Years ago, when my kids were young, I considered pursuing a graduate degree. As a working mom, the only way I could see to make this work was through distance learning (then called correspondence courses). I did some research, and asked the advice of some colleagues. The general consensus was that a degree obtained through distance learning was not valued by the educational community. Correspondence courses were seen as unregulated diploma mills. Though I did not pursue a degree back then, I did take a distance course on effective teaching strategies. This was a good example of what Dr. Michael Simonson (2010) calls “self-study at a distance”. The materials consisted of a workbook and a series of video-taped simulations. My assignments were recorded in a notebook, which I mailed in when I was done. Months after the course ended, I got my notebook back in the mail, with a grade and some comments about my essay. It was a very isolating experience, which soured me on distance learning for quite a few years. One thing missing in this course, and what Moller, Foshay & Huett (2008) cite as a major flaw in many distance learning experiences, was any attempt to assess whether learning had taken place.
My current experience in Walden’s MS-IDT program has sold me on the benefits of distance learning, particularly for the adult learner. The big difference here is connectivity: to a cohort of scholars, to the instructional staff, and to the resources the university provides. This ability to access resources and people has made for a vibrant learning experience. An unexpected benefit of distance learning has been the opportunity to collaborate with other learners. Each of us brings a unique skill set to the group, so where one has a need, another has an idea that will help. The very act of conversing with classmates in our discussion groups helps me to make sense of new concepts. Holmberg’s concept of “guided didactic conversation” (Simonson, Smaldino, Albright, & Zvacek, 2009) acknowledges the importance of the interaction between learner and teacher. I would extend this to include the interaction between learners. Though separated in space and time, I can’t overstate the value of the cohort in this learning experience.
Simonson et al describe the importance of “equivalent, rather than identical” learning experiences and learning outcomes in distance education (2009, p. 51). This aligns with Knowles’ description of Andragogy, including the importance of providing options to the learner, regarding what the learning will be, and how it will occur (2009). Our recent research projects were designed to allow each learner to choose both the topic of research and the means of presentation. The results, ranging from slide shows to movies to web sites, presented research on a variety of topics. The projects were not identical, but the learning processes were equivalent, and each of us was motivated by our interest in a particular topic.
In his video lecture, Simonson predicts that distance learning will not replace traditional education. I think for adult learners, it may. I think two factors will combine to establish distance learning as an accepted means of learning: access to information, resources and people via the web, and the emergence of a generation of learners who are confident and competent web users. My sons grew up with computers and collaborative video games. They are not intimidated by technology. My undergrad work was written on a typewriter, so the learning curve is a bit steeper for me. For older learners, using technology presents its own set of challenges to be conquered before the actual course content can be mastered. The next generation will use communications technology much more intuitively. Going forward, I predict a substantial increase in learners who opt for distance learning for at least some portion of their secondary education. Learning institutions will embrace the ability to reach greater numbers of students with less duplication of services.
My perception of distance learning has changed dramatically from that correspondence course back in the 90’s. Today, I would say that distance education must include connectivity between the learner, the teacher, the resources, and other learners, facilitated by ever improving communications media. Courses of study should be developed with careful attention to sequencing, and with options for learners to choose what, when, and how we learn.
Moller, L. F. (2008, May/June). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends 52, 3 , pp. 70 – 75.
Simonson, M. (2010). Distance Education: The Next Generation. Laureate, Inc.
Simonson, M. S. (2009). Teaching and Learning at a Distance. Pearson.
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Hi Liz
Once again I am agreeing with your thoughts. We share some similar ideas in out posts especially on Simsonson (2009) Equivalency Theory. It is indeed important that a distance course do not be a exact replica of the face2face course but at the same time, be such that equivalent results in terms of learning be acquired.
You are quite right in quoting Simonson as predicting that distance learning will not replace traditional education but at the same time one must wonder how much of us are going to prefer the traditional classroom over the benefits of distance learning.
Hi, Dreana! I think for certain populations, primarily adult learners, distance learning will one day surpass the traditional classsroom as the preferred method of study. For younger learners (undergrads), I predict that some of their course work will be done at a distance, but not all. Many younger learners need more personal support in their studies. Also, the personal/social benefits of living at school, and interacting with new peers and instructors, is a very valuable part of their experience.
Hola!
Reacting to “I think for adult learners, it may. I think two factors will combine to establish distance learning as an accepted means of learning: access to information, resources and people via the web, and the emergence of a generation of learners who are confident and competent web users”, I concur with you. Personally, I used to gain information through books, news, and limited social interactions in face-to-face learning environment; but online distance learning has deepened my understanding of my personal learning process. With Internet, podcast, video, mind mapping, and with blogosphere, information is readily available for dissemination; my learning now occurs in a variety of ways through communities of practice, personal and social networks, and through completion of work-related tasks. As I gain new knowledge through set up feeders, questions and answer sessions on my computer, I can posit that the social networking theories and tools that support connectivist-learning activities, and build new and effective e-learning practices become the norms for me.
I believe that as competition for work increases and qualifications and work experience becomes more critical to attaining and retaining a job, more adults will embrace distance learning so that they may continue to work and study as well.
In my situation, I can see this younger generation more so embracing online Web 2.0 as part of their study programme. There is still the need for teens to remain in a face2face setting (in Barbados) as the school is that main (if not only) means of being properly socialized. Since education is free and mandatory here, there will always be the need for face2face teaching. Distance learning is only being considered by the mature adult.
I think the same will hold for most Caribbean countries, but in the USA as technology advance at a greater speed, distance learning in some form, will make its way into high schools and more colleges.
Simonson (2010) reference to distance learning as “self-study at a distance” is what we referred to here as paper-based learning where the student is given all the requisite material for the course to study on their own and then take a face2face exam. A facilitator is provided to assist the student but as much as possible face2face interaction is limited. Do you think that this describes a good way of learning?
I took a distance course like that in the 90′s. It was isolating and not at all engaging. Learning in a vaccuum is not fulfilling…we walk away with what we already knew or believed. I much prefer the chance to bounce ideas off of a cohort of peers like you!