Chisnell et al.

Distance Learning:
An essay for Mr. Brian Harrell

Nick Chisnell, Amber Gobrogge, Brennan Crawford, Tiffany Rittenour, Joe McAbee, and Eric Mitchell Mr. B. Harrell English Composition 1 27 November 2013

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Table of Contents
The Introduction (Mr. Brennan Crawford) The Pros and Cons of Distance Learning (Miss Amber Gobrogge) Teaching Distance Learning (Mr. Nick Chisnell) Learning Via Distance Learning (Mr. Eric Mitchell) Types of Distance Learning (Mr. Joe McAbee) Evolution of Distance Learning (Miss Tiffany Rittenour) Conclusion (Mr. Nick Chisnell) Works Cited

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(Combined Efforts of Entire Group)

The Introduction
The constant sound of chalk hitting upon the chalkboard while the sounds of pens and pencils following close behind, is a perfect example of how a classroom functioned before the end twentieth century. Technology is always moving at an accelerated rate whether it involves the newest type of phone, the invention of electric cars, or even how a teacher conducts a classroom full of students. In regards to teaching the technological strides have made a worldwide difference where students may learn through a variety of different mediums. Terms such as e-learning, online learning, computer mediated learning, computer- based learning and Web-based education are used quite interchangeably in debates, discussions and writings which are just a few of the examples of how distance learning is conducted (Mitchell, 696). The primary goal of distance learning has been to provide educational opportunities to individuals that are unable or unwilling to participate in a traditional full time classroom (Banas, 366). Over time distance learning has branched into two main types. The first is asynchronous where it involves but is not limited to e-mail, Asynchronous Learning Network (ALN), and USENET, which involves a broader form of communication (Young 74). The second branch that formed is synchro-nous communication. Synchro-nous include two-way audio/video in real time, internet phone call and IRC chat (Young 74). The origins of distance learning can even date back to the late eighteen hundreds. Ultimately, distance learning has gone through a dramatic change in the end of the twentieth century. The constant sound of pens and pencils following close behind was never engulfed in the problem where there was a separation between the teacher and the students. The definition of

Chisnell et al. 4 distance learning can presents itself as the separation from a teacher to a learner (Young 74). Learning takes place and instruction takes place, but the two can occur at different times. There is no need for the individual to be physically in one location at the same time. Figure 1. Student and teacher separated by time and space (Young, 76).

The origins of distance learning can be traced back to Pennsylvania State University in the year 1892 (Banas 366). This can date back from over a hundred and twenty one years ago. Pennsylvania State University or also known as Penn State was one of the first universities to develop a program of correspondence study where it focused on reaching out to rural families. The reasoning behind the start of distance learning was trying to reach out the knowledge of the agricultural program. (Banas 366). This took place where there were no iPads, cell phones, or even modernized computers that held many different applications and programs. The answer to this problem was as simple as providing notes to the students by easy forms of transportation (Banas 366). Anything can be transported. Learning and learning styles are transported all around the world. The concept of distance learning has also caused a major impact worldwide affecting many different countries such as Canada and Australia. In Canada due to its sparse, rural population and long distances, Alberta province (Canada) has been providing education at a

Chisnell et al. 5 distance since 1923 for students in grades 1 through 12 and adults who wish to complete their high school education through correspondence (Barrhead, 1.) This can also be seen with the educational problem that Australia has faced. Australias widespread development and use of distance education has been in the main caused by its geography and low population. Though covering an area as great as the United States of America, Australias population has only just reached 20 million at the beginning of the twenty-first century, and most people live on the fertile coastal fringes primarily around major cities. As much of the inland area of the country has insufficient water to sustain many inhabitants, centers of population can be scattered across large distances, particularly in the outback, the most remote inland areas of Australia. With such a distributed population, the education of school-aged children initially spurred the growth of distance education (Stacy, 253). The simple answer to these problems that arises is the technological advances that occur from year to year. When distance learning first emerged the use of technology was far to none. Distance education has evolved from the envelope delivered to a mailbox by a correspondence school, to real-time Web-streamed Internet video delivered to the students home or mobile computer (Hull, 325). The rapid rate in which technology has engulfed itself in however has revolutionized how we think of a classroom. The usage of informational technology or also known as IT in different components of study process is presented on Figure 1 (Cairniene 684).

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Listening, reading and sense- making ( Coping with course content) Communicating and community (Communicating with a group)

Searching and researching (Searching, evaluating and using online resources)

Writing and presenting ( Preparing oral and written assignments)

The concept of distance learning has been ever changing since the beginning days at Pennsylvania State University. The mediums in which information is taught, is changing the simple ways in where people had to acquire knowledge from a basic median. This has brought many pros and cons to the idea of distance learning as well as the changes that it has undergone throughout the history.

The Pros and Cons of Distance Learning

With universities worldwide hopping onto these new technologies, there has been an exponential growth in students whove been receiving an electronic education. Distance Learning programs are offered not only to university students, but also to Post-Secondary high school students in thousands of schools across the country. But just what kind of effect does this distance situation have on the educations of students involved? As it turns out, students can actually receive a better education in the distance scenario than those who are involved in the teachings of the traditional classroom (Santally et al. 12). With the elimination of certain interruptions to the learning process, students can excel in their schoolwork, and use that gained experience to compile a huge database of knowledge. They have all this before they have started looking at colleges. It allows many new opportunities for students.

Chisnell et al. 7 Distance learning has opened many doors and opportunities for teaching and learning. There are many benefits to distance learning, such as being able to do assignments on your own time. Distance learning allows time to read the material and turn in assignments at home at your convenience; which I have found very helpful in my distance learning classroom. Instead of having to bring in the assignments on paper to class, you can do them when you have time the night before and turn them in online. This is also saving the amount of paper we use but doing things electronically. However, it has been proven that while distance learning has been effective in lecture based classes, it is not as effective when it comes to hands on classes. This is one of the disadvantages of this type of classroom. There is no one to help the students when they need something during a hands on project. The professor is not physically there to show them how to fix what they are having trouble with. While simulation tools have shown themselves to have a valid place in the online engineering learning experience, students still learn best if they can have hands-on experiences and thus learn from their own mistakes (Morrison 2006-7). Distance learning in a class where there are project required other than writing would be challenging. Another downside to distance learning is that it may be easier for some students to forget about their work. If they go from school to work or practice, when they get home they might forget about the homework they were assigned and are supposed to turn in online later. After a long practice or a long shift at work, students may have let their school work slip completely out of their mind. Distance learning is a grow trend and has started being used for gifted students as well. The article Distance Learning Opportunities for Academically Gifted Students states, While many of the same reasons for using distance learning with gifted students were mentioned across

Chisnell et al. 8 articles--an ideal way to bring classes to rural areas, a way to expand gifted services, an opportunity for students to learn at their own pace and level, and an opportunity to take more classes for those who have already exhausted their own schools' advanced course offerings (Threlkeld 1991, Lewis 1989, Timpson & Jones 1989, Washington 1997). Distance learning has also become a thing for students who are above their grade level or who desire to take classes that are higher than he expected level for their age. High school students are able to take college classes, and even get college credits for them. There are many pros and cons in distance learning for gifted students. The article states, Students who would otherwise not have access to advanced course work are allowed that access through distance education. Universities can offer services to students who could not attend on-site classes (Timpson & Jones 1989), and courses can be offered to one student or 50, depending on the needs of academically talented students in rural schools ( Adams & Cross 1999).

Teaching and Learning via Distance Learning

Distance education has become more popular and easier to access in the United States as the year continue to go on. Online education enables students to access a wider range of educational resources, to pace their own learning process, and to collaborate with others from different cultures and linguistic backgrounds (McLoughlin 1999; Thompson & Ku, 2005). While of course technology is a great thing students who decide to take distance learning must be cautious to know that you have to know how to use the technology and you have to keep pace with assignments using the technology, while still being able to engage with the professor and also the students peers.

Chisnell et al. 9 Now if you were to talk about the teacher and how it affects the way that they teach this is what I have found about that. I have learned that as a teacher some of your criteria will be more emphasized in the distance learning class than it would be in a regular classroom. You also as a teacher have to have a strong understanding for the technology you are using to teach the students. As I said before both the students and the teachers must be smart when it comes to the technology that they are using. The design role of teachers, for example, is amplified in online learning. While design is a key feature of teaching in general, in e-learning the need for intentional design becomes more obvious and pressing (Beetham and Shapre 7). One difference of teaching a distance learning class instead of a regular face-to-face class is the lack of the face-to-face contact. It is almost impossible for you to have this because there are usually many more distance learning students in a class than in a regular school setting, so you will not be able to get to know each kid and find what certain teaching styles work best for which students and which ones dont. While in faceto-face teaching, approaches can be immediately adjusted to fit learners needs which teachers can gauge directly from learner performance, in technology-supported learning seemingly ordinary pedagogical activities like grouping learners, posing questions, providing resources, and other ways of scaffolding learning in response to learner cues during the learning process require forethought and an explicit representation of what learners and teachers will do (Beetham and Sharpe 7). This type of scaffolding learning that online teachers are called upon to provide is evident in what Siemens refers to as the curatorial role of teachers in networked learning environments. (Simens 2007) Siemens proposed the idea of teachers as curators as an alternative to the simplistic dichotomy of sage on the stage versus guide on the side. According The term curating underscores the complexity of selecting resources for learning: It is work that

Chisnell et al. 10 involves being a subject specialist with the ability to make decisions about what resources to select, provide expert commentary about each resource or the resources as a group, and showcase resources in ways that highlight each resource as well as the relationships among them. The professor/teacher role is greater in a distance learning class that it is in a regular faceto-face class. With the teacher being away from you he or she are not able have you physically touch or move certain things that would be beneficial for you to learn by sight and touch, so the professor must teach in way that makes up for that separation. The roll of a professor in the distance learning classroom is not exactly the same as that of a professor in the typical college classroom. The way one should go about teaching in a distance learning classroom has become a topic of great controversy over the last few years. There are some people who would argue that the way a class should be taught should not change because of the distance learning aspect of the class. However there are many would argue that the role of a teacher changes tremendously in the distance learning classroom, as stated in one article, The role of the teacher must shift from sage on the stage to being the designer and manager of the learning environment and facilitator of learning, a critical aspect within which is providing guidance and support structures to help achieve the intended educational outcomes (Bricknell & Muldoon 33). There are many approaches to how a Professor should go about teaching in a distance learning classroom. One model, The Cognitive Apprenticeship framework, sets up teaching in an interesting way, it starts off with an incredibly hands-on teaching method where the instructor is deeply involved with the students. This includes things like; daily lecture, highly structured weekly plans, and discussion board support. Then over the course of a semester, year, and so on, the professor slowly draws back more and more and lets the students learn on their own. Taking

Chisnell et al. 11 his or her own involvement from the class dictator to almost like a sort of advisor, by the end of the class the professor should be to the point where he or she should only be giving directions and the students are completely assignments with minimal help required.

The Types of Distance Learning

Distance Learning has improved since its debut in the twentieth century, though. Synchronous Learning Networks have been added to the mix wherein students can meet faceto-face over live video and audio feeds to entail the learning process. Universities that have caught wind of this technology are surely taking advantage of it, with thousands of web-based audio-video classes nationwide. School systems like ODELA, however, provide students with a computer to into their home, in which they can take asynchronous classes through uninstructed learning and testing right from the comfort of their own living room. Imagine taking an English class in your pajamas. This is where distance learning has ended up on the asynchronous end of the spectrum, but all the way on the other side of the synchronous selection, technology is everadvancing. Distance learning classrooms are rooms in which students can gather to learn via distance technology. Usually, between two and eight distance classrooms can be connected to a single class. This kind of connection can have a bit of a toll on the instructor with so many names to remember, but in lieu of that, its a great thing. The classrooms can be equipped with a number of helpful hardware features an Audio-Video panel, fax machines, document viewers, and even

Chisnell et al. 12 the Smart Board, which allows students to physically write on the whiteboard projection of their instructors computer screen, whether theyre in the same room, or fifty miles away. Problems can arise with the synchronous connections, though. For example, if a schools home-Internet Connection is suddenly cut off or disabled, all synchronous learning is stopped and cannot continue until the network is repaired or restarted. Aside from Internet-related problems, there are certain technology glitches as well. A television may be linked to the wrong video source, or maybe the computers are connected to a different class. This is where the distance learning technology Teams come in.

Evolution of Distance Learning

Over centuries distance learning has become a well-known program. All across the world countries use distance learning. How well each countries distance learning goes may depend on their technology advances. Overall distance learning has had many advances over the years. Several doors have been opened thanks to the program. It has evolved tremendously. English personal, Issac Pitman required students to read the Bible and answer questions in 1840 (Abarashi 55). Students responses were returned to Pitman by mail. In the year 1940, radio and TV appearances were popular for correspondences that were public. Who would have ever thought the radio and TV would be a root for all the technology we have in the 21st century. Today, we look at using paper mail for a college assignment as a joke. Most students look at the usage of a computer has a necessity. Computers have progressed tremendously. In previous years it took 10 minutes to load one page and a computer was a huge block. Now, a website is available in seconds and students take their laptops everywhere they go. Computer technologies allow distance learning. In courses

Chisnell et al. 13 via DL professors use: Skype, chat rooms, websites, emails, and even online assessments. Test for many distance learning classes are electronically submitted. Some are still written and taken special learning centers; this method is predicted to go extinct. Change is very popular in all aspects of living and we must adapt. Change in education is rapid. More and more careers keep adding on to the amount of education you must have. You may already have a job but you may want to further your education for a better job. Taking distance learning classes would be benefit for you. It offers a variety of times for classes. Not having to commute to class saves time, money, and energy. You entire focus doesnt have to be on school, you can still have a personal life. Distance learning allows flexibility. Anyone can go to school, but to succeed it takes dedication, studying, and time management skills. In the article, Has distance learning become more flexible? Reflections of a distance learning student by Theda Thomas, she compares the available flexibility of distance learning classes between the years 1982-83 and 2007-08 from her own experiences. She states, The six main dimensions of flexibility addressed are content, assessment, instructional approach, course delivery, time, and learning style (Thomas 41). Over time they have altered to become more flexible for distance learning students. Problems can arise with the synchronous connections, though. For example, if a schools home-Internet Connection is suddenly cut off or disabled, all synchronous learning is stopped and cannot continue until the network is repaired or restarted. Aside from Internet-related problems, there are certain technology glitches as well. A television may be linked to the wrong video source, or maybe the computers are connected to a different class. This is where the distance learning technology Teams come in.

Chisnell et al. 14 Every distance learning class will have is content. Content is the material learned in the classes. In years 1982-83 content was fixed on the topics covered. If you already knew a topic you could easily skip over it as long as the assignments were still completed on time. How to study and how much to study was your own choice. Participation tasks were not all mandatory. You would pick the ones you wanted to participate in. In the years 2007-08, you were required to participate in almost all. With the progress of technology it allows instructors raise expectations of participation. Often its required to complete one or even several online assignments in a week. Although, it seems like a pain participating in more assignments is helpful when learning the material. Learning and understanding the material will lead to high assessments scores. Even the ways assessments are giving have changed over the years. In the early days, paper test were given with varieties of questions such as, essay, and short answer. Now there is more of a variety of how test are given. Over the distance learning program instructors may give any of the following: Essays, analyses of articles, online quizzes, discussions, group projects, reflections, and research projects. More freedom is involved in picking topics today. Instructional approaches may be a little more restricted. Students must learn to cope with the instructional approach their given. Two instructional approaches often taken are the adaptive style and the semi-adaptive style. The adaptive style would offer students the choice between watching a video and reading an article, for example, whereas the non-adaptive style would sometimes use video and at other times use articles (Thomas 44). The way each individual learns is different, along with the way classes are taught. In both classes in 1982-83 and 2007-08 classes had social organization, formats of learning materials, a role of the instructor, and feedback methods. Classes from 2007 to today involve

Chisnell et al. 15 both group and individual activities and projects. Learning materials from 07 to today consist of textbooks, online articles and books, videos, and online materials. An instructor is responsible for subject expert, writing online materials, answering questions, and preparing assessments. Often they will provide feedback to the students. Professors may use discussion boards, computer quizzes, or call students to give them feedback. Before all the technology was available teachers could only write on students assessments for feedback. Like in 07, instructors in 1982 had to be subject experts and prepare material. However, they did not answer as many questions and were not as helpful as they are today. Group projects have been found to be accommodating for many students. You learn more in a group project because they are several different views. Classes in 1982-83 were solely organized for individual learning, so they did not get a full experience. To get the full experience students need to keep up with how their classes will be delivered. Advances in technology have allowed more options for communication, support, and study. Compared to 1982-83 we have more choices for all. Communication is possible through email, text, calls, discussion boards, Skype, and conferences. Before you could only use letters and a telephone. Studying is a key part of distance learning. The classes are more individual than a traditional class. You have to be more independent to pass a distance class, which means studying on your own time. Studying in previous years meant that you printed off material and took it everywhere you went. Often students read on bus rides to work or back home. Today students can download reading material instead of going to the library. They can take their laptop to the local Starbucks, enjoy coffee and study. While studying on your own is important, there still are supports available. Two that havent changed are lecturers and the libraries. Various ones

Chisnell et al. 16 added are using fellow students, technical support, academic support, and previous teachers. No matter what though, time is a key part of balancing life with schooling. Distance learning has made this balance rather equal. You no longer have to waste time commuting to a campus. Not only does this save time it saves money. DL has offered amazing opportunities to students of all ages. Its a great way for high school students to get a head start on college and for parents who have children to get a higher degree in their field. Overall the program has progressed a lot and many have a marvelous experience taking classes via distance learning.

Conclusion
Over the relatively short amount of time distance learning has spread like wild-fire over the entire world. Not only has it spread over the entire world, it has also evolved from a rather experimental form of teaching to a wide-spread phenomena that universities all over the world are starting to endorse. There are dozens of pros and cons to distance learning, most are incredibly course specific and also highly specific to the person taking them. The way people learn and teach in distance learning classrooms has changed drastically since its widespread institution. There several different ways to learn via distance learning, synchronous and asynchronous being the two broad categories. Distance learning has opened doors for many people who otherwise may have not been able to take college classes, it has hundreds of benefits with relatively few disadvantages. Distance learning has made the life of thousands of people different and will continue to do so until technology evolves and makes it obsolete.

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Works Cited
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Chisnell et al. 18 Arinto, Patricia B. "A Framework For Developing Competencies In Open And Distance Learning." International Review Of Research In Open And Distance Learning 14.1 : 16785. Web. 24 November 2013. Banas, Edward J., and W. Frances Emory. "History And Issues Of Distance Learning." Public Administration Quarterly 22.3 (1998): 365-383. Business Source Complete. Web. 11 Nov. 2013. Beckelhimer, Lisa. Teaching English Long Term. Ohio Journal of English Language Arts 50.2 (2010) : np. 12 November 2013. Bricknell, Lisa, and Nona Muldoon. Rethinking Online Teaching and Learning: A Case Study of an Approach to Designing an Online. The International Journal of Technology, Knowledge, and Society 8.4 (2013): 33-47. Web. Ciarniene, Ramune, Vilmante Kumpikaite, and Milita Vienazindiene. "Changes In Study Process: Issues Of Information Technologies." Economics & Management 16 (2011): 683-689. Business Source Complete. Web. 12 Nov. 2013. Hsiung, Steve C., and Walter F. Deal III. "Distance Learning." Technology & Engineering Teacher 72.5 (2013): 36-41. Web. 9 Nov. 2013. Hull, Betsy. "Distance Education: Online Courses Expand For Library Personnel." Journal Of Hospital Librarianship 9.3 (2009): 325-330. Library, Information Science & Technology Abstracts with Full Text. Web. 10 Nov. 2013. Kuboni, Olabisi. "The Preferred Learning Modes of Online Graduate Students." International Review of Research In Open & Distance Learning 14.3 228-249. Web. 17 Nov. 2013.

Chisnell et al. 19 Santally, Mohammad I., Yousra Rajabalee, and Dorothy Cooshna-Naik. "Learning Design Implementation for Distance E-Learning: Blending Rapid E-Learning Techniques with Activity-based Pedagogies to Design and Implement a Socio-constructivist Environment." European Journal of Open (2012): 1-14. ERIC. Web. 15 Nov. 2013. Thomas, Theda. Has Distance Learning Become More Flexible? Reflections of a Distance Learning Student. Interdisciplinary Journal of E-Learning and Learning Objects Vo. 8 (2013): 39-49. Web. 15 November 2013. Yi, (Leaf) Z. Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education. International Review of Research in Open & Distance Learning 14.4 238-54 Web. 24 November 2013.