Saragib’s Weblog

The Basics

Distance learning is defined in many different ways, by different sources, but the simplest and most comprehensive definition I found was on http://www.ohiolearns.org. Ohio Learns is a consortium of colleges and universities working together to “provide a one stop site for anyone interested in distance or e-learning in Ohio.” They state that distance learning “takes place when the instructor and student are separated by space and/or time” and distance learning programs bridge the gap between teacher and student using technology.

Unlike other digital media topics, in the discussion of distance learning, there isn’t a lot of specialized vocabulary. Most vocabulary is common to either technology in general, education or both. Pennsylvania State University (https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml) provides a comprehensive glossary of terms for anyone interested in additional information. Two exceptions, however, are the lesser known but widely used terms; synchronous and asynchronous. According to e Learn Magazine (http://www.elearnmag.org/subpage.cfm?section=tutorials&article=20-1) synchronous learning “encompasses same time interaction independent of location.” Live videoconferencing and instant messaging are just some examples of ways that distance learning can be synchronous. Asynchronous learning, on the other hand, is defined as “a situation where learners are dispersed in time and location.” Asynchronous learning can be achieved using technology such as email, podcasts, video lectures, discussion boards and blogs. Although asynchronous learning tends to predominate; many programs use a blend of both types of learning.

History

Modern distance learning has its roots in the past. Forms of distance learning have existed for centuries and have always taken advantage of the latest technologies to bring education to those who can’t attend actual, physical classes. Correspondence courses, a print based system of education delivery, became popular in the mid-1800’s. With the development and expansion of the postal service, learners could send away for course materials and return their work, via mail, for evaluation. The development of radio in the 1920’s and Television in the 1950’s further expanded the market for distance education; allowing educational programming to be broadcast to millions of viewers. Distance education took another giant leap forward with popular use of the Internet and other digital technologies. For anyone interested in learning more, the California Distance Learning Project offers a good, brief description of the evolution of distance learning at (http://www.cdlponline.org/index.cfm?fuseaction=whatis&pg.)

Traditionally, distance learning has suffered from the perception that it is inferior to classroom education. With the rise of the Internet, many programs have popped up promising diplomas, essentially, in exchange for money. The view of online education as a “diploma mill” continues to color perceptions of distance education. In his paper Distance Learning: Promises, Problems and Possibilities, Doug Valentine at the University of Oklahoma (http://www.westga.edu/~distance/ojdla/fall53/valentine53.html), discusses a wide range of quality issues associated with distance learning. Among the most pressing issues are teacher and student attitudes toward distance learning, assuring teachers are adequately trained in both education and technology and issues of cost effectiveness. However, as more and more established universities offer distance-learning programs there seems to be a shift toward more stringent accreditation requirements and, with this, a corresponding perception of greater respectability. The website About.com (http://distancelearn.about.com/od/accreditationinfo/a/accreditation1.htm) offers an overview of the distance learning accreditation process and links to accrediting organizations.

Distance learning environments differ from traditional learning environments in many ways. Often times, in distance education, there is no face to face interaction with the instructor and/or formal class time so distance learners must assume greater responsibility for their studies. The websites About.com and the Indiana College Network (http://distancelearn.about.com/od/isitforyou/a/considering.htm. http://www.icn.org/getting_started/distance_learning_basics.html) offer good overviews/articles detailing the qualities of a successful distance learner.

Current Innovations

Today, distance learning is benefiting from the wealth of available technology. Schools and teachers are creating more dynamic learning environments than ever before. In some of the most innovative programs there is a push toward creating cohesive learning communities, similar to an actual classroom, rather than just a collection of separate, individual learners. Teachers and curriculum designers are attempting to integrate collaboration and informal groups into more formal class environments. Collaboration can be difficult when students are physically distant and/or working asynchronously. However, there are innovative ways that technology is being used to allow distance learners to work together. Wikis are just one of the technologies being used; allowing students to collaborate and have increased input and participation in their learning environment. In examples like http://educators.pbwiki.com/Using+wikis+for+Distance+Learning , teachers use wikis, message boards, blogs and other digital technology to promote discussion and group work.

Virtual classroom software like Blackboard (http://www.blackboard.com/company/accessibility.Bb) or its open source counterpart, Moodle (http://moodle.org/), can expand the boundaries of traditional classrooms as well as enhancing distance-learning environments.

Second Life, a virtual world, is being used as a classroom and educational community by many universities; among them Princeton (http://etc.princeton.edu/sl/) and Harvard (http://www.cnn.com/2006/TECH/11/13/second.life.university/). The website Second Life in Education (http://sleducation.wikispaces.com/educationaluses#distance) documents the various ways Second Life can be used in education and includes links to existing, innovative programs. In addition, the website Sim Teach (http://www.simteach.com/wiki/index.phptitle=Institutions_and_Organizations_in_SL) maintains a list of universities, educational organizations and libraries involved in Second Life.

Technology and Social Justice

In addition to more traditional educational uses, distance learning is being used to promote education in socially relevant ways. Because distance education can bridge time and space gaps and is generally cheaper than traditional schooling, it is being used successfully in the developing world. The United Nations Capital Development Fund (http://www.uncdf.org/mfdl/index.php) and the United Nations Institute for Training and Research (http://www2.unitar.org/programme en.htm.) offer a variety of distance programs to learners in the developing world. Distance learning is also being used to transmit valuable public health information through programs such as these in the United States (http://www.asph.org/document.cfm?page=718) and the Philippines (http://www.idrc.ca/en/ev-55758-201-1-DO_TOPIC.)

Distance Learning is also being used in the United States to promote greater educational equality. The state of California, along with various other states, offer programs like (http://www.cdlponline.org/) to help adults earn their high school diploma online. The U.S. Military (http://www.usmilitary.com/7936/military-supported-distance-learning/) is also becoming involved in distance education. Offering degrees and professional development to its troops stationed at home and abroad.

Advocacy and a Greener Future

Distance learning seems to have a very bright future. With its flexibility and low environmental impact many people see it as a viable alternative to our current use of resources in education (http://www.distance-education.org/Articles/Going-Green–Why-Distance-Education-is-Better-for-the-Environment-46.html.)  Groups like the United States Distance Learning Association are actively engaged in policy issues and advocacy to promote distance learning. Several studies dealing with educational “carbon footprints” have given a boost to the perception of distance education as a “green” choice (http://www.financialexpress.com/news/Distance-learning-courses-consume-nearly-90–less-energy-and-produced-85–fewer-CO2-emissions/374094/ and http://www.worldwidelearn.com/education-advisor/home.php .)

Have Your Say

With the rise of digital technology some deeper questions about its impact on society should be considered. Because it is generally less expensive and offers more flexibility for people who need to work, it has already become the choice of many American who might not have the time or money for a traditional college experience. Could this create a divide between those who can afford face-to-face, classroom education and those who cannot? If so, how will this chance the social dynamics of our society? What are the specific impacts of increased distance learning on the field of education? How would you, as teachers feel about having less face-to-face contact with your students? Will teaching be regarded as less professional if it is done at a distance? How will the growth of distance education influence other sectors of society, i.e. business and personal relationships, or where people choose to live. Do you think the effect will be positive, negative or a mix of both and why?