EDIT 5370 FOUNDATIONS OF DISTANCE EDUCATION
Module 2: Distance Education History & Definitions
Definition of Distance Education:
A simplified definition of Distance Education is that it is a process where students and teachers are separated by distance.
Learning can occur either at same time/different place (synchronously) or different time/different place (asynchronously). Communication between teacher and students occurs via various telecommunication devices.
My personal definition of Distance Education has many similarities to the definitions presented by the authors of “Teaching and Learning at a Distance: Foundations of Distance Education”.
I especially think that the Diagram, as presented in our text, which I will attempt to post on this site, graphically defines the process of distance education precisely.
My only difference with the authors and the diagram is that I don’t think, in the purest definition, that all distance education programs must necessarily be institutionally based. I feel that there is a place for perhaps a single, “entrepreneurial” type teacher to offer learning experiences to students outside a traditional institutional program.
I feel that the 5 Step “Addie” model, taken from: http://www.distance-educator.com/intro.htm, expands upon the definition. Distance education is truly “learner based”, as mentioned in several of our readings, and this model provides a guideline for educators seeking to provide a distance learning experience.
I believe that a simpler, more general definition WILL stand the test of time. My definition, in its simplicity, will be able to be adapted and changes as the field changes, as it inevitably will.
Historical Perspectives:
Distance education, in the form of correspondence courses, developed a little earlier in European countries than in the US. This is probably due to the fact that the European countries were more industrialized at that time, and perhaps a little more invested in the need for education.
In addition, the US population was very involved in exploring and settling the country in the early 1800’s, and education of all types had to be relegated to a secondary need.
The United States quickly caught up in the latter part of the 1800s, as various correspondence courses were developed. The large size of the country caused a real need for education of this type, as the population was so spread out that it would be impossible for teachers to reach the student population. Extension courses for farmers also became popular.
The development of more modern communication methods, such as satellite and fiber optic communication has enhanced and improved the distance education field. Because the US is divided into states, instead of separate countries, some of the program development seems to be somewhat fragmented.
Large, rural states seem to be in the forefront of developing comprehensive programs, such as the Iowa Communications Network, and Learn/Alaska. Based on my experience, Texas also has a much broader, comprehensive willingness to embrace distance education than some eastern states, such as my home state of VA. I attribute this to the large size of the state coupled with the remoteness of many areas.
Based on my reading, I feel that other countries have begun practicing adult, college oriented distance education in a more egalitarian way than the US. This seems to have begun in 1971, with the founding of Open University in Great Britain. The text cites several similar, degree-granting programs in other countries, such as Germany, South Africa, France, and many others.
Reaction to Simonson’s Equivalency Theory of Distance Education:
I would have to say that I agree with Simonson that distance education is not separate from traditional education, it is merely a subset. Those that would say that traditional, face to face learning environments are superior to a distance learning situation should think back to giant college lecture halls holding 500 students. I personally feel that a distance education situation is superior to that. However, the burden is more on the student to maintain the relationship, the learner cannot merely “show up” and have knowledge presented to him.
Definition of Distance Education:
A simplified definition of Distance Education is that it is a process where students and teachers are separated by distance.
Learning can occur either at same time/different place (synchronously) or different time/different place (asynchronously). Communication between teacher and students occurs via various telecommunication devices.
My personal definition of Distance Education has many similarities to the definitions presented by the authors of “Teaching and Learning at a Distance: Foundations of Distance Education”.
I especially think that the Diagram, as presented in our text, which I will attempt to post on this site, graphically defines the process of distance education precisely.
My only difference with the authors and the diagram is that I don’t think, in the purest definition, that all distance education programs must necessarily be institutionally based. I feel that there is a place for perhaps a single, “entrepreneurial” type teacher to offer learning experiences to students outside a traditional institutional program.
I feel that the 5 Step “Addie” model, taken from: http://www.distance-educator.com/intro.htm, expands upon the definition. Distance education is truly “learner based”, as mentioned in several of our readings, and this model provides a guideline for educators seeking to provide a distance learning experience.
I believe that a simpler, more general definition WILL stand the test of time. My definition, in its simplicity, will be able to be adapted and changes as the field changes, as it inevitably will.
Historical Perspectives:
Distance education, in the form of correspondence courses, developed a little earlier in European countries than in the US. This is probably due to the fact that the European countries were more industrialized at that time, and perhaps a little more invested in the need for education.
In addition, the US population was very involved in exploring and settling the country in the early 1800’s, and education of all types had to be relegated to a secondary need.
The United States quickly caught up in the latter part of the 1800s, as various correspondence courses were developed. The large size of the country caused a real need for education of this type, as the population was so spread out that it would be impossible for teachers to reach the student population. Extension courses for farmers also became popular.
The development of more modern communication methods, such as satellite and fiber optic communication has enhanced and improved the distance education field. Because the US is divided into states, instead of separate countries, some of the program development seems to be somewhat fragmented.
Large, rural states seem to be in the forefront of developing comprehensive programs, such as the Iowa Communications Network, and Learn/Alaska. Based on my experience, Texas also has a much broader, comprehensive willingness to embrace distance education than some eastern states, such as my home state of VA. I attribute this to the large size of the state coupled with the remoteness of many areas.
Based on my reading, I feel that other countries have begun practicing adult, college oriented distance education in a more egalitarian way than the US. This seems to have begun in 1971, with the founding of Open University in Great Britain. The text cites several similar, degree-granting programs in other countries, such as Germany, South Africa, France, and many others.
Reaction to Simonson’s Equivalency Theory of Distance Education:
I would have to say that I agree with Simonson that distance education is not separate from traditional education, it is merely a subset. Those that would say that traditional, face to face learning environments are superior to a distance learning situation should think back to giant college lecture halls holding 500 students. I personally feel that a distance education situation is superior to that. However, the burden is more on the student to maintain the relationship, the learner cannot merely “show up” and have knowledge presented to him.