning practices to ensure uninterrupted education for their learners. 

 

References 

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web.  TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66–70.  https://doi.org/10.1007/s11528-008-0179-0

 

Shukhratovna, A. G., & Shukhratovna, A. S. (2023). Distance Education Perspectives And Innovations.  Journal of new century innovations, 21(2), 97-99.

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.  Chapter 2, “Definitions, History, and Theories of Distance Education” 

Tracey, M. W., & Richey, R. C. (2005). The Evolution of Distance Education. (Undetermined).  Distance Learning, 2 (6), 17–21.

Walden University, LLC.  (Producer).  (n.d.).  Distance education: The next generation [Video file].  Retrieved from https://class.waldenu.edu