Distance Education Definition – Past and Present

Distance education is, “an institution based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 32).  Distance education also contains four components to it.  They are (Simonson, Smaldino, Albright, & Zvacek, 2012):

1. Institutionally based
2. Separation of teacher and student
3. Interactive telecommunications
4. Sharing of data, voice, and video (learning experiences)

My own personal definition of distance education before this course began was, “education delivered through a technology based medium where the instructor and student are separated by time and space.”  This definition is somewhat similar to the definition from the textbook for this course but is much broader in the definition. 

The need for quality distance education courses is a priority that all educational institutions need to focus.  Many people today must work more than one job or do not have the time to attend a formal classroom setting.  The enthusiasm and demand for e-learning environments continues to grow, but if the courses do not meet or exceed expectations and standards of the students, then it can create disillusionment and can damage the reputation of distance education (Moller, Foshay, & Huett, 2008).

After the readings from this week, my new definition of distance education is, “a method of formal education in which the instructional delivery method combines a mixture of synchronous and asynchronous through multimedia and online learning methods.  The instructional delivery usually contains a separation of time and space between the instructor and student.”

The future of distance education is bright and has much potential as long as educational institutions continue to invest in their e-learning environment.  The introduction of “No Child Left Behind” requires schools to offer students alternative methods of instruction and show yearly improvement in a students’ progress.  The current teacher shortages, overcrowded classrooms, and lack of federal and state funding give students in at risk areas of the country an opportunity to receive a formal education (Huett, Moller, Foshay, & Coleman, 2008).  Distance education is not a replacement for instructors and the interaction inside a classroom but is an alternative for a student who lives in a less fortunate area to take courses that they not otherwise receive.

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education:

Implications for instructional design on the potential of the web (Part 3: K12).

TechTrends, 52(5), 63–67.

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.

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.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.