Before this course, I had two different definitions for distance learning. One was a self-study type of learning that was done in the comfort of one’s home made possible through direct mail correspondence and considered private, one-to-one interaction between teacher and student. The other was learning via a satellite location or video conferencing where students sat in a classroom and listened to a lecture from a professor who was located at another place.
In this week’s learning I discovered the enhanced definition of distance learning. Simonson et al, (2012), defines distance education as being inclusive of the following components: “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson, 2012, p.32).
What I learned this week was not all new information. But, it allowed me to look back in time to when my parents were recipients of certificates from correspondence schools. It is sobering to know for centuries major colleges and institutions have developed and produced successful correspondence courses from which our parents benefited. The “roots of distance education are at least 160 years old” (Simonson et al, 2012, p. 37). Based on what I have learned this week, I would redefine distance learning as a correspondence course, which is delivered electronically, that allows all types of people located in different places to access and process information at any time through email, blogs, wikis and discussion boards while developing learning communities.
I see distance learning as Simonson sees it as “a disruptive technology” (p. 11). In that it influences or disrupts everyone’s life in a way that causes one to make decisions that one did not anticipate. It propels you forward even when you do not want to go forward. For example, I had no desire to get a new phone. I was content with simplicity. As I started taking this course, I realized that if I have a smartphone it would allow me to check into class, listen, and download information, etc. As new technology emerges, it completely disrupts your lifestyle. I can envision in a few years to come, buildings being devoid of adult students physically sitting in them as more people gravitate towards a more convenient way of life.
Dede (1990) describes how delivery of distance education will be more powerful in the future. He says “For at least another 15 years, the information technologies will continue to rapidly increase in power while decreasing in cost. This will have two major effects on distance learning: the synthesis of computers and telecommunications, and the growing affordability of sophisticated technology for instruction.” We are already there at that place, right now!
I envision as distance education explodes, there will be a need for qualified and experienced instructional designers. I foresee a lot of competition in this growing field, which means employers, will be looking for the best. Personally, I want to guarantee myself a place by learning and applying everything I learn to the best of my ability. “The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise” (Moller et al, 2008, p. 70).
References
Dede, J. (1990). The evolution of distance learning: Technology-mediated interactive learning. Journal of Research on Computing in Education; Spring90, Vol. 22 Issue 1, p247, 18p.
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), 70–75.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
