History and Future of Distance Education Theory

Introduction

Distance education may seem like a relatively new concept, especially given the proliferation of online and web-based courses, but in reality it has existed for a very long time. This paper introduces and analyzes the topic of distance education, focusing on the history of change in the field and the theory of transactional distance. It describes developments in those areas over roughly the past two to three decades, examining how delivery methods, course concepts, and the number of courses available to students have changed and developed continually throughout this history. It is clear that distance education will continue to evolve as new methods of delivery become available and as more researchers actively study its theories and methods.

History of Distance Education and Its Terminology

Studying at home, or at a distance from the instructor, is not a new idea. In fact, it began in the 1920s in the United States — or even earlier — and became popular in other countries as well. At that time it was usually called "correspondence study," and lessons were delivered and returned by mail. The term distance education did not come about until much later, and this shift in terminology is just one indicator of the massive and ongoing change within this distinct form of education.

The term "distance education" originates with the German writer Otto Peters, who defined it in 1967, though it did not become widely used until the 1980s when Peters' work was translated from German. As Moore and Kearsley (2005) note, "His thesis was that distance education is best understood as the application of industrial techniques in the delivery of instruction, and that unless industrial methods are used, distance education will not be successful" (p. 222). Eventually, Michael G. Moore drew on Peters' theories and the theories of his own mentor, Charles Wedemeyer, to create the theory of transactional distance that guides independent learning today.

Theory of Transactional Distance

The theory of transactional distance maintains that the distance between the learner and the teacher is more than merely physical or geographic. Rather, the important aspect of distance education is the effect this separation has on both teacher and learner. This distance creates a gap that both parties must work to close in order for learning to be effective, and instructional design and interaction can help facilitate that closure (Moore and Kearsley, 2005, p. 223). Built into this theory are two core variables: the dialogue and the structure of the distance education course.

Dialogue and Structure in Distance Courses

Dialogue and structure form the backbone of every distance education course and are central to the theory of transactional distance. Every course, regardless of its delivery method or intent, contains both dialogue and structure. The dialogue in a correspondence course is clearly quite different from that found in a telecourse or an online course, but all contain dialogic elements. Similarly, structure will differ depending on learning objectives, purpose, and instructional design, but all courses contain structure. Understanding these two elements and their importance is key to understanding the theory of transactional distance and its role in defining distance education.