Distance learning is an interesting topic. I had my first encounter with distance
learning in 2007 when I enrolled in my first online graduate program. I was offered a full time job working for a
non-profit organization as soon as I received my Bachelor’s degree but knew
that in order to become a teacher like I wanted to, I needed to pursue a
master’s degree and with working full time, going and sitting in a college
classroom again would not work for me.
This made me look into online master’s degree programs. As a result, I defined distance learning for
myself as a learning experience that was caused by the physical separation of
the learner and instructor. As a result,
distance learning for me was completely virtual and self-centered. I initially thought that by using distance
learning, I would be doing course readings and completing assignments that
would then be evaluated by the instructor since the instructor and myself were
separated geographically. I had never
thought about interacting with the instructor and other students in the class
through discussion forums or group projects.
As I have been taking classes through distance
learning and learning more about what distance learning really is. I have had
to reshape my definition. I have not
needed to throw out my initial definition, but rather after experiencing
distance learning over time and learning more about it, I need to add to my
personal definition. In the reading for
week one of this class, distance learning was defined as “institutional-based,
formal education where the learner group is separated, and where interactive
telecommunications systems are used to connect learners, resources, and
instructors” (Simonson, Smaldino, Albright, & Zvacek, 2012).
Some key components that I had to include in my
definition that were originally omitted include the fact that distance learning
must be institutionally-based. It is not
an independent study but rather an academic learning environment. As such, the learning is conducted through an
institution (Simonson, Smaldino, Albright, & Zvacek, 2012). This could include colleges and universities,
or even companies in the business world.
The other important aspect that I left out was the fact that interactive
telecommunications are what connect the learning group and the instructor
(Simonson, Smaldino, Albright, & Zvacek, 2012). This communication can be either synchronous
or asynchronous. Distance learning has
more to it than just reading course materials and submitting assignments for
evaluation. It is important for learners
to interact with each other which could include group projects, discussion
boards etc. in addition to interacting with the resources and instructor. One thing to keep in mind is that the
interactions need to be relevant (Simonson, Smaldino, Albright, & Zvacek,
2012). I was involved in a hybrid
distance learning experience before where this was not the case and as a
result, the experience did not seem to reach its potential. During the web based component, we would
learn one thing and then when the group met face to face, something different
was discussed, creating disconnect between the two course components.
Distance learning has evolved a lot over the years
and with the changes in technology that continue to take place rapidly,
distance learning will continue to change.
With new technology that continues to be developed, such as smartphones
and I-Pads, distance learning courses can be more accessible than before
because people can always have the course at their fingertips. The evolution that is taking place with
distance education and the technologies that goes along with it is an important
piece in how to engage learners since they first started to be gathered in
school buildings. If a commitment is
going to be made to provide education in this type of format, restructuring is
needed which will require distance education instructional designers to
collaborate with teachers and the school system (Huett, Moller, Foshay, &
Coleman, 2008). This statement can be
applied to higher education and the corporate world as well. The learning experiences need to be engaging
and relevant just like they would be if they were going to be delivered in a
face to face situation.
In closing, through my experiences with distance
learning and the things that I have learned, I have had to add to my definition
of distance learning to fully encompass everything that distance learning has
shown to me over the years. No longer do
I view distance learning as something that I am in by myself. Instead, through the use of different forms
of technology, I have the ability to interact with a variety of resources and
individuals through the learning community of each class to increase my
knowledge on subject matter that is presented.
Resources:
Huett, J., Moller, L., Foshay,
W., & Coleman, C. (2008). The Evolution of Distance Education: Implications
for Instructional Design on the Potential of the Web (Part 3: K12). TechTrends,
52(5), 63–6 7.
Simonson, M., Smaldino, S., Albright, M.,
& Zvacek, S. (2012). Teaching and learning at a distance: Foundations of
distance education (5th ed.) Boston, MA: Pearson.
No comments:
Post a Comment