Prior to engaging in Principles of Distance Education (EDD 7007), my conception of distance education included computer and web-based learning and synchronous learning situations where the learner was separated from facilitator or the rest of the learners. As I continued through EDD 7007, I grew to understand that my conception, although not wrong, was incomplete. By the end of the course, I knew distance education to be any facilitated learning situation that involved a separation of knowledge, time, or space between the facilitator and learner. Much of this is based on the Equivalency Theory of education positioned by Simonson & Schlosser (Simonson, M., Smaldino,S., Albright, M, & Zvacek, S., 2006). This theory states that distance education, when designed and executed properly, offers an equivalent learning experience to that of a traditional classroom setting. It was also through this theory I was exposed to the Association for Educational Communications and Technology (AECT) definition of distance education. Formally, distance education is “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Schlosser, L. & Simonson, M., 2002).

This course has set a sound foundation of distance education for me to build upon, whether this is in future educational situations or in practice in my career. Beyond adopting a formal conception and definition of what distance education is, I have developed a respect for the art of distance education. From understanding the importance of communication and communication media to exploring techniques for transitioning from traditional classroom education to online education, I have learned there is a significant amount of effort necessary to produce distance education that offers equivalent learning experiences.

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This page last updated: November 29, 2006