Defining Distance Learning

                      The advancements in technology are the main factor for driving changes to the definition of Distance Learning. In the beginning, Correspondence Study was the term being used to describe methods for learning from afar, which were also based on the technology available for delivering instruction. Another factor that drives the change of the definition for distance learning are the same in any industry which is time. Time drives development of new technology and the need to disperse information quickly. My personal definition for distance learning before reviewing the resources for this week was "learning that can take place from any location through correspondence of a teacher and a student".

                      My personal observations of distance learning come from being a student and as an instructor. As a student first at Northcentral University and then here at Walden working towards a Master's Degree in Education I have experience the student side of distance learning. Then working as an online instructor for grades K-6, I have experienced the role of instructor in online learning as well. I have relied on the usage of web-based technology in both positions and I have realized that geography and time are surpassed by the advancements in technology. Throughout history, due to influences like industrialization and societal changes, the methods for delivering instruction have been evolving. I can attest that when teaching I use a different web 2.0 learning environment, which is considered "same time, different place education (ST-DP) (p.9,Simonson et. al., 2012).

                    The revised definition of distance learning that I have come up with has become " the process of teaching and learning through correspondence between the instructor and the learner in different times and places, through a combination of interactions". My previous definition doesn't acknowledge the many forms of distance learning environments that are possible to apply to the definition of distance learning. I can appreciate the many benefits of an asynchronous learning environment, such as that of Walden University, which may be considered "different-time, different -place education (DT-DP)",(p.9,Simonson et. al., 2012).

                    My previous thoughts were that only through the use of web-based learning was communication made, but it has been revealed that it comes in many forms. In the earliest history of distance learning the method for correspondence between the instructor and learner was mail. In recent times there are several methods such as the internet through web-based learning, satellite compressed video recorded in real time, and blended/hybrid classes that allow for a dual learning experience that mixes both distance and a face-face experience. Due to the innovations in distance learning there have been benefits in the field of training and development as well, "e-learning is instantly available, providing timely on-demand learning access impossible in a training center" (Moller et. al, 2008). So it appears as though the innovations of distance learning will flow over into the training and developmenSimonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson. Chapter 2, "Definitions, History, and Theories of Distance Education" (pp. 32–41 only)t arena as well.
                   
                    A vision for the future of distance learning that I would conceive would be centered around the possibilities for projections of 3-Dimensional visuals, like holograms, to accompany recording of the voice. I think that it would be another form of presenting information to help instructors to have more control of engaging students when presenting visual information from a distance. Holograms have been used in several theatrical performances. Frequently the importance has been placed on what's considered accessible to all learners and with the importance that has been placed on HD "High Definition" televisions tells us that people are interested in seeing the full picture. Learning has been attempted in many forms to achieve the goal of transferring information that needs to be distributed faster through paper correspondence, over radios, over televisions, through compressed satellite video and maybe through holograms next!

                   In the future, I hope that the challenge in defining distance learning is that it is an ongoing progression of technology that challenges a permanent definition. The It would be like trying to build a cage for a baby lion when you know that it will grow. All you can do is give it space to grow and hope for a positive outcome for the challenge. So giving a precise term for distance learning is ongoing and so is the process of learning.

References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson. Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.