The Evolution of Distance Learning

 

This blog provides my perception of the evolution of distance learning. According to Al-Arimi (2014), distance learning or distance education focuses on pedagogy/andragogy, technology, and instructional system design that are effectively incorporated into delivering education to students (p.2). Distance learning has evolved, impacting the teaching, and learning experience.

We must gather our thoughts around the growth of distance learning. Distance learning, or online learning, educates someone in a different location using different media in a synchronous or asynchronous setting. It is noted from the text of Simonson & Smaldino (2019) that “distance learning has entered the mainstream, the concept of distance education is exciting, and recent hardware and software innovations are making telecommunications distance education systems more available, easier to use, and less costly” (p. 4). Previously, distance education was delivered through various media in a synchronous setting where students were asked to access information online or simply via television media or CD -ROM. Fully online courses were never popular in the past, but this grew as time passed, facilitating education in an asynchronous setting.  This makes distance learning beneficial to many learners and organizations.

I agree with Al-Arimi (2014), who states that “the obvious benefits of distance learning are the flexibility and the cost savings (that spend in travel and be out of work)” (p. 3). Distance learning has served its purpose in fulfilling organizational goals as businesses seek to improve employee capacity and personal and professional growth for many learners. Customers enjoy the benefit of the flexibility that distance learning offers and the cost-saving approach of having to travel from location to location. This creates the opportunity for learners to improve their time management skills.

Nevertheless, while distance learning has benefits, challenges must be managed to make online education truly beneficial to learners. Al-Arimi (2014) speaks of some challenges that need to be considered, such as user-friendliness, language barriers/translation problems, differences in time zones, and lack of institutional support. The learning platforms must be designed so learners can easily navigate the sites; language barriers must be considered, catering to diverse classrooms with students who speak different languages; and good institutional support must be accessed to support the needs of the students. Online education must be monitored and managed from the institution's level to ensure optimal student performance.

Distance learning will continue to grow mainstream, being supported by technology. Learners exposed to distance learning range from kindergarten to adult. Moller et al. (2008) speak about the implications of distance education to instructional design; these include quality, needs assessment, the influence and fusion of training, performance support, and knowledge management; the need for better instructional systems design (ISD) methodologies, and the revision of learning models. There will be a greater need for instructional designers worldwide who must consider these implications to gain the best learning experiences through well-designed programs. There will be an increase in learners tapping into distance learning; while the traditional classroom promotes a synchronous learning environment, distance learning promotes both asynchronous and synchronous. Students will continue to choose the environment that most attracts them based on their needs. Huett et al. (2008) describe instances where distance learning becomes more appreciated, from home-schooling to site-based education, and state instances where students will want distance learning because of social issues, geographical address, being hospitalized, and flexibility. The environment of education is widened because of the impact of the World Wide Web, which attracts many learners.

In conclusion, distance learning will be attractive to many learners, but educational institutions must apply sound instructional design principles to make their learning experience great. The range of learners exposed to distance learning will continue to increase as learners find different benefits of distance learning access. The programs may be accessible in a synchronous or asynchronous setting, but these must be considered with good web-based designing skills.

  References

Al-Arimi, A. M. A. K. (2014). Distance learning. Procedia-Social and Behavioral Sciences, 152, 82-88.

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.

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.