Defining Distance Learning

I was surprised to realize that my first experiences with distance learning were quite recent considering my history as both a student and a teacher.  In 2004, I taught in Southwest Region School District in Alaska.  The district is centrally located in Dillingham, while the actual school sites are located in remote villages that are scattered across an area the size of Rhode Island.  Needless to say the district was motivated to meet the needs of more students in a more economical way and began to utilize what I considered to be distance education.  The method of delivery was via Polycom video conferencing from the district office site to several villages at once.  Since that time, I have encountered many different types of distance learning methods and have been able to watch the evolution of the delivery.  Based on my knowledge and experiences, I had an idea of in my head entering this course of what distance education was.  

As I was reading through the variety of definitions of distance education, I felt one particular definition seemed to mirror my own, due to its generality.  Tracey and Richey (2005) summarize a definition of distance education as a learning opportunity that is structured, can be done away from the classroom and can lead to a learning outcome, such as a certification or degree.   I identify with this as my definition because it has a lot of flexibility in determining what does or does not work as distance education.   In reflecting back on the other definitions I have read, I have started to analyze my own definition and question if it needs refining. 

I was surprised to see the specificity of the four components of distance education as outlined by Simonson, Smaldino, Albright, and Zvacek (2012).  When I think about the variety of distance learning options for my students in the K-12 setting, I am not sure all of them fit this rigid definition.  For example, there are students who can participate in an online training certification for small engines at our career and technical school.  The students log in at school to a training program that is used across the nation.  They complete a training tutorial and then work with their on-site teacher to process and reflect on the training and complete skills checks.  They then get back online and complete an online assessment to achieve their certification.  In my mind, this is a great example of distance education, but I am not sure if it fits all four components laid out by Simonson, et.al., (2012), such as the separation of the teacher and student or the interactivity of the telecommunications.  

I would say that as we evolve with distance learning opportunities, the variety of examples of distance education will continue to grow and thus my revised definition remains flexible and open.  I feel that inherent in the definition is that the lesson, course, or program is offered away from a face-to-face setting.  Additionally, I think like the idea that true distance education has a certain level of interactivity.  This interactivity can be one of the four described by Tracey and Richey (2005), in which the learner interacts with the content, other learners, the instructor and/or the technology.  A component that I would like to add to my definition as an expectation rather than a criteria for classification, is that to be a true distance education opportunity, that the design is based on solid pedagogy and instruction design theory.  There needs to be a shift in developing distance education opportunities using the “craft approach” (Moller, Foshay, & Huett, 2008, p. 67). 

I am sure as my own personal learning and experience with distance education evolves, as will my definition.  I think definitions in the field of instructional design will also continue to evolve.  Tracey and Richey (2005) point out that one driving force behind this evolution is the rapid advancements in technology.  They also explain that another powerful factor is the shift in “educational values and philosophies” (Tracey & Richey, 2005, p. 17).  In recent years it the idea of shifting instruction “from the sage on the stage to the guide on the side” (King, 1993) has become more popular, especially as technology has made learning more accessible.  Distance education, especially in an asynchronous environment, seems to allow for more of a student driven and centered learning environment. 

Overall, I hope to see not only the definitions of distance education to continue to evolve, but also the quality of the distance education opportunities.  This quality will draw not only on the latest technological innovations, but also the current research and best practice in instructional design. 

References:

King, A. (1993).  From the sage on the stage to the guide on the side.  College Teaching, 41(1), 30-35.

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.

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.