The Past, Present and Future of Distance Learning

The Past

Before starting the MSIDT program, my understanding of distance learning was very limited, and my definition was very narrow.  In the early 1980s, my mom went back to school and completed a degree through correspondence.  She had to meet at the beginning and end of the semester with her instructors and complete weekly assignments that were mailed to the instructors.   The instructors then commented and returned the assignments.  I also experienced correspondence coursework in the early 1990’s due to a misunderstanding with my university counselor and the degree requirements.  (I enrolled in a third history course and needed a course in another area.)  I was able to complete an anthropology course through correspondence and proctored testing.  This correspondence course was self-paced and had one fee for completion within a 12 month period. 

My first teaching position was in Southeast Missouri.  Having a Biology degree, I did not think I had to take additional biology courses in order to teach Biology in other states.  This assumption was wrong, and I had to complete a plant biology class.   I also had to enroll in an exceptional learner class.  (Both of these areas were covered through my undergraduate degree, but since there was not a course labeled botany or exceptional learner on my transcript, I had to complete these two courses.)  These two courses were completed through correspondence and proctored exams.  The courses were somewhat self-paced, but had a final deadline for completion.   The secondary school in Southeast Missouri had a Spanish class offered through a satellite class because there was not a Spanish teacher.  Assignments were sent in by the facilitator and students watched the instructor through the satellite lessons.  As this school was able to get e-mail and internet access, the class was able to interact with instructor more. 

About ten years ago, I also had the opportunity to enroll in an online course that was an experimental class.  This course was completed through online modules and quizzes. There was a final project that had to be completed and presented on-site in a seminar setting.  I was not very happy with this course because of the experimental design and unclear expectations for the assignments and final project.

All of the previous experiences influenced my definition of distance learning.  This initial definition included correspondence coursework, satellite video and learning modules with pencil and paper tests.   These experiences moved me toward Walden’s Program when I decided to work toward a masters degree.  I was looking for a little more than correspondence assignments and wanted to incorporate technology in my learning process.  I was not sure that I wanted a completely self-paced program, even though I am at a point now that I would consider that for future coursework.

Definition of Distance Learning

My definition of distance learning has been enhanced through my experiences and the MSIDT program at Walden University.  I do not feel that there is one definition of distance learning, since there are situations that require different approaches to distance learning.  My current distance learning definition includes the four components of distance learning as described by Simonson, Smaldino, Albright, and Zvacek (2012).  Distance learning (DL) is based in an institution.  DL also separates the student and teacher by distance or time at some point in the instruction. DL is technologically enhanced, or there is some type of assisted communication. Interaction of learners and instructors is important for effective distance learning.  Depending on the situation, you should be able to see most, if not all, of these included in each instance of distance learning. 

What will the future bring for DL? 

There will be changes for distance learning in the future.  This is especially true for the secondary classroom, since public education seems to lag behind in regards to technology implementation and use.  I see an expanded role of communication tools being used for connection of classrooms and students to others around the world.  Skype, instant messaging, and VoIP will allow learners easier access to instructors and experts (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Computer technology will be used for instructors and students to know what standards they have met and where they still need to work to gain mastery (Tracey & Richey, 2005).  There will also be access to additional content that traditionally was not accessible to students in the secondary classroom.  This is one area that is part of the current use of computers, but will be more integrated into the curriculum.  The teacher in the classroom will become more a facilitator of learning.  A teacher that is a facilitator will be able to work toward differentiation of the instruction to meet the needs of each student present in the classroom.  DL may also allow instructors to streamline the education process for learners, thus reducing time spent on learning.  This will require Instructional Designers to focus on quality of instruction and needs assessment in order to accomplish this possibility (Moller, Foshay, & Huett, 2008).  Homebound students and students with extended absences will be able to stay with or complete the learning goals for courses enrolled much easier that with the traditional approach to learning (Huett, Moller, Foshay, & Coleman, 2008).  I envision that DL will become more accessible and available to all learners, not just the postsecondary environment.  This would include primary and secondary students, parents, grandparents and any individual looking to learn more.  I have looked at Kahn Academy (www.kahnacademy.org), and this is one example of a place where people can go to learn more. 

Conclusion

This description of the future is but a drop in the bucket, as there are many different routes the future will be able to take.  What will the future hold?  This is a great question and one that I remind my students regularly.  Since the future is unknown, we must prepare ourselves with the skills necessary to move with the future and not remain in the past.  I have many students say “My dad did not need this to get his job.”  Many of the future jobs that students today will have are not known today.  Who would have thought the field of Instructional Design would be moving as quickly as it is.  I had not even thought of this field of work as a possibility.  As I worked with microcomputers in the 1980s, I would not have considered they would be integrated into the lives of people so quickly.

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.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007).  Using Technology with Classroom Instruction that Works. Denver, CO: McREL.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–2.1

Distance Learning Mind Map