My definition of distance learning is to asynchronously and synchronously receive instruction on an online platform. Personally I have had experience with distance learning both as a student in graduate school and as an educator in the public education setting. The pandemic put some educators in a difficult position learning how to not only instruct online but in cases like mine, to simultaneously teach students face-to-face. Research has shown that distance learning is more work on the back hand than a traditional face-to-face class. Especially in the initial development stage while creating the content. (Moller, L. ,2008, 68).
In my mind the concern of students missing out on collaboration with others brought forth the idea of discussions which is how students are often led to participate in conversations with classmates. “It seems plausible that, given the lack of collaborative learning background of many learners, our educational system is producing learners who prefer, or are able only to interact with the content and/or the instructor, but not each other. It also seems plausible that the type of learner who typically engages in web-based educational courses (adult, independent learners with higher internal loci of control) have goals and preferences when it comes to online learning that may not lend themselves well to learning communities (Navarro & Shoemaker, 2000; Reisetter & Boris, 2004) (Moller, L. ,2008, 74). The concern of adolescents participating in distance learning should bring the concern of how to develop children who can also interact in the real world.
The pandemic made more popular the terms of synchronous and asynchronous learning. The option of learning independently versus meeting online together to have collaborative discussions and learning as though in person became the norm across various professions. For some adults who have never participated in distance learning witnessing their kids on it was their first experience. I truly hope it opened the eyes for some adults who felt incapable of learning outside that classroom that they have options, and through discipline and persistence they too can accomplish their possible dream of pursuing higher education virtually.
The definition of distance learning continues to evolve as technology continues to evolve. At the beginning it was simply reviewing and analyzing material independently. As technology continued to grow instructors were able to post lectures and record their voices with further analysis of the literature they are using to relay information. Then as online resources catered more to the instruction approach modules and embedded video became a more popular way to interact. As technology continues to evolve and improve I see more useful ways for students to interact in virtual lessons. There are honestly many opportunities now, however the ability for schools to instruct their educators on how to do this efficiently needs to be addressed. In Zoom for example, students can be put in small groups, share their screens, work collaboratively on a Google Slide and complete an assignment or project as if they are in the same room. We have come a long way with online learning.
Unfortunately, many educators struggle with simple technology aspects. Simply setting up a Zoom call and letting in participants is a strenuous enough task. So, assuming that they are able to take the steps to give the class instructions of how to enter breakout rooms, share screens and so on, is a huge assumption. I cannot speak for all educators, but most prefer to be masters of what they are teaching, and to not be confident in the technology aspect I can assume makes them feel inadequate to instruct in that manner. As technology enhances I only see more beneficial ways created for students to be engaged in the future. In order for them to be able to utilize these tools it’s imperative that we properly train the educators who will be using them for instruction in a timely manner. In doing so we can truly be sure that we are using our best efforts to educate and improve our future.
References
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.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education).TechTrends, 52(4), 66–70.