DEFINING DISTANCE LEARNING
Prior to starting my Master's degree at Walden University, I had not actually heard the term "Distance Learning". I equated my degree to be considered the same as getting a degree at a traditional face-to-face university, only I would be taking my classes online. Little did I know, I was actually participating in Distance Learning. Simonson, et al (2012) defines Distance Learning as institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.
We were asked this week to give our own definition of Distance Learning from what we had known prior to the course. I initially defined it as: "Learning that occurs outside of a traditional classroom. " I knew it involved technology of some sort. And, the word "distance" indicated that I would not be present with the instructor where we could meet face-to-face and communicate in the way I was accustomed to (by asking direct questions, and getting immediate answers.) Little did I know how much really was involved with Distance Learning.
Throughout the week, my definition has developed into something deeper, and more thought provoking. Now, I define Distance Learning as: "A community that encourages interaction between classmates and instructors, fosters discussion, and incorporates technology tools while remaining in separate locations from each other." With my original definition, I did not take into consideration the other members of the class, and their role in the learning experiences.
One of the greatest benefits of Distance Learning is that the learners not only gain knowledge and experience from their instructor, but from the members of their class as well. Learner-learner interaction can be between one student and another or between several students. In order for effective learning to occur, four types of peer behavior are necessary in a computer mediated environment: (a) participation, (b) response, (c) provision of affective feedback, and (d) short, focused messaging (Thurmond & Wambach, 2004). So far, while participating in all of my classes at Walden, I have observed all four of those peer behaviors on a regular basis.
With changes in technology and tools that are available, I can see Distance Learning evolving in a positive way. My opinion is that in the next five-ten years, almost everything (including textbooks and schools) will be online, so it is important to embrace technology and all it has to offer. With the flexibility of schedules, and availability of classes anywhere and anytime, I truly believe that more and more people will start following in the direction of online universities.
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.
Thurmond, V. & Wambach, K. (2004). Understanding Interactions in Distance
Education: A Review of the Literature. Retrieved June 29, 2012 from
http://www.itdl.org/journal/jan_04/article02.html
