Distance Learning
In my undergraduate degree, I was required to take a Technology in Education course. This introductory course highlighted several up-and-coming technologies that were foreseen to be used in education. Distance learning was one of them. One of our classes was set in the designated distance learning room for the university. The room consisted of desks, all equipped with headgear and microphones, and a large screen where the teacher and class would communicate through video-conferencing. My previous definition of distance learning, prior to beginning this course, was been based on this first experience with distance learning: Distance learning takes place via video-conferencing when the student(s) and teacher(s) are geographically separated.
My previous assumption was that distance learning was exclusive to video-conferencing. However, distance learning is a much broader term that includes many different categories of learning that have developed as alternative ways of learning to the traditional classroom. Distance learning began through the use of mail correspondence followed by radio, television, and video tapes (Laureate Education, 2011). The development of the internet over the last twenty years exponentially increased the number of students effected by distance learning. Distance education is expected to increase by 300% in the number of students taking part over the next five years (Moller, 2008). Because of expected increase, most post-secondary institutions are following suite by increasing the number of online courses, as well as the faculty prepared to teach those courses (Moller, 2008).
Distance learning is an ever-evolving term because the tools that are available via the internet are constantly improving and being replaced. Mail correspondence and distance learning through the telephone, radio, television, and video tapes have been, for the most part, replaced with fast-paced online courses in which students can hear feedback within days, if not hours.
The list of tools that are used to enhance a typical online course are endless. In the few online courses I have taken I have been exposed to: wikis, blogs, an online library, classroom chat rooms, podcasts, Adobe programs such as flash, sharing videos through YouTube, creating websites and others. Many web applications once thought to be for recreation have become effective learning tools as well. Many of the applications mentioned are part of are larger category called Web 2.0. Web 2.0 tools are “focused on the ability for people to collaborate and share information online” (Quinstreet, 2011). My personal experience with online courses has been greatly enhanced because of many Web 2.0 tools that have allowed me to academically engage with classmates and professors.
My revised definition of distance learning looks much different from my previous definition because of the scope of the learning material that it covers. Distance learning takes place when the student(s) and teacher(s) are separated by geography and/or time and communicate via video-conferencing, phone, television, video, internet, Web 2.0 tools, and web applications that have yet to be created.
The mindmap below shows that the different applications that can connect the student(s) to the teacher(s) regardless of geographical or time differences. This list is by no means a comprehensive list and continues to be improved by advanced programs.
References
Laureate Education, Inc. (2011). Distance learning timeline continuum (multimedia program). Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learnCourseID=6052001&Survey=1&47=8115912&ClientNodeID=984650&coursenav=1&bhcp=1
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.
Quinstreet (2011). Web 2.0. Webopedia. Retrieved November 6, 2011 from: http://www.webopedia.com/TERM/W/Web_2_point_0.html
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