Defining Distance Learning – “An evolving change towards better communication”

Defining Distance Learning – “An evolving change towards communication”

Moore (1994)was concerned that the progress of distance education would be hindered by the lack of attention to what he called the "macro Factors." he indicated that in this area of education there was a need to describe and define the field
(Simonson, Smaldino, Albright& Zvacek(2009)...

When most people hear about distance education, the first thought and or image that come to mind is online classes. Although distance education have been in existence for quite some time now and perhaps before its time, it appears to be that this new trend and education fad had evolved overnight. I personally don’t believe that the definition of ‘distance education” is changing; however, based on my personal experiences with hearing the word, I only thought of distant education as only one dimensional. For example, prior to hearing the word distant, I automatically thought of people attending online courses at a difference time across the globe. I never envisioned the word distance as being separate in regards to a difference in intellect or knowledge.

My personal definition of distance learning is: an interactive process of communication that connects learners from various backgrounds of intellect and knowledge. Prior to starting EDUC-6135-1 Distance Learning distance education was just another word the education has coined as a new trend or catch phrase. I really never thought of distance learning of having any sort of history at all. I’m an academic adviser at a proprietary online school. I’m in contact with student from around the globe that have a desire to complete a degree and as a result of completing the degree a better life. This particular online university does not have a rigorous admission policy. Basically all the applicant has to do is, decide that s/he wants to attend school and then they’re in. The problem that I have with is, I consider our school to be a feeder school, basically those that can’t make it at a ground campus or any other online campus might have a potential shot at graduating from the degree program. Again, the concern that I have is, the university does not properly prepare the aspiring prospect of the possible challenges that s/he may experience thorough the course of enrollment. Worst of all the students are not prepared to handle not only the work load but lack the discipline of self learning to sustain the student until graduation.

According to (Moller, Foshay, & Huett, (2008) One challenge to ID is to determine how learners interact with the various e-learning instructional models and the contexts in which they do so (pp – 5). The concept of instructional design may not change but the learners will definitely change and the learning experiences that they bring with them. For example, students that have the tendency to excel and are self learners will not have any challenges in navigating they’re way around the course and most likely, will not experience a lack understanding of content from within the course. In contrast, there will always a learner that has a desire to receive an online degree but may not have the intellect to survive the plight because self discipline and possibly intrinsic factors of self motivation might be lacking.

My vision for online learning is to see universities provide more education resources and services for on-line students that are not prepared to participate within an online format. Having these resources available would prepare the online learner to set education goals and self discipline. I believe that these universities should have remedial courses available and effective and efficient online navigation orientation. I’ve witness students fail classes because they did not know how to submit work in the drop box. I would also like to see online instructors take more of an initiative to communicate and engage in effective conversations.

In conclusion, as technology and education continues to evolve, I believe that future instructional designers should practice developing cutting ideas that will forever distinguish the traditional way of teaching and the new age of educational technology. There is a strong need for instructional designers, specifically
trained in distance education technologies and design, who are ready to tackle distance education challenges at all levels (Huett,Moller, Foshay,& Coleman(2008). As we continue to take part in effective training, the skills that we develop through the interactive settings, we should be able to apply those same principles towards bridging the gap between those learners who have the intellectual know versus the learners who struggle navigating throughout the course. As instructional designers, if we do not practice becoming a forward thinking group who can embrace the technologies and evolving paradigms of teaching and learning in the 21st century then we're going to become extremely lost.


References:

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), 63–67.

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. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Chapter 2, "Definitions, History, and Theories of Distance Education