Distance Learning

My first experience with distance learning was a hybrid economics course in the mid 2000’s.  It was, in my point of view, not designed or “built according to sound ID principles” (Moller, Foshay & Huett, 2008a pg.71).  Three days in class for lecture-based instruction and two days online discussion.  The online discussion was purely asynchronous requiring response-only, no dialog and no debate. It was ineffective as we did not discuss the discussion postings in class and there was no requirement to read other classmate’s postings.

 

I have always viewed distance learning (distance education) as a nontraditional learning experience.  While distance learning has been around for centuries, it has gone through a metamorphosis that on the surface appear vastly different than its original origins, but under that surface the meaning is the same. Distance learning is “Formal education that is institution-based in which the learning group (teachers, students, and resources) are separated by geography and sometimes time” (Laureate Education, nd).  Changes in delivery are the superficial differences as this goes hand-in-hand with the technological advancements in our society.

 

This week’s reading resources were thought-provoking, especially the section on quality and standards.  While many brick and mortar college graduates of the older generation look at distance learning as a subpar education, the opposite is apparently true.  “Distance education could eventually be the point of leverage to develop and to propagate performance-based quality standards throughout post-secondary education (Moller, Foshay & Huett, 2008b, pg. 67).  In my student career of participating in both face-to-face and online courses, the courses online were definitely more demanding, required extra research, more use of my critical thinking skills and technology  proficiency.

 

 

Distance learning is becoming (or moving towards) the ‘new’ traditional way of obtaining knowledge.  It is web-based (and computer-based) learning; correspondence courses for the millennium. “Distance learning is a method of education” (Bates, 2008) where learners can chose the time and place.  Components of distance learning can include books, videos and other forms of media. The learning can be synchronous or asynchronous, reflecting the nature of the course, by using discussion boards or internet chats.

 

Learning is not finite; there will always need to be options for students and workers to receive education. Cost-effective ways to delivery training and courses is through distance learning. More and more universities and businesses, to stay competitive, will need to offer diverse choices and alternatives. “A greater percentage of learning will take place online…as few students will get the traditional on-campus degree” (The International Association for Distance Learning n.d. para 12).  With this shift, learning institutions will see a higher influx of adult learners and an increase need for adult learning specialists.

 

 

 

 

 

 

 

RESOURCES

 

Bates, T. (2008, July 7). What Is Distance Education?. Tony Bates. Retrieved May 8, 2014, from http://www.tonybates.ca/2008/07/07/what-is-distance-education/

 

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

 

Moller, L., Foshay, W., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75.

 

Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

 

The International Association for Distance Learning. (n.d.). The International Association for Distance Learning. Retrieved May 8, 2014, from http://www.iadl.org.uk/Article17.htm