Building Communities in Cyberspace: Module Content Presentation of Content: Brief Article, Slide Show, Handout Packet
Distance Learning, Online Learning, and e‐Learning: A Variety of Experiences
Dr. Dorothy Valcarcel Craig
Middle Tennessee State University There are many different definitions of distance learning. The definitions are as varied as the depth of ideas regarding “learning at a distance.” The term distance learning is sometimes used synonymously with e‐Learning.
However, many disagree that the two terms imply the same thing in terms of learning experiences due to the variety of configurations in delivery.
One general definition of distance learning (ITC, n.d.) is the process of extending learning or delivering instruction from remote locations—with instruction based in resource‐sharing, interactions, multimedia, and online resources.
However, distance learning may also encompass a variety of configurations that range from exclusive online delivery to training that is supported with online resources, workbooks, and web sites.
Online – Training, coursework, and workshops delivered exclusively online. All interactions take place via an online discussion forum, email, and the exchange of assignments and products. In the strict sense of the word, no face‐to‐face interactions
take place as the online learning environment serves as the classroom.
Blended Solutions – Blended solutions or “blended learning” consists of a combination
of online training, coursework, or workshops that are complemented by integrated faceto‐ face sessions. The structure and schedule of delivery may begin with the instructor or staff development trainer introducing information, concepts, or methods during a face‐to‐face workshop—which is followed by application and practice exercises delivered online.
Technology‐Enhanced – This configuration takes place typically face‐to‐face with materials, web resources, and related information available online to all participants as a follow up onsite sessions. In comparison, Clark and Mayer (2003) suggest that e‐Learning may be defined as instruction or training delivered on a computer via the Internet or intranet with the following features:
Includes content relevant to structured learning objectives,
Incorporates instructional methods such as examples, practice, and application,
Integrates media elements such as print, video, audio, and other related resources to deliver content and methods,
Encourages participants or students to build new knowledge and skills linked to individual learning goals, and
Promotes interaction among participants via synchronous (everyone simultaneously) or asynchronous (anytime) discussion.
In addition to these features, Rosenberg (2001) suggests that e‐Learning is usually delivered via some type of network, which makes it capable of instant updating, storage, retrieval, and sharing.
Within schools and classroom settings, e‐Learning may take place as formal learning or informal learning. Formal learning consists of intentional instruction and learning based on specific objectives, methods, content, and evaluation procedures. Informal learning takes is driven by the learner, is self‐directed, exploratory, and initiated as a result of an identified need (Carliner, 2002).
For example, consider the following examples that may be applied to schools and classrooms.
Formal Learning Informal Learning
Online professional development based on specific topics.
Online training in methods, materials, new programs, etc.
Online graduate courses for teacher licensure, renewal, and graduate degrees.
Accessing resources on professional web sites to improve instruction.
Interaction with other professionals via informal forums and listservs.
Engaging in collaborative projects with other schools and classrooms via the Internet.
Whether distance learning or e‐Learning, the online format is becoming increasingly popular in
the K‐12 setting because the structure and design enables students or participants to:
Make effective decisions and create new ideas regarding their own learning,
Recognize when, how, and why learning is taking place,
Select activities compatible with goals and objectives,
Take responsibility for time management, organization, and learning, and
Monitor progress, apply skills, and reflect on information.
Classroom Considerations
Robyler (2006) suggests that when considering distance learning, online learning, or e‐ Learning, the student use as well as teacher use should be addressed. Carefully examining the specific needs of the learning environment and the degree and variety of use are critical before making decisions to integrate the technology.
Although distance learning and e‐Learning characteristics and features were discussed in a previous theme, specific classroom applications may include: Student research – Guided student use of the Internet for research in the library or media center, computer lab, or individual classrooms may be a viable option for relevant use of technology.
Online classroom materials – With the availability of lessons, units, and related resources, teachers may use online sources to support instruction.
Professional development and training – A LMS or CMS may be utilized for to implement a comprehensive, system‐wide professional development plan, which focuses on systemic goals as well as specific school improvement plans.
Virtual classes and programs – A distance learning or e‐Learning program may be designed to meet the needs of rural schools and may be one option to meet the needs of diverse student population in providing specialized classes, enrichment, work‐place preparation, or preparation for the university.
Although there are many options for online learning, not everyone is suited for the virtual classroom.
The characteristics of the learner—whether K‐12 students or practicing teachers—must also be play a significant role in meeting success in the online learning environment. The Illinois Online Network (2006) offers the following insight regarding characteristics of successful online learners:
Open to sharing about personal educational experiences,
Risk takers,
Problem solvers,
Critical thinkers,
Effective decision makers,
Reflective learners,
Willing to voice opinions and listen to others.
In addition, Cyrs (1997) suggests that anyone designated as a designer or facilitator of online
learning must have experience with course planning, curriculum development, presentation
skills, collaboration, effective questioning, and classroom organization.
Therefore, preparation of the learner and the teacher or facilitator is needed prior to engaging
in any type of distance learning or e‐Learning.
Carliner, S. (2002). Designing e‐Learning. Alexandria, VA: ASTD Press.
Clark, R.C. & Mayer, R.E. (2003). e‐Learning and the science of instruction. San Francisco, CA: Pfeiffer.
Cyrs, T.E. (1997). Competence in teaching at a distance. In T.E. Cyrs (Ed.), Teaching and learning at a distance: What it takes to effectively
design, deliver, and evaluate programs. San Francisco, CA: Jossey‐ Bass.
Presentation of Content: Brief Article, Slide Show, Handout Packet
Distance Learning, Online Learning, and e‐Learning: A Variety of Experiences
Dr. Dorothy Valcarcel Craig
Middle Tennessee State University
There are many different definitions of distance learning. The definitions are as varied as the depth of ideas regarding “learning at a distance.” The term distance learning is sometimes used synonymously with e‐Learning.
However, many disagree that the two terms imply the same thing in terms of learning experiences due to the variety of configurations in delivery.
One general definition of distance learning (ITC, n.d.) is the process of extending learning or delivering instruction from remote locations—with instruction based in resource‐sharing, interactions, multimedia, and online resources.
However, distance learning may also encompass a variety of configurations that range from exclusive online delivery to training that is supported with online resources, workbooks, and web sites.
Online – Training, coursework, and workshops delivered exclusively online. All interactions take place via an online discussion forum, email, and the exchange of assignments and products. In the strict sense of the word, no face‐to‐face interactions
take place as the online learning environment serves as the classroom.
Blended Solutions – Blended solutions or “blended learning” consists of a combination
of online training, coursework, or workshops that are complemented by integrated faceto‐ face sessions. The structure and schedule of delivery may begin with the instructor or staff development trainer introducing information, concepts, or methods during a face‐to‐face workshop—which is followed by application and practice exercises delivered online.
Technology‐Enhanced – This configuration takes place typically face‐to‐face with materials, web resources, and related information available online to all participants as a follow up onsite sessions.
In comparison, Clark and Mayer (2003) suggest that e‐Learning may be defined as instruction or training delivered on a computer via the Internet or intranet with the following features:
In addition to these features, Rosenberg (2001) suggests that e‐Learning is usually delivered via some type of network, which makes it capable of instant updating, storage, retrieval, and sharing.
Within schools and classroom settings, e‐Learning may take place as formal learning or informal learning. Formal learning consists of intentional instruction and learning based on specific objectives, methods, content, and evaluation procedures. Informal learning takes is driven by the learner, is self‐directed, exploratory, and initiated as a result of an identified need (Carliner, 2002).
For example, consider the following examples that may be applied to schools and classrooms.
Whether distance learning or e‐Learning, the online format is becoming increasingly popular in
the K‐12 setting because the structure and design enables students or participants to:
Classroom Considerations
Robyler (2006) suggests that when considering distance learning, online learning, or e‐ Learning, the student use as well as teacher use should be addressed. Carefully examining the specific needs of the learning environment and the degree and variety of use are critical before making decisions to integrate the technology.
Although distance learning and e‐Learning characteristics and features were discussed in a previous theme, specific classroom applications may include:
Student research – Guided student use of the Internet for research in the library or media center, computer lab, or individual classrooms may be a viable option for relevant use of technology.
Online classroom materials – With the availability of lessons, units, and related resources, teachers may use online sources to support instruction.
Professional development and training – A LMS or CMS may be utilized for to implement a comprehensive, system‐wide professional development plan, which focuses on systemic goals as well as specific school improvement plans.
Virtual classes and programs – A distance learning or e‐Learning program may be designed to meet the needs of rural schools and may be one option to meet the needs of diverse student population in providing specialized classes, enrichment, work‐place preparation, or preparation for the university.
Although there are many options for online learning, not everyone is suited for the virtual classroom.
The characteristics of the learner—whether K‐12 students or practicing teachers—must also be play a significant role in meeting success in the online learning environment. The Illinois Online Network (2006) offers the following insight regarding characteristics of successful online learners:
In addition, Cyrs (1997) suggests that anyone designated as a designer or facilitator of online
learning must have experience with course planning, curriculum development, presentation
skills, collaboration, effective questioning, and classroom organization.
Therefore, preparation of the learner and the teacher or facilitator is needed prior to engaging
in any type of distance learning or e‐Learning.
Module Slide Show and Handout Packet:
Slide Show Excerpt:
Select the following for a pdf of the module handout.
References:
Carliner, S. (2002). Designing e‐Learning. Alexandria, VA: ASTD Press.
Clark, R.C. & Mayer, R.E. (2003). e‐Learning and the science of instruction. San Francisco, CA: Pfeiffer.
Cyrs, T.E. (1997). Competence in teaching at a distance. In T.E. Cyrs (Ed.), Teaching and learning at a distance: What it takes to effectively
design, deliver, and evaluate programs. San Francisco, CA: Jossey‐ Bass.
What makes a successful online student? (2006). Retrieved December 1, 2008 from http://illinois.online.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp
ITC’s definition of distance learning. (n.d.) Retrieved December 1, 2008 from http://144.162.197.250/definition.htm
Rosenberg, M.J. (2001). e‐Learning: Strategies for delivering knowledge in the digital age. New York, NY: McGraw Hill.
Dr. Dorothy Valcarcel Craig
Professor of Education
Department of Educational Leadership
Middle Tennessee State Unviersity