Distance Education: An Evolution

 
Distance learning has been around a long time. Currently, a widely accepted definition of distance education as "institution based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources, and instructors,"  (Simonson, Smaldino, Albright, & Zvacek, 2012, pg.32). For centuries, correspondence schools have been in existence, and I would consider correspondence school to be distance education, however, the telecommunications aspect of the current definition of distance learning excludes correspondence classes. Although most distance education today uses technology of some sort, I am doubtful that telecommunications should be an absolute within the definition.
 
According to Hilary Perraton (Simonson, et al, 2012), distance education is an educational process where the majority of the instruction is by someone removed in time and space from the learner. Part of this definition appeals to me, in it's generality, as separated by time and space, which would allow the definition to include by telecommunications and correspondence. As an advocate for innovative technology and its used within the educational environment, I would still prefer the definition to be general in the sense that it can utilize technology. In 2007, Michael Moore (Simonson, et al, 2012) created a definition for distance education that appeals to my own sense of distance learning. The definition by Moore says that communication between the instructor and learner will be facilitated by print, mechanical, electronic, or other devices. Moore also, uniquely, puts emphasis on the idea that instructional design methods for distance learning differ from traditional brick and mortar instructional design.
 
If we were to ask why the definition of distance learning has changed so much over the years given that it has been around for so long, we will likely discover that changes in technology have changed the width of breadth of distance education. The use of correspondence schools could only be used for certain types of learners, but today's technology allows for distance learning to provide tools for nearly every learning style. For many distance learning courses, technical knowledge is a big factor in the success of the student, however, there are ways to create instruction, utilize technology, and not have the student be technically knowledgeable beyond knowing how to use a mouse and keyboard, and still have success with the learning. Looking at the instructional design methods for distance learning over the last decade will showcase the improvements and effectiveness of distance education. These improvements in the design of distance instruction are distinctly different from traditional instructional design. Different contexts for learning, such as online learning and traditional schools, require much different instructional design strategies.
 
Before beginning my examination of distance learning and education, I would have defined it as a method for uniting teacher and learner via correspondence or technology in the educational context.

 
My newly revised personal definition of distance learning would include the following:
1. Institutionally based.
2. That student, teacher, and classmates are separated by time and space.
3. This element is counteracted by the use of communication facilitated by print, electronic, mechanical, or other devices
4. Instructional design methods are created specifically for the three preceding factors.
 
The biggest alteration in my personal definition of distance education would originate around the inclusion of specific and distinguishable instructional design methods for distance learning. This helps us to draw a line between instructional design for brick and mortar and instruction designed for online or distance learning. As I learn strategies that work ideally for learning at a distance, I am more convinced that teaching strategies need to be systematic, as well as scientifically and critically examined to be truly effective. Good design doesn't happen by accident or by having good instincts about teaching, those are only the starting point for understanding and creating effective instructional design.
 
I believe the future will allow for effective instructional design methods and models to be established, increasing the quality of distance education.
 
 
References:
 
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.