ELT Master2 S1 Part 1 Lectures PDF

Lecture: Distance Learning Overview Distance education has a history that spans almost two centuries and this time period represents significant changes in how learning occurs and is communicated. From basic correspondence through postal service to the wide variety of tools available through the Int...

Lecture: Distance Learning Overview Distance education has a history that spans almost two centuries and this time period represents significant changes in how learning occurs and is communicated. From basic correspondence through postal service to the wide variety of tools available through the Internet, society has embraced new forms of communication through the years. One such form, online learning, is known to have a history of access beginning in the 1980's whereas another term, referred to as e-Learning, does not have its origins fully disclosed (Harasim, 2000). As researchers and designers utilized these emerging technologies, we find that a relaxed use of the terminology makes it difficult to design and evaluate similar learning environments without understanding the specific characteristics (Phipps & Merisotis, 1999). The design of different types of learning environments can depend on the learning objective, target audience, access (physical, virtual and/or both), and type of content. It is important to know how the learning environment is used, and the influences of the tools and techniques that distinguish the differences in learning outcomes as the technology evolves. 1. Distance learning Distance education is the most renowned descriptor used when referencing distance learning. It often describes the effort of providing access to learning for those who are geographically distant. During the last two decades, the relevant literature shows that various authors and researchers use inconsistent definitions of distance education and distance learning. As computers became involved in the delivery of education, a proposed definition identified the delivery of instructional materials, using both print and electronic media (Moore, 1990). The instructional delivery included an instructor who was physically located in a different place from the learner, as well as possibly providing the instruction at disparate times. Dede (1996) elaborated on the definition by including a comparison of the pedagogical methods used in traditional environments and referring to the instruction as “teaching by telling.” The definition also stated that distance education uses emerging media and associated experiences to produce distributed learning opportunities. Both these definitions recognized the changes that were apparent in the field and attributed them to the new technologies that were being made available. Keegan (1996) went further by suggesting that the term distance education is an “umbrella” term, and as such, has terms like correspondence education or correspondence study that may have once been synonymously used, being clearly identified as a potential offspring of distance education. Other researchers do not support the interchangeable use of the terms distance learning and distance education, because both terms do differ. Distance learning is referenced more as ability, whereas distance education is an activity within the ability [of learning at a distance]; though, both definitions are still limited by the differences in time and place (Volery & Lord, 2000). As new technologies become apparent, learning seemed to be the focus of all types of instruction, and the term distance learning once again was used to focus on its limitations associated with “distance”, i.e. time and place. The term then evolved to describe other forms of learning, e.g. online learning, e-Learning, technology, mediated learning, online collaborative learning, virtual learning, web-based learning, etc. (Conrad, 2006). Thus, the commonalities found in all the definitions is that some form of instruction occurs between two parties (a learner and an instructor), it is held at different times and/or places, and uses varying forms of instructional materials. 2. e-Learning The origins of the term e-Learning is not certain, although it is suggested that the term most likely originated during the 1980's, within the similar time frame of another delivery mode online learning. While some authors explicitly define e-Learning, others imply a specific definition or view of e-Learning in their article. These definitions materialize, some through conflicting views of other definitions, and some just by simply comparing defining characteristics with other existing terms. In particular, Ellis (2004) disagrees with authors like Nichols (2003) who define e-Learning as strictly being accessible using technological tools that are either web-based, web-distributed, or web-capable. The belief that e-Learning not only covers content and instructional methods delivered via CD-ROM, the Internet or an Intranet (Benson et al., 2002; Clark, 2002) but also includes audio- and videotape, satellite broadcast and interactive TV is the one held by Ellis. Although technological characteristics are included in the definition of the term, researchers felt that the technology being used was insufficient as a descriptor. Tavangarian et al. (2004) included the constructivist theoretical model as a framework for their definition by stating that e-Learning is not only procedural but also shows some transformation of an individual's experience into the individual's knowlege through the knowledge construction process. Both Ellis (2004) and Triacca et al. (2004) believed that some level of interactivity needs to be included to make the definion truly applicable in describing the learning experience, even though Triacca et al. (2004) added that e-Learning was a type of online learning.  3. Online learning Online learning can be the most difficult of all three to define. Some prefer to distinguish the variance by describing online learning as “wholly” online learning (Oblinger & Oblinger, 2005), whereas others simply reference the technology medium or context with which it is used. Others display direct relationships between previously described modes and online learning by stating that one uses the technology used in the other. Online learning is described by most authors as access to learning experiences via the use of some technology. Both Benson (2002) and Conrad (2002) identify online learning as a more recent version of distance learning which improves access to educational opportunities for learners described as both nontraditional and disenfranchised. Other authors discuss not only the accessibility of online learning but also its connectivity, flexibility and ability to promote varied interactions. Hiltz and Turoff (2005) in particular not only elude to online learnings' relationship with distance learning and traditional delivery systems but then, like Benson (2002) makes a clear statement that online learning is a newer version or, and improved version of distance learning. These authors, like many, believe that there is a relationship between distance educations or learning and online learning but appear unsure in their own descriptive narratives. 4. The characteristics of open and distance learning As there is no one definition of open and distance learning. Rather, there are many approaches to defining the term. Most definitions, however, pay attention to the following characteristics: Separation of teacher and learner in time or place, or in both time and place; Institutional accreditation; that is, learning is accredited or certified by some institution or agency. This type of learning is distinct from learning through your own effort without the official recognition of a learning institution; Use of mixed-media courseware, including print, radio, and television broadcasts, video and audio cassettes, computer-based learning, and telecommunications. Courseware tends to be pre-tested and validated before use;  Two-way communication allows learners and tutors to interact as distinguished from the passive receipt of broadcast signals. Communication can be synchronous or asynchronous; Possibility of face-to-face meetings for tutorials, learner–learner interaction, library study, and laboratory or practice sessions; and use of industrialized processes; that is, in large-scale open and distance learning operations, labor is divided and tasks are assigned to various staff who work together in course development teams. 5. Distinguishing the types of open and distance learning The term open and distance learning and its definition are relatively new in the field of education, having gained prominence only in the past 15 to 20 years. The language and terms used to describe distance learning activities can still be confusing, and geographical differences in usage — for example, between North America and Europe — can add to the confusion. Among the more commonly used terms related to open and distance learning are the following: correspondence education, home study, independent study, external studies, continuing education, distance teaching, selfinstruction, adult education, technology-based or mediated education, learnercentered education, open learning, open access, flexible learning, and distributed learning.