What is Distance Education? Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically "on site". is defined as a formal educational process in which the majority of synchronous and asynchronous instruction occurs when student and instructor are not in the same place. Distance education includes, but is not limited to, correspondence study or audio, video and/or computer/internet technologies A planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning. Courses or programmes of study which provide content and support services to students who rarely, if ever, attend for face-to-face or for on-campus access to educational facilities.
an educational process and system in which all or a significant proportion of the teaching is carried out by someone or something removed in space and time from the learner. ... A term used traditionally to describe the study undertaken by students studying externally to the university. A mode of study. Students study off campus using University study materials and are not required to attend regular lectures, tutorials, seminars, laboratory or practical classes but residential schools or other specific attendance's may be prescribed. (also called external studies) A mode of education in which students enrolled in a course do not attend the institution, but study off-campus and may submit assignments by mail or email. A formal learning activity which occurs when students and instructor are separated by geographic distance or by time, often supported by communications technology such as television, videotape, computers, email, mail, or interactive videoconferencing.
Education that takes place when the instructor and participant are separated by space and/or time. The gap between the two can be bridged through the use of technology - such as audio tapes, videoconferencing, satellite broadcasts and online technology - and/or more traditional delivery methods ... Off-campus study completed via correspondence. The formal process of distance learning . This term has traditionally implied the higher education level. involves the physical separation of teacher and student. Students and teachers communicate with each other by such means as correspondence courses, audiotapes, computer links, cable television broadcasts or satellite hook-ups. (voirApprentissage à distance, Télé-enseignement) (A) A form of learning in which a learner communicates with a teacher or a distant system of learning. (B) Teaching remoted by means of radio, television, film, or Internet. A set of teaching/learning strategies to meet the learning needs of students that are separate from the traditional classroom setting and the traditional role of faculty. In distance education the students and faculty are separate from each other. ...
Schools which offer full academic degree programs via distance learning that are duly recognized by the Philippine government, through accreditation with the Commission on Higher Education, are shown below. Their programs enjoy the same legal status and privileges as those offered in traditional colleges and universities, and are eligible for credit to other institutions of higher learning.
The History of Distance Education Understanding the history of distance education is valuable in that it shows there was more than one historical path to distance education and that the evolution of distance education has not been easy. Many of the same problems facing implementation and acceptance of educational innovations today have been faced by distance education throughout its history. The history of distance education could be tracked back to the early 1700s in the form of correspondence education, but technology-based distance education might be best linked to the introduction of audiovisual devices into the schools in the early 1900s. The first catalog of instruction films appeared in 1910 (Reiser, 1987) and in 1913, Thomas Edison proclaimed that, due to the invention of film, "Our school system will be completely changed in the next ten years" (Saettler, 1968, p. 68) This dramatic change didn't occur, but instructional media were introduced into many extension programs by 1920 in the form of slides and motion pictures just as they were in the classroom.
In tracing the history of distance education, the introduction of television as an instructional medium appears as an important entry point for theorists and practitioners outside of the correspondence education tradition, and marks parallel paths for correspondence study and instructional media. Although instructional radio failed in the 1930s, instructional television was viewed with new hope. In 1932, seven years before television was introduced at the New York World's Fair, the State University of Iowa began experimenting with transmitting instructional courses. World War II slowed the introduction of television, but military training efforts had demonstrated the potential for using audio-visual media in teaching (Wright, 1991).
The apparent success of audio-visual generated a renewed interest in using it in the schools and in the decade following the war there were intensive research programs (Reiser, 1987). Most of these studies were directed at understanding and generating theory on how instructional media affected classroom learning. The 1940s saw great interest in television by educators but little action (Adams, 1958), and by 1948 only five U.S. educational institutions were involved in television with Iowa State being the first on the air. Early studies by educators tended to show that student achievement from classroom television was as successful as from traditional face-to-face instruction. A study by Parsons (1957) showed only borderline differences in achievement, and Lapore and Wilson (1958) offered research showing that learning by television compared favorably with conventional instruction. By the late 1950s, 17 programs used television in their instructional materials. The use of educational television tended to grow slowly but by 1961, 53 stations were affiliated with the National Educational Television Network (NET) with the primary goal of sharing films and coordinating scheduling (Hull, 1962).
Although instructional television would never realize what many thought was its potential, it was having limited success and had, unlike instructional radio, established a foothold in the minds of educators. In 1956 the Correspondence Study Division of the NUEA conducted a study of the use of television to support correspondence instruction (Wright, 1991). The survey report recommended research to measure the effectiveness of television as an educational tool and, with a grant from the Ford Foundation, Gayle Childs studied television instruction in combination with correspondence study. In one of the earliest education vs. media studies, Childs concluded that television is not an instructional method, but an instrument for transmitting instruction. He also found no appreciable difference in the achievement level of students taught in regular classrooms by means of television or by a combination of correspondence study and television (Almeda, 1988).