Defining Distance Learning

Distance learning is defined by Davey (1999) as “Any formal education process that occurs with the teacher and the student separated by either time or distance” (p.44).  On the other hand, Simonson, Smaldino, Albright & Zvacek (2012) explain the term as “Institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (p. 32).  There are only two definitions out of the countless descriptions of distance learning.  Additionally, these definitions are an example of the evolution in terms of meaning regarding this subject.  These definitions have common denominators, although the latter incorporates the institution and the systems which make distance learning an accessible possibility.  This also proves that the definitions have changed over time due to the advents of technology.

Formerly, I had an imprecise definition of distance learning.  My thoughts about distance learning were limited to online formal learning which included features such as technology, teacher, students, and institution.  Correspondingly, the benefits of distance learning were related to the flexibility of the modality.  In the same way, its challenges included the lack of interaction among the individuals who preferred this study mode.  Likewise, there was also the challenge of the quantity and quality of the learning experiences; for example, excessive amount of study material and inferior education compared to face-to-face learning.   This narrow view of the term limited the comprehensive scope of distance learning resulting in the misconception of the word and its meaning. 

Currently by having studied the topic in more depth, I have realized that distance learning has a more extensive meaning than just online learning formal education.  A restatement of distance learning is the active and/or passive interactions between educators and learners who do not necessarily share the same time and space, with the purpose of transferring and exchanging knowledge using available technologies and systems that make this action possible.  As a result, benefits, challenges, and concerns originate as part of this learning modality.  Deal (2002) delineates some of the benefits of distance learning which are time-and-space-independent, flexibility, effectiveness, efficiency, multi-sensory experiences, interactivity, and affordability.  These benefits could transform into challenges if these are not carefully thought out.  For instance, the effectiveness of the learning experiences will only improve if there is an appropriate teacher-student feedback. 

Moreover according to Bloomfield (2001), some of the challenges; particularly for learners, are time demands, technical skills, equipment, required discipline and self-motivation, access to databases, networking processes, and technical support.  Furthermore, the lack of hands on experiences can also be a downfall in this delivery mode.  Davey (1999) indicates four main concerns surrounding distance learning.  These claims are that distance learning is a universally new and desirable phenomenon, it will replace face-to-face learning in the future, the methods are ineffective, and the learning experiences are inferior to campus-based learning.  These are all misconceptions that can be anticipated and prevented with careful planning and analysis of the learning experiences. 

At this time, distance learning has become a common delivery mode for numerous learning settings such as training and development and education in various levels.  Dr. Simonson (Video Program, n.d.) predicts that the exponential growth of distance learning will continue.  Moreover, this growth will not replace traditional learning, but it will be incorporated in most learning environments.  A viable prediction might be that not only will distance learning keep growing, but new assessment systems will be developed to prevent, monitor, and improve effective learning experiences.  Another expectation could be that there will be an incorporation of new ways to integrate more interactivity and hands on experiences into these learning experiences. 

To conclude, distant learning is an extended term that has developed as the result of the incorporation of new technologies and the demands of today’s society.  The concept of distance learning is in continuing evolution conditioned to the surrounding aspects and reality of the word.  The most interesting forecast is that this modality will continue to expand and adapt to societal needs and interests.  In short, distance learning is a phenomenon that came here to stay and will continued to be modified with time.

References

Bloomfield, J.  (2001).  Meeting the challenge of distance learning.  Australian Nursing Journal, 9 (5).

Davey, K. B.  (1999).  Distance learning demystified.  Phi Kappa Phi Journal, 79 (1).

Deal, W. F., III.  Distance learning: Teaching technology online.  Resources in technology. Technology Teacher, 61 (8). 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Video Program.  (n.d.).  Distance education: The next generation. (Dr. Simonson).  Laureate Education, Inc.