Past and Current Trends in Distance Education

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Table of Contents

Introduction
Discussion
Conclusion
Reference list

Introduction

Distance education is also referred to as distance learning. This is a new approach to the field of education where students can be able learn far away from the traditional classroom. As a matter of fact, it revolves around technology and various instructional system designs (Taylor, 2003, p. 34). In this case, they are used to deliver education to various students who are not in class as expected in the traditional system.

As far as distance learning is concerned, students are separated by distance and time. In this case, it should give learners a good experience as they gain information over a given period of time (Baumgartner, 2007, p. 19).

Discussion

Distance learning has been evolving as time goes by and this means that there are certain trends that need to be looked at. As a matter of fact, there are past and current trends in distance education that need to be evaluated (Moore, 2005, p. 27). It can be traced from 1840s where it has been growing via correspondence. Technology has been incorporated in distance education as time goes by to make it more effective and efficient.

Initially, learning institutions did not have distance learning in their programs but this has been changing as time goes by (Comeaux, 2002, p. 17). As a matter of fact, it has been reviewed to give families an educational experience that they have not got in other institutions. In this case, technology has been used to deliver. As a matter of fact, we have asynchronous and synchronous technologies.

There is a high enrolment in schools and this means that the demand for distance education will continue to increase (Simonson et al, 2006, p. 32). As a matter of fact, these schools do not have the necessary infrastructure to support all this enrolment and this will make distance learning a necessity in education.

As far as distance education is concerned, students want the best experience and this is a challenge to all stakeholders to enhance its sustainability. Most students want courses that will meet their needs and circumstances (Moore, 2005, p. 13). This means that they require flexibility in distance education and this is a great challenge. Competition in e-learning has been increasing and institutions need to come up with competitive products that will satisfy all market niches.

Institutions have been unbundling courses as time goes by and this trend is expected to continue. Online and information age have been changing and this will have a notable impact on e-learning and distance education (Gold and Maitland, 1999, p. 17). Because adult learners are changing, young learners are becoming insecure and institutions will be forced to be creative to suit different age groups.

Current statistics indicate that the number of female, adult and minority learners has been going up. Therefore, a rapidly changing job market will complicate matters and give distance learning a new dimension (Baumgartner, 2007, p. 15). Because female learners are increasing, there will be new approaches to distance education. The need for training is growing and this means that distance learning will have to incorporate a lot of practical activities to suit these market niche.

The role of information technology and computing will be immensely felt in distance education. This is because there are new developments that will shape the whole aspect of distance education (Taylor, 2003, p. 21). Currently some faculty members are not comfortable with distance learning. This is because they are resting technological course deliveries. Distance learning has instructors and they should not feel like they are being isolated.

Conclusion

Various academic trends suggest that knowledge is growing and this will be instrumental in the spread of distance education. As a matter of fact, the institutional landscape of e-learning is set to experience some revolution (Daniel, 1996, p. 9). It should be known that traditional campuses are also declining and this will increase the demand for distance learning.

The success of distance learning will depend on how well it is organized. This means that instructions will mostly be leaner centered (Casey and Lorenzen, 2010, p. 12). As much as distance learning has been growing, more people want academic accountability. This will therefore change the way distance learning is done.

Reference list

Baumgartner, L. (2007). Learning in Adulthood. New York: Wiley.

Casey, A., & Lorenzen, M. (2010). Untapped Potential: Seeking Library Donors among Alumni of Distance Learning Programs. Michigan: Central Michigan University press.

Comeaux, P. (2002). Communication and collaboration in the online classroom. Bolton, MA: Anker.

Daniel, J.S. (1996). Mega-Universities and Knowledge Media: Technology Strategies for Higher Education. London: Kogan Page.

Gold, L., & Maitland, C. (1999). Whats the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: NEA.

Moore, M. (2005). Distance Education: A Systems View. Belmont, CA: Wadsworth.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education. New Jersey: Prentice Hall.

Taylor, J.C. (2003). The Fifth Generation of Distance Education: Translation in the Chinese Journal of Open Education Research. New Jersey: Prentice Hall.

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Past and Current Trends in Distance Education

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