Module 1 began with each student providing his or her definition of distance education. My initial definition was written more from my personal perspective, which was restrictive. Distance education can be defined in simple terms: instructors and students separated by time and distance. However, distance education is not something new that was created with recent technological breakthroughs. Distance education has been around for a very long time; not the type of distance education that one might think of – I know I did not.
Distance education dates back to the 1700s in the form of correspondence education. The postal service delivered course materials to those who were not able to attend the traditional school – women – as only men attended school, individuals who worked during the day, and individuals who could not physically attend school. Academic and vocational courses became available in the early 1900s, radio and television created new forms of communication by the 1920s and 1940s, and the 1980s saw the arrival of teleconferencing, and most importantly, the Internet. Important to note - there are two constituent elements with distance education – 1) planned learning, and 2) distance/separation of the student and instructor.
The majority of distance education students are adults, like me, continuing or pursuing their education. They have professional and family obligations, so schoolwork is not their number one priority. Distance education is attractive to this audience because they have the flexibility and convenience to study when they want, where they want. They are self-disciplined, motivated, and independent.
As module 1 continued, we were fortunate to have our first guest faculty member join us from Norway! Lively discussion revolved around specializations in adult education, curriculum design, and educational program development, with particular emphasis and conversations regarding student recruitment, drop-out/completion, and support. Rich conversations and exchanges occurred during this one-week live appearance.
The objectives of Module 1 were achieved through the required readings, assignments, and feedback posted by my classmates and instructors. As a diverse group of individuals, we were able to share views and compliment each other’s findings. Highlights of module one for me included:
w A better understanding of the history and definition of distance education w An understanding of all factors that contribute to the success of distance education – the system – student, instructor, course design, administration, and technology
Distance education dates back to the 1700s in the form of correspondence education. The postal service delivered course materials to those who were not able to attend the traditional school – women – as only men attended school, individuals who worked during the day, and individuals who could not physically attend school. Academic and vocational courses became available in the early 1900s, radio and television created new forms of communication by the 1920s and 1940s, and the 1980s saw the arrival of teleconferencing, and most importantly, the Internet. Important to note - there are two constituent elements with distance education – 1) planned learning, and 2) distance/separation of the student and instructor.
The majority of distance education students are adults, like me, continuing or pursuing their education. They have professional and family obligations, so schoolwork is not their number one priority. Distance education is attractive to this audience because they have the flexibility and convenience to study when they want, where they want. They are self-disciplined, motivated, and independent.
As module 1 continued, we were fortunate to have our first guest faculty member join us from Norway! Lively discussion revolved around specializations in adult education, curriculum design, and educational program development, with particular emphasis and conversations regarding student recruitment, drop-out/completion, and support. Rich conversations and exchanges occurred during this one-week live appearance.
The objectives of Module 1 were achieved through the required readings, assignments, and feedback posted by my classmates and instructors. As a diverse group of individuals, we were able to share views and compliment each other’s findings. Highlights of module one for me included:
w A better understanding of the history and definition of distance education
w An understanding of all factors that contribute to the success of distance education – the system – student, instructor, course design, administration, and technology
Nancy