Defining Distance Learning

There has been a plethora of definitions offered for distance learning. For the most part, the definition is usually related to, or connected in some way with, the current technology being utilized for the delivery of the distance learning. Distance learning has been accomplished with a variety of technologies including correspondence courses taught through the mail, telegraphy, radio broadcasts, television, telephone, early Internet predecessors such as ARPANET, video tapes, satellite television, cable television, the Internet, and Learning Management Systems (LMSs) (Distance Learning Timeline Continuum, n.d.).

Earlier Components and Thoughts on Distance Learning

Prior to starting this course, my definition would be one that focused primarily on Computer Based Instruction (CBI) delivered over a distance and available for the learner on a somewhat flexible schedule. In the not-too-distant past (mid-1990s), I took an online course from another institution. The course consisted of the learner being asked a question (delivered in Outlook Express) and responding to the question in a discussion type format. Additionally, assignments were made requiring the utilization of tools such as PowerPoint to create some basic presentations on the topic. While interesting as a starting point, the coursework did not seem to be organized around any learning theory and, other than meeting a required number of posts and being in class a required number of days, the evaluation was very vague. At the time, I thought it was a decent way to gain some knowledge but was a bit confused regarding expectations. According to Moller, Foshay, and Huett, "most learners are not currently able to distinguish between well-designed and poorly designed e-learning; nor can they recognize the relative value of one school of learning theory over another" (Moller, Foshay, & Huett, 2008, p. 71).

Recent Components and Thoughts on Distance Learning

Since starting this course, I have begun to modify and reconsider my thoughts on defining distance learning. I now focus on the "distance learning" AND "distance teaching" components of the definition (Simonson, nd). Previously, I did not think about including the teaching part of distance learning in my definition. However, it does make sense to include that component since formal learning requires some form of teaching. In addition to including distance teaching in my definition, I see the need to include the concept of evaluation in the definition. These evaluations need to be well thought out and does authentic as possible. Wiggins stated, "A move toward more authentic tasks and outcomes thus improves teaching and learning: students have greater clarity about their obligations (and are asked to master more engaging tasks), and teachers can come to believe that assessment results are both meaningful and useful for improving instruction" (Wiggins, 1990, p. 3). As a final consideration for my new working definition of distance learning, I now realize that instruction can be delivered by methods other than the Internet. The use of other methods such as radio, correspondence, and television, are still viable alternatives to deliver distance instruction. According to Simonson, Smaldino, Albright, and Zvacek, "Distance education provides the opportunity to widen intellectual horizons, as well as the chance to improve and update professional knowledge" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 39). Certainly, the use of radio, correspondence, and television as educational mediums provides for the possibility of reaching people in places where the Internet or other sources may be scarce.

The Only Constant is Change

The definition of distance learning is one that changes often. One reason for the change is that the available technology is constantly changing. I still remember my first personal computer from the early 1990s. It had an 80286 processor, a 20 MB hard drive, and ran DOS. Technology has rapidly progressed and, with new technology, new ways to utilize it emerge. While improvements in technology are important, perhaps more important is the vision of individuals to take full advantage of the technology and push it to develop further. Simonson et al. states, "Whereas the initial cost of fiber optic systems may be high, the long-term savings and benefits of the technology outweigh the initial costs" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 40). This is a good example of the push to use current technology. However, with new emerging technologies, I imagine that it will be a short while before something "bigger, better, and faster" comes along. By seeking to find innovative ways to utilize the existing technology to its fullest extent, both the use of the technology and the innovation of new technologies are pushed to develop.

Vision for the Future

I envision the future of distance learning evolving to take advantage of the social connections of the new learner. With the improvements in cell phone technology, today's learner can carry with him or her a device that can access information on just about any imaginable topic. Additionally, these learners are connected with each other so that they do not feel the need to "know everything" as long as they can access someone or something that contains the knowledge. This is very much in keeping with the ideas that Siemens expressed when he stated, "Information abundance requires that we offload our cognitive capacity onto a network of technology and people" (Siemens, nd). Distance learning will need to evolve to take better vantage of these connections. For example, some courses may be created where the student is responsible to find and develop connections to data sources that provide information rather than being given a textbook from which to glean information.

Conclusion

In conclusion, my current working definition of distance learning is as follows:

Distance learning is learning that utilizes available technology to deliver formally designed information to the learner who may be separated from the teacher by distance and/or time. The learning involves both distance learning and distance teaching as it is based on formal principles and theories of learning that include appropriate evaluation. Additionally, distance learning can include training as a form of education designed to improve the knowledge or skills of the learner.

References:
Distance Learning Timeline Continuum. (n.d.). Laureate Education, Inc.

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 , 42 (3), 70-75.

Siemens, G. (nd). Connectivism. Video lecture presented for Laureate Education, Inc.

Simonson, M. (nd). Distance education: the next generation. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1.

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

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation , 2 (2), 1-5. Retrieved September 11, 2011 from http://PAREonline.net/getvn.asp?v=2&n=2.

My Distance Learning Mind Map