Distance Education and e-Learning
According to Moore and Kearsley (n.d.), in distance education “teachers and students are in different places for all or most of the time they teach and learn” (p.1). Since they are physically separated, it is required to use some form of communication and exchange of educational materials.
There has been an assumption that computer technology generated the idea of distance education. According to Kentnor (2015), distance education has been developing since the 18th century. Whatever the media utilized, as described by Anderson and Simpson (2012), such as print technology, postal service, radio and television, and computers and internet, the idea of two-way communication and interaction between instructor/teacher and learners are common denominators of distance education throughout its history. This is relevant to my project. In order to develop speaking skills in the second language, it is paramount for elementary school English learners to receive structured guidance and modeling from the teacher.
E-learning is the most modern form of distance education. It refers to the use of computer-mediated distance education. (Anderson &Simpson, 2012). It includes a wide array of electronic hardware and software, and communication technologies that make possible not only asynchronous learning but also synchronous sessions to further support the students as mentioned above. This practicality and opportunity that the e-learning offers (synchronous learning) is unique among the previous forms of communication established in the history of distance education. In 1971, the French Law Distance Education definition included “the possibility of occasional seminars or meetings between student and teacher.” (Keegan, 2006, p. 15). I assume they were referring to meeting in-person. For the purpose of my paper, this fits my definition and modality which is occasionally meeting in person to offer students support in their language acquisition and use of the technology required.
Other elements that shape my definition of e-learning as a distance education form, is the need of “planning and an educational organization.” The organization is the structure that support the learning experiences by providing the technology needed and the planning to deliver the learning, as well as the assessments required by the law. Later in the paper, I will be stating the organization and stakeholders involved in my project.
As stated above, E-learning, computer-mediated distance education, lets students and teachers communicate in an instant and face-to-face through advance technologies. This fact acknowledges and support diversity. (Keegan, 2006). It also allows the development of community of learners that “focus on knowledge construction, and interaction between students and amongst teachers and students.” (Keegan, 2006, p.5). Knowledge develops as a result of social interaction in communities of practice. (Vrasidas, 2000). E-learning supports
However, the construction of knowledge is not restricted to these interactions. “Knowledge is constructed through social interaction and in the learner’s mind.” (Vrasidas, 2000, p. 344). Internet and hypermedia application, as well as the different contemporary technology gadgets and devices, are offering students immediate access to the information, and the way they collaborate to develop their own knowledge. Therefore, they do not only rely on the materials provided by the teachers and designers. In e-Learning and distance education, the learner gains a lot of the control of their learning as well as content, processes, resources needed. The teacher becomes a coach in the process. Besides, the goals are different from student to student because they have diverse prior knowledge. Other assumptions of this approach pertaining to my project are:
- People interact with their environment and create their own symbols and interpretation of the world.
- “Human thought is imaginative and develop out of perception, sensory experiences, and social interactions.” (Vrasidas, 2000, p. 344).
- The learner is not just an “empty vessel to be filled with knowledge.” (Siemems, 2004, p 2).
- Words and knowledge draw meaning from context. (Ertmer & Newby, 2008).
- Learning is facilitated when students engage in authentic learning in meaningful
context. (Ertmer & Newby, 2008).
References
Anderson, B., & Simpson, M. (2012). History and heritage in open, flexible and distance
education. Journal of Open, Flexible, and Distance Learning, 16(2), 1-10. Distance Education Association of New Zealand.
Authentic learning: what, why, how. (2016, April 10). Retrieved from
http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-
Ertmer, P. A., & Newby, T. J. (2008). Behaviorism, cognitivism, constructivism: Comparing
critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50- 7 72. https://doi.org/10.1111/j.1937-8327.1993.tb00605.x
Keegan, D.J. (2006). On defining distance education. Distance Education, 1(1), 13-36
Kentnor, H. (2015). Distance education and the evolution of online learning in the United .
States. Curriculum and Teaching Dialogue, 17(1 & 2).
Siemens, G. (2005). Connectivism: A learning theory for the digital age
https://pdfs.semanticscholar.org/f5a6/d010046e4da2ef00e59730633ec0422b236b.pdf
Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course
design, and evaluation in distance education. International Journal of Educational Telecommunications, 6(4), 333-362.