Then
Distance learning/correspondence courses involved books, workbooks/assignments, and minimal interaction with the designated instructor; and depending on the course, a video may be part of the package. Students worked on their own, using the books/workbooks, and the local library to complete assignments. When ready, assignments are mailed in, graded, and returned to the student, as the instructor is able to grade them, which impacts the learning curve of the student, while extending the time it took to complete the course. Self-discipline played a major role in completing each course, and the delay feedback.
Simonson, Smaldino, Albright, and Zvacek (2012) highlighted the evolution of correspondence courses, especially how the change opened the door for religious organizations, government, and adult education as each utilized the correspondence courses. This is what I encountered in the late 80s and early 90s via two different educational institutes. This experience seemed like a good idea at the time, but my self-discipline lacked and my education needed the structure that occurs in the Online programs that have set dates/assignments/discussions.
The Here and Now
Over time are access and speed of the Internet becoming more the normal than a luxury. Distance learning involved with it as it went virtual/online course, utilizing digital and multimedia formats—video and audio podcasts, and communication applications—skype, Google Hangout, or Gotomeetings, to educate student of various age groups/educational levels. Courses provided in a blended—classroom and online, or complete online. Students accessing course content at times that best fits their schedule. Discussion boards and assignment feedback provide interaction between student and instructor that enhance the feedback and help the student stay on track. In some cases, an online synchronous is provided with interaction between the instructor and students, bringing the classroom benefits into the online course.
This is where I thrive, flexibility with structure, and accessibility to digital libraries to enhance the study. Discussions causing you to think critically, assignments that stretch your knowledge while still reaching out to the community to apply what you have learned. Admittedly, not everyone succeeds in the online environment, and instructional designers need to be mindful of that when designing/developing courses as they work with the subject matter experts (SME).
The Future
What does the future hold with the evolution of mobile devices becoming affordable for larger population? Students of all ages could be using them, I see elementary school age using the Apple iPad or Microsoft Surface—and some are already doing it; middle and high school students might progress to smart phone devices, or use both. Adults, with their smart phones will use applications tailored to accessing university libraries, ability to read/annotate/save pdf documents, while commenting on a course discussion board. Universities will move away from hardcopy books, instead, provide e-books, which student can read while riding on mass transit or during their lunch break.
Revised Definition
Matei and Vrabie (2012) classified E-Learning as a student loading course content onto their computer from a CD or accessing course material via the Internet, but my definition goes a little deeper. I define distance learning as a training event/course that a student/learner participates in via other than classroom/brick-n-mortar. This can be conducted thru completely online using learning/course management system allowing accessibility to documents/articles, discussion boards and digital databases; or blended learning using video teleconferencing or online net meetings in addition to the online content.
Hi Marnie,
ReplyDeleteI like your paragraph on the future because students do have access to smartphones, iPads, laptops and other types of tablets. Graham writes in an article for The National Education Association (NEA) about a teacher named Mr. Halla the following to say about the use of mobile devices in the classroom:
“Not every classroom can get a laptop every day, so [devices like smartphones], even if you have to pair up, become something useful for teachers,” Halla says.
“The number of kids with phones has just been blown out of the water the last couple of years,” he adds. “Two years ago, if any of the kids in my room had a phone, it was a dial-phone that maybe they could text on. And now it’s all smartphones.”
He goes on to add some data driven information:
According to data compiled by the research firm Nielsen, 58 percent of American children from 13- to 17-years-old owned a smartphone as of July 2012—an increase of more than 60 percent over the previous year. And with over 50 percent of mobile phone users in America now using smartphones, the numbers only seems to be growing.
Having said that a lot of teachers in this course would most definitely tell you that schools do not allow them to actually use smartphones as part of their curriculum, school districts have privacy policies and students do not know how to control themselves. Therefore while there are a lot of feel good stories on the internet that talk about the use of smartphones in schools but not every school will allow teachers to implement the usage of smartphones in class.
Reference
http://www.nea.org/tools/56274.htm