Evolution of Distance Learning

Before I started this course, I viewed distance learning as learning taking place over a computer at a distance that one could access at any time. This class and my previous classes have broadened my definition of distance learning. I now understand that distance education consist of four components: institutionally based separation of instructor and student, interactive telecommunication and connecting learners, resources and instructors (Simonson et al, 2009, p.33).

This week’s resources provided me with the understanding of different theories explored in distance education. For example, Michael Moore’s (1997) Theory of transactional distance states that the following processes needed in distance learning.

1. Presentation
2. Support of learners motivation
3. Stimulate analysis and criticism
4. Give advice and counsel.
5. Arrange practice, application, testing, and evaluation.
6. Arrange for student creation of knowledge

While other theories view distance education in different ways. I have learned that there is not one best theory.

I agree with (Simonson et al 2009) that an environment in which technology, society, economics and politics and theories of learning are constantly evolving may suggest that definitions, theories and the practice of distance education will continue to be challenged. This change will both defy and encourage distance educators and researchers as they attempt to recognize and develop ways to address the needs of learners globally.

Attached is my Mindmap of how I now view distance education.

References:

Moore, M and Keegan, D., (1997)Theory of transactional distance. Theoretical Principles of Distance Education Routledge, pp. 22-38.

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