Distance Learning

Development of Distance Learning

Many forms of communication media have been used for teacher–learner communication in distance learning through the ages, from print materials, audio tapes, videotapes, CD ROMs, to lately, the Internet. Distance learning courses involve the creation of materials for distance learners in a specified format or medium. In the case of print materials or audio tapes/videotapes in the past, these were mailed to learners, who reviewed the materials, completed assignments, and mailed them back to the teachers. The teachers then graded the materials and provided feedback that was mailed back to the learners. Internet and communication technologies have speeded up this process tremendously. The materials created for learners are now available in an online space, learners can access the materials at any time, interact with instructors and peers using e-mail or other forms of communication, submit assignments within that space, and receive feedback electronically. This form of distance learning, also termed e-learning or online learning, enables learners to interact with and learn from each other, where before they only interacted with the instructor(s). Advances in technologies also enable the use of multiple media in online learning (e.g., videos, audios, and online texts) that can help diverse learners understand content in different ways. Online courses are hosted within a learning management system that represents a closed and protected online classroom space available to [Page 538]learners enrolled in the course. Learning management systems include several areas for teachers to make content (e.g., documents, videos, and links to websites) available to students and create quizzes that students can take, where students can interact with each other and with the teachers (discussion forums, group rooms), and for assignment submission and feedback.

In the early 2010s, massive open online courses (MOOCs) hosted on platforms such as Coursera, Udacity, and EdX gained popularity because learners from around the globe could access them or enroll in them and learn free of cost. Despite having high interest and high enrollment rates, MOOCs report high dropout rates and low completion rates. MOOCs provide an opportunity for universal education through distance learning and for increased informal learning but are designed such that the learner is responsible for course completion. Critics of MOOCs also claim that one of the reasons why MOOCs have low completion rates is because they are unable to replicate the intellectual community found in a physical classroom.

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