My first experience with distance learning was in 1987 when I
signed up for a philosophy class at a large university. I was so excited to receive
my first distance learning package containing my book, workbook, and video
tape. The only requirement for a grade was a test after each section and a
final test at the end of the semester. I thought it would be easy, but it was
not. The studies were not difficult, but it became very boring in a short time,
and I lost interest after a semester. There was no interaction, only me sitting
alone reading a book and listening to the VHS video tape. I now realize that
some very important aspects of learning were missing, i.e. interaction and
application. Otherwise, it was really no different than sitting in the lecture.
This learning environment was not an active learning environment. There was no
impetus for learning. I realize that some of the impetus should have been
internal, but I was provided no means for interaction, individual or small group
activities, or student projects to help motivate me to learn at a deeper level (University
of Minnesota, 2013). I don’t remember very much that I learned in that environment.
Even though I had a bad first experience with distance education, I am dedicated
to distance education because of occupational, social, and family commitments (Simonson,
Smaldino, Albright, & Zvacek, 2012). It requires a firm commitment and a lot of
time, but it affords me the opportunity to study at my own pace within certain
weekly guidelines.
Prior to undertaking online classes with my first master’s degree,
my definition of distance education was bleak. I had experienced a drab version
of distance education which essentially equated to reading a book, listening to
a lecture, and taking a test. It did not incorporate the opportunity for
two-way communication and some form of individualized instruction which are
utilized in a good interactive distance learning program (Simonson, Smaldino,
Albright, & Zvacek, 2012). In the video tapes, I received the instruction
in only one method, which was a very rigid pedagogical lecture. There was no
variation in the teaching method as described by Charles Wedemeyer’s Theory of
Independent Study (Simonson, Smaldino, Albright, & Zvacek, 2012). The
information was dispensed, but it was a one way street.
I learned this week from studying the various distance learning
theories that there is more than one definition of distance learning. Charles
Wedemeyer proposes that distance learning is characterized by the independence
of the student and by placing greater responsibility of learning on the student
(Simonson, Smaldino, Albright, & Zvacek, 2012). Michael Moore emphasizes learner autonomy and
the distance between the learner and teacher. He analyzed the degree to which
learners have autonomy by asking if selection of learning objectives, selection
of resources, and decisions about the learning method is the responsibility of
the learner or the teacher (Simonson, Smaldino, Albright, & Zvacek, 2012).
Otto Peters sees distance learning in context of the industrialized age and
links it to production of goods. His ideas include rationalization, division of
labor, mechanization, assembly line, and mass production to name a few. He
concludes that division of labor was imperative for effective distance learning
(Simonson, Smaldino, Albright, & Zvacek, 2012). Börje Holmberg describes distance learning as
a guided didactic conversation. He views distance learning as a component of
communication theory that includes feelings of belonging and cooperation to be
considered successful. He believes distance learning should include exchange of
questions and arguments in a mediated form of communication Simonson, Smaldino,
Albright, & Zvacek, 2012). Malcom Knowles’ major emphasis is adult learning
with learner participation in the learning environment (Simonson, Smaldino,
Albright, & Zvacek, 2012). Hillary Perraton introduces the idea of feedback
as a necessary part of the distance learning system (Simonson, Smaldino,
Albright, & Zvacek, 2012). Desmond Keegan proposes that successful distance
learning materials must be specifically designed with the distance learner in
mind and that the teaching aspect must be subjectively crafted through
interaction so that the learner obtains maximum benefit (Simonson, Smaldino,
Albright, & Zvacek, 2012).
According to Simonson et al., distance education encompasses four
components: it is institutionally based; it is characterized by a separation of
student and teacher; it includes some type of interactive telecommunication;
and it includes some means of connecting learners, resources, and teachers (p.
33). These ideas encompass what I think make up the best online learning environment.
In addition, I have borrowed concepts from each of the theories to formulate my
own well-rounded definition of distance education. For a successful learning
environment, there must be a system that allows independence and autonomy of
the student. The subject should relate to a learner’s job so that concepts learned
can be applied. It needs to incorporate a means of communication between
students and instructors so that a sense of belonging is maintained. Feedback
is also important in supporting or scaffolding the learner to achieve a greater
degree of knowledge, skills, and abilities. Finally, instruction and the
environment should be specifically designed to meet the needs of online
learners. My online classes at Walden University incorporate all of these ideas.
Distance learning has evolved incredibly over the past 30 years
from home viewing of videos, completion of workbooks, and taking of tests to fully
immersive online environments where true adult interactive learning can thrive.
More people are teleworking than ever before, and they are discovering that a
credible education can also be obtained at home on a more flexible schedule allowing
them to successfully manage occupational, social, and family commitments while
they earn their degrees. With the influence of a growing number of
instructional designers producing intentional distance learning products geared
toward the adult distance learner, I believe the number of learners completing
their degrees through distance education will double in the next 10 years. The
quality of instruction through distance learning will also increase due to the
dedicated efforts of educators and instructional designers subjectively crafting
online products that maximize the benefit to online learners (Simonson,
Smaldino, Albright, & Zvacek, 2012).
References
Simonson, M., Smaldino, S., Albright, M.,
& Zvacek, S. (2012). Teaching and learning at a distance: Foundations of
distance education (5th ed.) Boston, MA: Pearson.
University of Minnesota. (2013). What is
active learning? Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/active/what/index.html
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| Definition of Distance Learning Concept Map |
Your opening comments regarding your first experience with distance education are very similar to my own. I am jealous as you at least had videos! While I was very interested in the material, it was impossible to remain engaged by a mimeographed booklet. I never did finish and it has bothered me for nearly 30 years.
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