Katherine Abrahams 1

OMDE 610 9020

Traditions of Distance Education in Online Teaching and Learning
Introduction
Online learning has evolved from earlier forms of distance education. Learners participating in
what was known as correspondence education were already separated from the instructor, but learning
through prescribed materials. As technology has changed, learner and instructor roles in the learning
process are continuing to shift. A few ways online learning and teaching has been influenced by distance
education are through individual communication between student and teacher, the autonomy afforded by
the separation of learner/teacher, evolving technology of the times, and teaching methods.
Development of Distance Education
Distance education began first as correspondence education. Moore and Kearsley
(2012) mention state that correspondence education began as instruction delivered to learners
through the postal system around the 1880s (p. 23). Also called home study or independent
study, these courses were often offered to workers who were looking to improve their skills
without having to enroll in and attend a public university (Moore & Kearsley, 2012, p. 23).
Next came the period of broadcasting; distance education integrated the use of radio
broadcasting into its course delivery structure (Moore & Kearsley, 2012, p. 29). In many areas,
educational radio broadcasts were not as successful as they may have been, but in areas like
Latin America where roads and the postal system were not as reliable, educational radio
broadcasts were successful in reaching broader audiences (Moore & Kearsley, 2012, p. 29).
Television broadcasting in roughly the 1950s and 1960s began to increase in popularity as the
first cable television networks broadcasted educational programs (Moore & Kearsley, 2012, p.
Katherine Abrahams 2
OMDE 610 9020

29). In fact, by 1972, the Federal Communications Commission (FCC) required all networks to
provide at least one educational channel (Moore & Kearsley, 2012, p. 31).
By the 1980s, audio conferencing became popular (Moore & Kearsley, 2012, p.36).
Audio conferencing typically took place between one student and a teacher; learners in their
individual homes used a handset (phone or otherwise) to communicate (Moore & Kearsley,
2012, p.36). Two-way conferencingor, where participants hear and see one another
synchronously using audio transmission software (or telephony) and video transmitted via
satellitewas expensive, but recently has been made easier with advancements in technology
(Moore & Kearsley, 2012, p.40).
Finally, in what Harasim (2012) calls the Knowledge Age, computers and networking
have indeed enabled the mass transmission of course information and content to students (p.
12). Online learning has become commonplace because of the Internet. It seems only natural that
online learning would become a norm as society and culture utilizes current technology.
Communication Between Learner and Instructor
The practice of individualized communication between student and teacher continues
with online learning. This tradition originated in face-to-face classrooms and was adopted in
correspondence education initially as letters written back and forth between the student and
instructor and delivered by the postal service (Moore & Kearsley, 2012, p. 23). With online
learning, learners can choose to communicate in many ways depending on the setup of learning
management resources and any virtual classroom setting: email, instant messaging or chat, group
discussion boards, and even through text messaging.

Katherine Abrahams 3
OMDE 610 9020

Autonomy in Online Learning
There is a high degree of autonomy available with many forms of online learning, which
is something else that has remained through all forms of distance education. Even the name,
independent study, as stated by Moore and Kearsley (2012) implies that the learner, separated
from a classroom or instructor, will take up some of the responsibility for learning the material
on his or her own (p. 23). Different modes of online learning, however, can determine the
autonomy of learners taking the class; in adjunct mode online learning situations, Harasim
(2012) cites that there is typically a face-to-face component, and online activities that utilize the
Internet enhance the experience (p. 28).
Technology with Distance Education
Distance education has almost always used the available media to facilitate learning.
With correspondence education, the postal service was utilized to communicate and transmit
materials (Moore & Kearsley, 2012, p. 23). Later as technology advanced and grew to include
the telephone, television, and satellite communications, distance education utilized all of these to
bring courses to greater audiences and to learners who could not otherwise attend regular face-to-
face classes. Finally, as the Internet and networked computers became commonplace for many
developed countries, institutions could conduct classes entirely online, either synchronously or
asynchronously (Harasim, 2012, p. 29). Media in current times includes programs to manage
learning, online content, live conferencing, chat options, and many others available to those who
have regular internet connections (Harasim, 2012, p. 27).

Katherine Abrahams 4
OMDE 610 9020

Teaching Methods in Online Learning
Because learner and student are separated in time and space in distance education,
traditional methods of teaching in face-to-face situations will not be as effective. Online learning
faces the same issues, and face challenges surrounding the changes in technology (Ally, 2008, p.
16). For online courses, sometimes the instructor takes more of a role of facilitator by supporting
learners in answering questions and guiding discussion aimed at achieving course outcomes, but
does not necessarily deliver lectures or monopolize the direction of discussion. Because of the
time allowance, learning can be highly individualized, unlike in face-to-face situations (Ally,
2008, pp. 18). Instructors must cope with providing individualized attention to learners from
different backgrounds with different experience levels.
Conclusion
Many facets of learning and teaching have continued to develop over time, from
correspondence education to online learning today. Some of the changing facets include the
methods in which teacher and learner communicate, the growing autonomy of the learner in the
educational process, the technology surrounding online classes, and the methods employed by
the instructor have all needed to change to accommodate learner and teacher needs alike. No
doubt as we continue to better understand and develop learning theory surrounding online
education, these facets will evolve as well to create the best learning and teaching experience
possible for all participants in the process.

Katherine Abrahams 5
OMDE 610 9020

References
Ally, M. (2008). Foundations of Educational Theory for Online Learning. In Anderson, T. &
Elloumi, F. (Eds), Theory and Practice of Online Learning (pp. 15-44). Retrieved from
http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf
Harasim, L. M. (2012). Learning Theory and Online Technologies. New York: Routledge.
Moore, M.G., & Kearsley, G. (2012). Basic Concepts. Distance Education: A systems view of
online learning. Belmont, CA: Wadsworth Cengage Learning.
Saba, F. (2003). Distance Education Theory, Methodology, and Epistemology: A Pragmatic
Paradigm. In Moore, M. G., & Anderson, W. G. (Eds), Handbook of Distance Education
(pp. 3-20). Mahwah, NJ: Lawrence Erlbaum Associates.