What Exactly is Distance Education?

Could it be something as straightforward as learning a subject at a distance? Not too long ago that was my definition of distance education. Simple? Well…yes. But it was my definition none-the-less. I thought that distance education meant self-study. And I thought it was indelibly linked to correspondence classes.

I have learned that distance education encompasses quite a bit more than I initially thought. It comprises a number of different components including learners, instructors, media, resources, and technology. Distance education is not merely self-study at a distance, which learners can do without instructors, technology, resources or an institutional affiliation.

I found a quick and easy definition of distance education, which I liked. In an uncomplicated way it suggests that distance education “is the bringing of learners and the content of instruction together no matter where each is located” (Simonson, Smaldino et aI, 2009). However, I prefer another definition offered by Dr. Simonson which states that distance education is, “formal education that is institutionally-based in which the learning group (teachers, students, resources) is separated by geography and sometimes by time, and where instruction technologies are used to link the instructor, the resources, and the learner.” This broader, yet more detailed, definition is far more encompassing of the various components of distance education than my initial definition. I would like, however, to add one other important aspect to this definition: in distance education learners take responsibility for their own progress, and have flexibility to study and learn at their convenience (Wedemeyer, 1981). And that one small aspect is huge.

The fact that distant learners have the flexibility to learn when it is convenient for them may indeed be the primary reason why e-learning is growing rapidly. One study conducted by The Sloan Consortium indicated that “given an option, students will enroll in online courses” (Simonson et al, 2009, p. 15). The world in which we live is very fast-paced; it seems that everyone is busy…and getting busier all the time. E-learning’s flexibility and convenience are unmatched by any other mode or method of learning. Yes, the future is very bright for distance learning across all learning groups – those in K-12, higher education, corporate arenas, as well as those in the military and in government service. Anyone with access to a computer (and really, who doesn’t have access these days?) can become a distant learner which the potential to earn certifications, GEDs, high-school diplomas, bachelor and master degrees and even doctorate degrees online.

My vision for the future of distance education includes the belief that e-learning will continue to grow rapidly because it supports, encourages and fosters life-long learning. The outlook for e-learning in corporate America is especially promising. According to the US Distance Learning Association, more than 50 million Americans will need retraining. “Corporate America is using distance learning, both internally and externally, for all aspects of training. Many major corporations save millions of dollars each year using distance learning to train employees more effectively and more efficiently than with conventional methods” (USDLA). Instructional designers to the rescue!

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance Foundations of Distance Education (4th ed.) Boston, MA: Pearson.

Wedemeyer, C. (1981). Learning at the Back Door. Madison, WI: University of Wisconsin Press.

U.S. Distance Learning Association Website. Facts and Figures. Retrieved September 11, 2010 from: http://www.usdla.org/index.php?cid=109