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To me, distance education means that I am able to learn in a non-traditional environment. I am able to work full-time, be a mother and wife, and at the same time be able to go to school and earn a degree by attending classes at my convenience, on-line. I have been involved in distance education through UMUC for the past three years. Distance education gives people of all ages, ethnic backgrounds, economic backgrounds, and geographic boundaries, an opportunity to pursue their high school education, career or vocational training, certifications, associate's degrees, undergraduate degrees, and graduate degrees. Distance education is not only used in the educational environment, but in the military and corporate environments.
In our course readings, Moore and Kearsley use the term distance education and describe it in simple vocabulary: “students and teachers are in different places for all or most of the time that they learn and teach” (p. 1). I also agree with their expanded definition of distance education, in that special course design, instruction techniques, cost, technology, and administrative arrangements are required.
the definition.
Today
Today is April Educational Approaches.
WeStudents are going to choose their institution by what it offers them - flexibility, convenience, technological design, admission process, class structure and schedule, instructional design, or a combination of many criteria.
In this module we were assigned to study groups. Our project was to research a classification scheme, and we chose the institutional mode. It was very difficult getting everyone on the same page - so, as a student or instructor - you need to be prepared for some study groups not working as effectively as others. Many things can factor into working with groups - personalities (highly engaged vs. lurker), schedules (work, kids), and location (what time zone, country are my group members in?). Even though everyone jumped in enthusiastically to start the project, the initial communication kept being delayed because of schedules. Eventually we got together, but the project was rushed and was thrown off track several times. Study groups are a lot of work, but they can work, and in distance education, it's nice to work in teams so you feel part of a class. Even though my experience in this study group was negative, I still enjoy them and think they are a beneficial part of distance education.
We also looked instruction, etc.
Our
Our guest faculty module was Sara Guri-Rosenblit. Ms. Guri-Rosenblit is a Professor atfrom The Open of Israel. Her expertise and fields of research include comparative higher education,We were given insight regarding information and and teacher training (http://www.openu.ac.il/Personal_sites/sara-guri-rosenblit.html#sub3).training. Our professors lively discussion with Ms. Guri-Rosenblit via Wimba.
All objectives in this module, and course, have been achieved; in addition, the course objective was achieved:
distance education;
outline
outline the history IT-based practices;
specify
specify a series distance education;
understand
understand the pedagogic relevant elements;
reflect
reflect on institutional distance education;
analyze
analyze the impact distance education.
An overview of the knowledge, skills, and attitudes that are required by a competent practitioner of distance education. Critical concepts and issues identified in the distance education literature are explored and the history and theories of the field are critically examined.
and thank Lisa, Jane, and Allisonmy professors for their

○ DE has new opportunities because of three electronic technologies: computer, multimedia, and network technology
○ Structure of the university workforce will need to include subject matter/content experts, graphic arts, media experts, Internet experts, projects experts, technology experts
Our second guest faculty for this modulethe course was Dr. Otto Peters, another pioneer DE industry. His discussionsDiscussions with our emphasized that “distancedistance education and a specific pedagogical structure and need special preparatory workneeds and special provisions.”structures to be effective. I learned
Have I profited from this module? Most certainly! I realize the importance of theory in DE. I was introduced to theories by Peters (industrialization), Moore (transactional distance), and Holmberg (empathy). I more clearly understand the importance of developing and designing a course to assist the independent student in learning. I realize the importance of the instructor to engage the student in class activities and create dialogue. New technologies have given the DE student more opportunities to learn, and it is up to the instructor and the institution to use these methods for effective communication and learning.
My learning objectives were achieved from the readings and assignments in module 2, and I look forward to module 3!

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.
guest faculty member, Prof. Torstein Rekkedalmember join us from Norway, who has been working in the distance education field since the 1970s! At the University of Oslo Prof. Rekkedal specializedNorway! Lively discussion revolved around specializations in adult educational program development. Much of his research involvesdevelopment, with particular emphasis and conversations regarding student recruitment, and support. Prof. Rekkedal was gracious with his time, answering any question that we presented. His information and experience provided richRich conversations and exchanges occurred during histhis 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

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I recently saw a great commercial from Kaplan University. Their current campaign states:
"A different kind of university for a different kind of future.