Assignment 1

Distance learning provides instructional experiences and some programs provide opportunities to learn which are flexible for both locations and scheduling.  When I first considered distance learning, my impression was that it was cohort-based with text materials used predominantly to guide learning.  This initial understanding discouraged me from pursuing learning or employment via this new setting. 

When I served public schools as a brick-and-mortar teacher and administrator, my understanding of distance learning included online experiences that could be applied in a traditional classroom.  I did not learn to appreciate distance learning until I was offered an administrative position with a virtual school.  The more I learned, the more I realized that distance and online learning encompasses so much more than what the public initially assumes.

First, I learned that virtual instruction includes both synchronous and asynchronous instruction and interaction.  I observed and evaluated online teachers, who implemented effective instructional strategies that are not possible in a traditional setting, such as: application and document sharing, polling, simultaneous chat (without distractions), and also gauged student participation and actively encouraged every student to be part of the class.  Then I saw recorded lessons, which could be used at any time and any place.  The asynchronous component is flexible around the schedules of students, families, and instructors.  Many lessons have the potential to be self-scoring, grade books allow students to quickly see their progress, and feedback from teachers is specific and timely.

While my friends and colleagues embraced online learning for themselves as they pursued graduate degrees, I was more reluctant and completed my first Masters at a brick-and-mortar school.  However, seeing firsthand how online learning was presented for students in a Kinder-12^th grade virtual school provided me with a more accepting definition of distance learning and I decided to enroll in Walden University.

Walden provides mostly asynchronous instruction, which accommodates my busy schedule and allows me to review certain lessons multiple times.  This experience has shown me an even more flexible side to distance learning. 

Simonson, Smaldino, Albright and Zvacek (2012) define distance education as, “formal education in which the learning group (teacher, student, resources) are separated by geography and sometimes time.”  I agree with Simonson et al.’s definition.  Prior to this Distance Learning course, I thought that distance learning was a relatively new concept.  However, the Distance Learning Timeline Continuum shows that distance learning actually has its roots in the 1800s.  Correspondence learning, learning by mail, was perhaps the first time individuals were provided with a formal education primarily at home.  In the early 1900s, lessons were even provided via radio.  Our modern interpretation of distance learning generally includes the use of a computer and the internet.  As technology advances, so does the delivery of distance learning.

Throughout Huett, Moller, and Foshay’s (2008) work, they describe the challenges faced by online schools such as stigma, however as online schools spread like wildfire this stigma has reduced.  In some situations, I have even heard students and families state that online learning is more engaging and useful than the traditional approach.  I also agree with Simonson et al. (2012) in that online learning will not replace traditional settings, however will continue to become more widely used, accepted, and respected.

Distance learning has shifted from learn-by-mail to learn-via-internet over the past century.  The technology tools we use to implement distance learning only continue to improve and evolve and the instruction that accompanies it follows suit.  I cannot even imaging what distance learning will be in another hundred or two hundred years.  However, the image of the librarian from H.G. Wells’ Time Machine comes to mind.  Distance learning will continue to improve and more learners will become convinced of its merit.  

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), 63–6 7.

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.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for

instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-

70.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance:

Foundations of distance education (5th ed.) Boston, MA: Pearson. (pp.32-41)