The Changing Principals of Distance Learning
submitted: Oct 11th 2008 |
by: Sarah Maple |
Total views: 6 |
Word Count: 446 |
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Phillips boasted that “by having the several Lessons sent weekly to them,” his students would “be as perfectly instructed as those that live in Boston”. He undoubtedly realized at the time that the teaching of shorthand was perfectly suited to be learned in such a manner; by a routine of revising abbreviations and symbols, and practising speedy interpretation and execution. What Phillips may not have fathomed was that in the future almost any subject could be learned at a distance, with institutions mimicking his boasts that results could equal typical learning environments.
At a time when America was witnessing the rise of print-journalism – in Philadelphia, South Carolina and Virginia respectively; and with the onset of general news just on the horizon – Phillips anticipated that there may well be individuals in each and every town nationwide who would want to learn the skills needed to work in this young and exciting industry. Current trends show that online degree services could also be following a similar ideology. Aside from typical subject areas, course titles such as Business & Management, Entrepreneurship and Internet Marketing are all very popular.
Phillips’ shorthand classes may also have been influenced by the notion of accessibility, the simple idea that maybe everyone who wanted to learn shorthand could not afford the time and money in order to travel to Boston to learn a new skill. This is another aspect that distance learning providers still pride themselves on. Essentially, online education is geared towards individuals who may have work and family commitments, and may therefore not be in a geographically suitable location to study at all – let alone a subject that they are particularly interested in.
Where 21st century distance learning seems to differ, in comparison to Phillips’ context, is when it comes to the aspect of student interaction. Advancing computing and communications technology means that, unlike the completely peer-free work environment of the past, online education providers are now offering as much student interaction as one would expect from a typical education course; but instead by means of chat-rooms, forums and online seminars.
The foundations of distance learning are still prevalent in today’s online courses. Yet, the desire and ability to communicate – and thus learn – with fellow classmates also proves important and worthwhile for institutions and prospective students alike.
About the Author
Sarah Maple writes about UK Universities and Distance Learning Courses.
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