Week 1: Distance Learning Defined

Walden University wasn't my first rodeo when it came to distance learning.  I had taken several online classes in my bachelor's program at Metro State University in St. Paul, MN, and even had the pleasure of completing a summer independent study class.  I will say, however, that in the years since I completed my bachelor's (I graduated in 2006), distance learning, especially in online learning, has come a long way.  With the way Walden integrates media into its online classes, I feel that a richer experience is felt by students.  Asynchronicity is a constant between my Metro State online classes and Walden, but to be able to take every class online in an asynchronous format has been realized by me to be very important and crucial to my success at Walden.  While my definition of distance learning hasn't changed much since my Metro State days, I will say that the delivery, efficiency, and consistency has improved tremendously.
As technology improves, the world gets smaller and it should then follow that distance learning delivery methods and efficiency increases at a proportional rate.  "Advances in electronic communications technology help[s] to determine the dominant medium of distance education (Simonson et al., pg. 38, 2009)."  Where the postal system first served as a delivery method for distance education, now the Internet serves as the primary delivery system.  Online education allows for learners and instructors to simulate a geographical closeness that is only trumped by in-class learning.  What happens to distance education when video conferencing software such as Skype becomes more prevalent?  At that point, is there any difference between in-class and online learning?  In terms of synchronous learning, I don't think there is much of a difference; the true differences will occur and be seen in synchronous vs. asynchronous learning.
 
This synchronous vs. asynchronous learning comparison is underscored in Michael Moore's Theory of Transactional Distance.  Moore describes transactional distance as being "composed of two elements, each of which can be measured.  First is the provision for two-way communication.  Some systems or programs offer grater amounts of two way communication than others.  Second is the extent to which a program is responsive to the needs of the individual learner.  Some programs are very structured, while others are very responsive to the needs and goals of the individual student (Simonson et al., pg. 43, 2009)."  Each system of learning has benefits and drawbacks; personally, I find asynchronous learning much more conducive to my particular learning style.  The ability to learn at my convenience and when I am ready to learn is the biggest reason for my success thus far in my program.  I never liked synchronous learning.  I was too depended on the hi-or-miss teaching talents of professors, and I hated sitting in class through discussions dominated by one or two students.  These programs were not very responsive to my needs as a learner.  Asynchronous learning has fit me like a glove.  I can come and go as I please, participate when ready and inspired, and get more out of instructional topics than I ever had before in synchronous environments.  Asynchronous learning environments allow me to participate more in class, so the two-way communication I have with my classmates and instructors have greatly increased since my in-class days.  According to Moore's Transactional Distance Theory, asynchronous distance learning is positively measured for me in both areas.
 
I think that technology will be the major driver in the development of distance learning; like I said, it seems that the more technology advances, the smaller the world gets.  It is crucial, however, that technology is not employed in distance learning simply because it can be, but that it is employed as a result of sound instructional design practice.  For example, Skype is an available technology that could greatly impact distance learning.  In the context of Moore's theory, Skype can greatly improve two-way communication in distance learning, and it serves the needs of learners who need face-to-face interaction with instructors and students.  However, if Skype were to be integrated in earnest into the  Walden experience, these same improvements may not be realized; I know they wouldn't be by me.  First, the two-way communication provided by Skype eliminates the asynchronous element of the Walden experience.  If I have to sit in front of a computer screen for two hours to attend a lecture, how is that any different that sitting in a classroom?  Also, two-way communication is served very well on the threaded discussion boards.  Who says that two-way communication must be synchronous and face-to-face?  In this example, employment of this available technology would not be rooted in sound instructional design practice.  The idea of Walden's asynchronous education is to make education available to busy, working professionals.  Introduction of a synchronous communication medium would violate the core design strategy of Walden's programs.
 
Consult the following Mind Map for a look at my personal take on the structure of distance learning:
 

 
Reference:
 
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.