Distance Education Today
I finished undergraduate studies in 1991, at which time I would have thought it impossible to earn a graduate degree in a distance education program. In all honesty, the concept of distance education had not occurred to me and if I were queried on the subject, I would have conjured up images of instructional television programs like cooking shows. I might have thought of some pre-recorded video being integrated into the classroom as a form of distance education, but the idea of me actually participating in a full blown distance education program didn’t occur to me until recent years. I had to experience the benefits of internet communication and interaction in my business and personal life before I ever considered that it might be a viable solution for continuing my education. I’m not advocating that technology and distance learning are one in the same. I will say that existing internet and Web 2.0 technologies, when used effectively, support learning in a manner that is at least as effective as traditional classroom environments. Blogging, mindmapping, chatting, and interactive gaming are examples of applications that enhance distance learning. For me, distance education has to involve the student(s), a qualified instructor who knows the subject matter, some structure, and a means for timely communication to bridge the gaps in spacial and temporal presence. The foundation of distance education is that students and instructors are absent from one another, but have agreed to achieve certain learning goals together. Click here for a visual of distance education today.
The concept and practice of distance education is not new. Holmberg (2005, p.14) cites the Apostle Paul’s letters as evidence of the existence of distance education in the first century. Paul’s students were many in his lifetime and even more through the years. Letter writing for the purpose of instruction can also be found in other cultures dating back centuries. This type of instruction was the beginning of distance education and it has evolved over time. The recent history of distance education begins in the late 1800s with European correspondence schools like Hermods Teaching organization and Anna Ticknor’s Boston based Society to Encourage Studies at Home (Simonson et al., 2009).
As technology evolved, it was apparent that the integration of this technology into distance learning settings enhanced communication and provided a better means for dialog in both directions – from teacher to student and student to teacher. Through the years, use of the telegraph, radio, telephone, television, and now the internet, have all contributed to the gradual transformation of distance education. In the 20th century distance education, in every form – correspondence, broadcast instruction, satellite delivery, etc. – was embraced by major universities, industry, and in some cases primary schools. For instance, the University of Chicago had a thriving distance education program in the early 1900s and radio broadcast courses for college credit were offered by Iowa State. (Simonson et al., 2009). In 1906, The Calvert School was the first primary school to offer distance education. (Laureate, n.d.). As with other fields, the internet has brought exponential growth for distance education. In addition to timely student-teacher communication, learners are able to communicate from student to student so that the barriers that had previously existed for distance learners are greatly diminished. Simonson et al. (2009, p. 35-36) posits that, “the virtual classroom can no longer be viewed as something quasi or pseudo . . . Rather, distance education is about as real and actual as education can be.”
As the demand for distance education increases, and institutions realize the benefits of being able to attract part-time students, and increase revenue, there is a need to clearly define distance education and associated theory. With such broad participation in distance education, it makes sense to extract from historical experience so that we know what works, and we can proceed to design, instruct, and learn with confidence. One of the most widely cited scholars on the topic of distance education is Desmond Keegan who formulated a definition of distance education encompassing 5 essential elements (Keegan, 1990):
1. Quasi-permanent separation of teacher and learner
2. Influence of an educational organization in planning preparation and support
3. Use of technical media to unite teacher and learner and carry out course content
4. Two-way communication where the student benefits from intimate dialogue
5. Quasi-permanent absence of the learning group from the teacher through the learning process so people are generally taught as individuals.
According to Simonson et al. (2009), other scholars have offered similar definitions. Most agree that separation is essential; that distance education must be institution based, and that telecommunications should be used to foster two-way communication.
Distance learning theories are many and varied, but they can be classified in three categories (Simonson et al., 2009): theories of independence, theories of industrialization, and theories of interaction and communication. Keegan’s theory would fall into the independence category. Otto Peters is the most notable industrialization theorist. His work involved analysis of distance teaching organizations from the 1960s. Concepts introduced by Peters are still relevant in distance education today. For instance, he knew that “change of function” was important for the lecturer. In distance education, the lecturer becomes more of a consultant or guide and more emphasis is placed on planning than day-to-day delivery. Peters also recognized that cost efficiencies in distance education are generally realized when resources are centralized. Fordism, Neo-Fordism, and Post-Fordism are extensions of industrialization theory where the focus is on modifying practices for greater efficiency. Holmberg’s Theory of Interaction and Communication focuses on social and affective elements in distance education like student motivation, student participation in decision making.
Having studied the many definitions of distance education and considered theory, my perspective is that in order for education to be considered distance education, it must involve student(s), teachers, an institution (structure), quality subject matter, engaging design , and two-way communication. When institutions move forward with subject matter experts collaborating with instructional designers, distance education products are more likely to meet learner needs, and learners are more likely to succeed. Because learning activities are designed to both disseminate information and engage the learner, the student is likely to enjoy learning while attaining specified objectives. The appropriate application of theory and technology afford us many opportunities to make distance education rewarding and enjoyable.
References
Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education. BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved September 7, 2011 from: http://www.mde.uni-oldenburg.de/download/asfvolume11_eBook.pdf
Keegan, D. (1990). Open learning: Concepts and costs, successes and failures. In R. Atkinson and C. McBeath (Eds.), Open Learning and New Technology: Conference proceedings, 230-243. Perth: Australian Society for Educational Technology WA Chapter. Retrieved September 11, 2011 from: http://www.aset.org.au/confs/olnt90/keegan.html
Laureate Interactive Media (n.d.). Distance Learning Timeline Continuum. Available from Walden University.
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