In reviewing the definitions of distance, some commonalities begin to emerge. Practically all the definitions include a diagnostic list of elements which characterize the idea of “Distance Education.” First is the definition of Distance Education by the identification of technology. Many of the definitions include some exemplar lists of communications technologies that are used to bridge the physical and temportal distance between teacher and learner. Second is the stipulation of physical separation. In order for it to be distance education, apparently, the teacher and student have to be far enough apart to require the use of one of the technologies. Third, and less common, is what Otto Peters characterizes as an “industrialization” of the process with a specialization of labor.
The main problem with these definitions are that they are not diagnostic. They fail, almost entirely, to distinguish between “distance” and “classroom” when one starts examining the two side-by-side. I believe there’s a reason for that. Read On Distance Education and find out what it is.
August 30th, 2007 at 8:53 am
Couldn’t all of these technologies also be used in a normal classroom? I believe that the issue with most technology is that of an issue of fluency. Teachers can use these technologies to bridge the gap even in the classroom but can also use them to challenge the student.
If I compare the differences between a class and the distance education setting I feel that there is an open line of communication that can easily be navigated via speech. Distance education now with web cams etc can make the environment analogous to a classroom since face to face meeting can be set up readily.
So I guess that there is a reasonable argument that distance learning could be considered no different than classroom learning just in a different media that some are not as fluent in. Will there be a time when schooling takes place at home with students playing games and chatting with their instructor virtually over a web cam? I think that it may already be here.
August 30th, 2007 at 9:03 am
Actually, I’d argue the other way, and say classroom could be considered no different than distance education. It has the same distinguishing characteristics of using technology, seaparation of teacher and student by a (small) distance), and the separation of labor in the production of the educational experience.
Spoken language IS a technology. The fact that it doesn’t have to be plugged in doesn’t make it any less so. There IS a distance between you and your student, even if it’s only a meter. And you don’t write and publish your own text books, or maintain your own registration system, or even manage the library.
‘M jes’ sayin’
August 30th, 2007 at 9:37 am
In that case ‘distance’ can be defined as a new topic that students have mastered yet. When someone is talking about something new (ie. blogs, gators) don’t you feel like you are in ‘left field’? I certainly did. And, if that’s the case what about the student who has no interest in your class, is that Distance Education?
‘m jes’ sayin’
August 30th, 2007 at 11:35 pm
After reading this blog and “On Distance Education” I realize that my definition involved only the physical seperation of the teacher and learner and the technology that allows them to communicate. I also see why this is a poor definition. I see the idea of the separation of the teacher and the learner even in the traditional classroom as being thought-provoking and very real. At this time, I could not give an accurate definition, but I think I am headed in the right direction. I like doing this reading (listening)- thinking- responding- re-thinking approach to learning. Maybe after doing this a few more times I might come up with a decent definition.