Defining Distance Learning
by
Michelle McKain
In my time as a graduate student
and now as an elementary teacher, I have experienced distance learning from
different perspectives in its challenge to transition the traditional classroom
setting to a model of 21 century learning.
Yet while the language has changed as the premise of distance learning
continues to evolve in all areas of education, the four components that
comprise its definition remains the same (Simonson, Smaldino, Albright &
Zvacek, 2012).
I have spent my entire career in
my second grade classroom and when technology began to find its way into our
schools over 5 years ago I decided it was time for me to return to school to
learn how to utilize these resources to provide optimal learning
experiences. I’m a divorced mother of
one, raising my son alone, and working full time, which made the thought of
physically going back to school for evening classes an impossible thought. As I researched other options on the
internet, I was first introduced to distance learning through enrolling in a
program at Walden University. Moller,
Foshay, and Huett (2008) explained the dramatic growth of distance education
resulted primarily from both economics and convenience. The freedom within the structured outline of
the course allowed me to manage my responsibilities as a mom and a teacher
while successfully earning my degree online.
Walden’s online learning approach includes the four vital components
needed to define its programs as distance learning, meeting the needs of
students worldwide.
The knowledge I have gained
through my online learning experience now reflects positively in my teaching
approach, especially in my efforts to make my classroom more conducive to the
needs of 21st century learners.
Still the distance learning model that has proven successful with
adult-aged student would not find similar results if implemented in the K-12
environment. To this point in the district
where I teach, online learning remains site based, a point Moller et. al.
(2008) alluded to in describing how distance learning for this age group
remains virtually unexplored. Still the advantages are apparent. With the No Child Left Behind Act (which has
now been put on hold for the push of Common Core) teachers have scrambled to
meet the needs of all learners. The
concept of distance learning can address the need for a structural approach in
providing effective learning models for all students to grow at all academic
levels. Differentiating lessons is not a
new concept, but in order to address the individual needs of each student
simultaneously with only one teacher in charge, the foundational concept of
distance learning needs to play a dynamic role in transforming traditional
teaching methods.
The major drawback of distance
learning in the K-12 classroom is the lack of the acquired degree of autonomy
in learning adult students possess when taking distance learning classes
(Barker & Wendel, 2001. pg. 3).
Independence in self-directed learning is a rarity in this age group
especially, in the elementary grades.
Mastering of skills presented in these grade levels require a
multi-modal approach to address all learning styles in the delivery of daily
lesson plans. The other area of concern
that would also need to be address is the lack of social development at this
age level Barker & Wendell (2008).
Distance learning lends itself to isolation, which for students who are
still progressing through age related developmental stages can have negative
results. Students K-12 need to be in the
physical presence of their peers to learn appropriate social skills.
The concept of distance learning
will continue to make a positive impact on the field of higher education. The need for such a learning model at the
K-12 level is apparent, but there is work to do in order to meet the needs of
students at this level both developmental and educationally. The foundation is in place and I believe the
vision of many will result in an appropriate alternative to the traditional
classroom model for all ages. My desire
to be an integral part of this transition motivates me to continue to pursue
this certification in instructional design.
References:
Barker, K., & Wendel, T. (2001). E-learning: Studying
Canada‘s virtual secondary schools. Kelowna, BC: Society for the Advancement of Excellence in Education.
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), 63–6 7.
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.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.
(2012). Teaching and learning at a distance: Foundations
of distance education (5th ed.) Boston, MA: Pearson.
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