Distance Learning: How Did We Get Here and How Are We Doing?

Distance learning has been a hot topic in education circles in recent years. While online courses have been around for a while, the COVID 19 pandemic seems to have drawn more attention to this non-traditional track. With all the recent attention, I was surprised to find that “distance learning is not a modern phenomenon. Before the age of computers, this form of education was possible via postal services” (Pregowska et al., 2021, p.20). As far back as the 1800s, eager students were able to connect with instructors through these correspondence courses. “Today, humankind is busier than ever before” and  “classical education no longer suits some of us” (Pregowska et al., 2021, p.1). It seems only logical that the progression of education brings us to an era where distance learning is a widespread and popular option. In Teaching and Learning at a Distance, the authors utilize the Encyclopedia Britannica definition adopted from Schlosser and Simonson to define distance education as an “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson et al., 2019, p.6). The graph below comes from NCES, The National Center for Education Statistics and it shows just how popular this form of education is becoming. 

Source: https://nces.ed.gov/fastfacts/display.asp?id=80

In my experience distance learning can vary widely. Each year I am required to complete multiple remote trainings and without fail, every year I am disappointed by how unbelievably dull they are. The content presented is important, but the delivery method is not engaging and the learning experience is not authentic. These trainings usually take the form of prerecorded videos or slide presentations and there is no interaction or learner involvement. As a result, I dread the trainings and I usually forget the content immediately. While the trainings are designed to be self-paced and convenient, they are boring. The most likely reason for this is the speed at which they are created. These trainings are convenient and since they are generally designed to fulfill legal obligations and provide important information, I normally wouldn’t criticize them. For the purposes of this post, however, they provide an example of distance learning that has room for improvement. These trainings contrast the positive distance learning experiences I have had with my online EdS classes at The University of Montevallo. I believe the success of my UM courses is a result of the well-designed learning environments created by my instructors. High quality distance learning courses often utilize a variety of instructional strategies and are usually student-centered, partially self-paced, and collaborative. According to Pregowska et al., “one of the most significant advantages of full-time study is constant, direct contact between the student and lecturer” (2021, p.20). Fortunately, with well-designed and implemented distance education courses, committed instructors make themselves available to students without the need for in-person class meetings. Unfortunately, when this communication is unavailable, unreliable, or slow, participants may be unable to get help when they need it. Worse yet, trainings like the ones I mentioned above have no interactive components and make little effort to create authentic learning experiences. When distance learning is done well, it is not only convenient, but it can even allow for a deeper understanding of the content.

The majority of the studies referenced in Teaching and Learning at a Distance agree that “distance education works” (Simonson et al., 2019, p. 8). “The keys to successful distance education are in the design, development, and delivery of instruction, and are not related to geography or time” (Simonson et al., 2019, p.9). In other words, it’s not the delivery method that matters, it’s the quality of the instruction. “What we know about best practices in education is directly applicable to distance education” (Simonson et al., 2019, p.75). Effective distance learning utilizes a variety of tools that may or may not be used in a traditional face-to-face learning environment. That being said, this “collection of activities” provides “equivalent learning experiences for students” (Simonson et al., 2019, p.104). 

Today, “distance education has a major and varied impact worldwide” (Simonson et al., 2019, p.13). “Access to education has almost always been of the utmost importance” (Pregowska et al., 2021, p.3), and distance education brings learning opportunities to students who may otherwise be unable to pursue their studies. The effectiveness of these distance learning programs is a concern for some, however. Distance learning programs often attract eager learners who are willing to put in the work and be self-motivated, but that alone is not enough. Not all individuals have access to reliable internet and most high quality programs are still expensive. The coursework must also be well-designed and engaging in order for students to have valuable learning outcomes. Not all distance learning experiences are created equal and some content is difficult to learn in a distance learning environment. For example, courses in the medical, performance, fine arts, and technical career fields all benefit from hands-on learning and practice. In distance learning environments, students must be highly committed and responsible and the instructors must design online learning environments that encourage students to interact with the material in a variety of ways.

In the right context, the advantages of distance learning environments outweigh the disadvantages, but the limitations of distance learning should not be ignored. The concept of distance learning is not new and it will likely continue to evolve and grow with time. Hopefully, less effective distance learning courses will begin utilizing the varied approaches used by more successful programs. By including a broad range of activities, increasing interactions between students and instructors, and accessing a wide range of online resources, distance educators can improve their effectiveness and with it, the success of their students.

References

Pregowska, A., Masztalerz, K., Garlinska, M., & Osial, M. (2021). A Worldwide Journey through Distance Education--From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic. Education Sciences, 11. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/EJ1290369.pdf

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