The evolution and benefits of distance learning in higher education

Higher Education

Distance Learning in Adult Education

History of Distance Learning

Throughout the nineteenth century, in the United States, several activities in adult education paved the way for the organization of university extension beyond campuses. In 1873, Anna Ticknor formed the society to encourage studies at home for the purpose of educational opportunities for women of all classes in the society. This Boston-based, largely volunteer effort offered correspondence instruction to 10,000 members over a 24-year period. Printed materials were sent through the mail as the main way of communication, teaching, and learning. In 1883 a Correspondence University headquartered at Cornell University was founded, but never got off the ground. The first official acknowledgment of education by correspondence came from 1883 to 1891 by Chautauqua College of Liberal Arts. This college was certified by the state of New York to grant academic degrees to students who successfully completed work at the Summer institutes and by correspondence during the academic year (Nasseh, 1997).

The Internet and the technology that surround it are reaching out to touch nearly every aspect of modern life, and education is certainly no exception. Even though the concept of distance education has been around for quite some time, the widespread use of the Internet has ensured that a vast selection of online classes is available via distance learning. In a recent survey conducted by the nonprofit Alfred P. Sloan Foundation, it was found that almost two-thirds of all traditional schools now offer online classes. This figure has grown by almost 20% since 2003 (Fairfax, 2010).

Limitations of Distance Learning

Compared to the traditional classroom, distance learning does have its limitations. Limited association between course material and its explanation. This is in contrast to the customary classroom where students follow the written material and are guided by the human interaction of the teacher and their peers (Larson, 2005). Having a lack of computers and equipment is one thing that can often make this difficult. There is also a need to be very computer literate in order to make this type of learning successful.

One disadvantage is the limited human teacher expression and interaction. As an alternative to following the human teacher's body expressions and language patterns to learn, distance learners following an inanimate computer screen. Students sometimes miss the teacher's gestures and the full impact of the oral interaction with the teacher (Larson, 2005).

There is also a lack of human connection. Most people have become accustomed to receiving direction and instruction from a human, our parents are our very first teachers, and that is how we learn. In distance learning a number of students find it difficult to relate to an online tutor and they miss and need that human touch (Larson, 2005).

There is sometimes limited peer support. Even though a student can and will develop friendships amongst their co-learners in a distance learning program, it is sometimes hard to learn in the interaction with peers. In learning people often support one another and that is a little more difficult during distance learning (Larson, 2005).

There can sometimes be a lack of contextual understanding. In the traditional classroom all of a person's learning is done by using examples to help them understand the context of what is being taught. In distance learning there are fewer examples or explanations past the initial concept or theory and it has been found that contextual understanding is sometimes difficult under these circumstances. For some students who are accustomed to learning through contextual discussion it may be difficult to grasp or understand some basic and important ideas (Larson, 2005).

There are two types of behaviors that seem to differentiate the self-directed learner in distance learning environments, self-discipline and metacognitive processes. Since many types of distance learning involve options by the learners about when they will actively engage in the learning process such as time-shifted learning, the learners must have the self-discipline and time-management skills which will enable them to keep up with the expected learning schedule and pace. Actually distance learning simultaneously demands and encourages self-discipline in the learning process. While instructors should make this requirement clear in the orientation, learners must buy in to the importance of this demand, or select out of the distance education environment if they are not ready to acquire it. The metacognitive process is one of asking ones-self if the learning has taken place. The learners must then seek out other learning opportunities by either re-doing the previously engaged-in learning activity or by asking for help. This procedure differs from many traditional learning systems in that in some distance learning environments, instructors cannot read non-verbal cues and ascertain that the learner is confused (Learner Success in Distance Education Environments: A Shared Responsibility, n.d.).

Online distance learning is completely different environment from that of a traditional classroom. There are different rules and regulations that must be adhered to. Class discussion often takes place via a bulletin board and more often than not also serves as a way of taking attendance. Students should expect to spend between two and three hours per credit hours per course studying every week. This is a completely different learning style that involves no face-to-face contact and often takes away from human aspect of learning. Distance learning is not for everyone, but for those who have the self-discipline to be successful it can open an entire set of new opportunities to get an education. Those who partake in this type of learning often find that they like the freedom that it gives them to get an education without having to be tied down to a traditional learning environment.