Learning at a Distance

Abstract

WHAT IS DISTANCE LEARNING? Distance learning is an umbrella term used to describe a variety of methods used to deliver courses in anything other than the traditional classroom. These delivery systems range from correspondence courses to classes taught via interactive television (ITV) in connected satellite classrooms. Distance learning can be synchronous or asynchronous. Synchronous distance learning (usually online courses) involves connecting all learners to the instructor and fellow classmates at the same time. Asynchronous distance learning can occur at the learner’s discretion, anytime of the day or night. All assignments and coursework have due dates, but students can do their work whenever they please. Some distance learning models incorporate both methods. These classes have some segments that are done together (chat session, etc.) and others that are completed independently. Research shows that students achieve similar learning outcomes across all three domains (cognitive, affective, and behavioral) with distance learning and traditional classroom learning. Students learn as much and as well at a distance as they do in a traditional classroom (Cyrs & Conway, 1997; Deloughry, 1988; Keene & Cary, 1990; Moore & Thompson, 1990). A traditional classroom can be operationally defined as a learning environment where students and instructors meet face to face, 100% of the time, in a classroom or some other type of training facility. A traditional classroom is bound by “traditional” parameters of space and time; students and instructor come to the same place at the same time of the day, on the same day of the week, on a schedule determined by the institution offering the course. Distance learning alters the traditional classroom by freeing students and instructors from the confines of either predetermined space or time, or both. Student participation tends to be greater in online courses than in traditional in-class courses. Everyone must share something. Most students find the anonymity of online classes (i.e., they know their classmates but are not looking at them) makes sharing easier. It is less threatening to give personal examples and share personal histories online than in the classroom (Blonna & Shapiro, 2000). In addition, the quality of work submitted is higher (Blonna & Shapiro 2000). Given the absence of time constraints, better answers are prepared, better questions are framed, and more supportive feedback can be given online than in the classroom. The same holds true for instructors. Instructors are able to think about students’ questions before answering them. They also can edit their responses before sending them. Last, a personal e-mail message is more confidential than a verbal response in front of an entire class. Students and instructors both benefit from this added layer of confidentiality. Despite this, distance learning is not for everyone. Some learners want and need the face-to-face contact provided by traditional classroom-based courses. Distance learning does not provide the same opportunities for this type of interaction. Traditional classes also connect one more closely to the campus or community site.