The definition of distance learning is varied. According to Teaching and Learning at a Distance (2012), distance education is an “institution-based, formal education where there learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino, Albright, & Zvacek, p 32, 2012).” Before starting this class, I have had a good variety of experience with distance learning. Coming from two different graduate level programs, I have seen two completely different learning experiences. The first was very interactive and project-based while the second was more independent and written. I feel that both have opened my eyes to understanding that distance learning is varied and that the definition of such a word is very difficult to sum up into a short narrative. This week, I learned a great deal on the history of distance learning. According to the timeline provided in the resources of this course, I learned that the first distance courses were through mail correspondence. Degrees were even offered after a short bit of time from reputable universities. Radio was introduced and then, shortly after, television broadcasts were brought onto the field. We even moved into telephone distance education programs. In 1969, after the founding of the Internet, it led to a whole new world. Walden was quick to jump on board in 1970 with limited graduate studies programs, which led the way to an uprising of online universities. By 1989, distance-learning programs were available in two-thirds of the United States. The new interest led to the development of a variety of learning management systems, which fulfilled the needs of the online adults, but also now the online children. We are now teaching children as young as kindergarten online with the latest in Web 2.0.
As I mentioned before, creating a definition is going to be very difficult. I have been shaped by my personal experiences through courses, but also through my professional experiences. Last year, I had the opportunity to teach through Polk Virtual School, which is a subset of Florida Virtual School. I had a limited number of students, since I was an adjunct, but felt it gave me a good feel for online education. So much, in fact, that I signed up for a graduate level certificate at Walden because of it. I had been searching for the right path for me to take – and I finally found it.
To me, online education symbolizes opportunities. In the six years that I have been teaching, I have met around 900 students. Over the years, I have seen the power of online education at the secondary level. In my first year of teaching, I had a student that developed cancer. She was hospitalized immediately, but wanted to continue her studies. In a normal environment, she never could have. However, in my county, we put her in a program called Hospital Homebound where she would work on her classes online, but be visited by a teacher from her home school weekly for interaction and to ask questions. I quickly volunteered for the experience and found it so meaningful. Here was a student – losing her long dark hair due to chemo – that still had the desire to learn and we found a way to help her… while still understanding she needed to work in her own time. Those experiences have shaped what is dear to me most about online education – the ability to work at one’s own time to create meaning and understanding at a highly academic level.
To summarize, I feel that my definition of online education has changed, but only slightly after this week’s readings. Considering my variety in experiences, I feel that I have a good handle on what online education is about. I like the definition provided in the textbook because it really is the root of what it is. Honestly, everyone’s definition will be completely different – based on the programs and experiences they have had. I’ve had professors I prefer… classes I loved… but also days when I wished I could just find the motivation to write one more word. In essence, online education is really no different than face-to-face in the fact that you gain information, but it’s up to you to use the resources that you best work with to attain the information in an online setting. It’s not for everyone – sure, but I know it’s for me. I believe in it and see us moving forward to developing it further and creating LMSs that will inspire learners for years to come.
Resources
Multimedia Program: "Distance Learning Timeline Continuum"
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
