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):
- Institutionally based
- Separation of teacher and student
- Interactive telecommunications
- 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.
