A New Definition of Distance Learning

   

            Having worked in distance learning for several years now, my understanding of its definition did not change much after reviewing the resources this week. I understood distance learning to be institutionally driven and dependent on the fact that the learning groups were separated by time and space. I understood that in some distance learning environments, there exists asynchronous and synchronous learning by which the learning groups will conduct their learning independent of each other or at the same time as one another.

                I did, however, learn that the terms e-learning, virtual education/schooling, and on-line learning/education are not synonymous and are quite independent of each other (Simonson, Smaldino, Zvacek, 2015). I now know that my work relates to that of an on-line learning environment under the umbrella of a distance learning theory.

                Based on my previous definition, as well as the information I obtained this week about the various aspects of distance learning, I believe that the definitive characteristics of distance learning are always evolving and slightly changing because of the nature of technology. As society moves to a more technologically advanced state, the use of such new advancements naturally changes the face of tools used to deliver distance learning programs. For example, looking back at the history of distance learning (Simonson, Smaldino & Zvackek, 2015) we can witness how new technologies advanced the impact and use of distance learning programs from correspondence study to fully on-line universities.

                The challenge with the constant change of technology is that the theories employed by distance learning practitioners must also change to support the advancements. There needs to exist a strong theoretical base by which distance educators can make decisions with confidence but unfortunately, “the changing and diverse environment in which distance education is practiced has inhibited the development of a single theory upon which to base practice and research” (Simonson, et al, 2015, p. 56). As the world changes technologically, so must distance education programs if they are to meet the needs of the demands of society.

                For this reason, and others, I strongly believe that distance learning will continue to grow and expand in influence and impact. I believe this to be due to the fact that drastic changes in society, politics and economies are impacting the need for education and training at a much faster pace and because of the flexible and quick nature of distance learning to meet the rapidly changing needs of the world (Huett, Moller, Foshay & Coleman, 2008). I also have a strong suspicion that distance learning will become more impactful at the local level to meet the needs of specific societies that have diversified more drastically than can be supported.  

                 

References:

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008c). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12).TechTrends, 52(5), 636 7. Retrieved May 8, 2016 from Academic Search Complete.

Simonson, M., Smaldino, S., &  Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Information Age Publishing, NC.