Distance and Remote Learning Focused Edition

Keith A Cronk, CIO, Harding University

Angelo and Cross (1993) (as cited in Barkley 2010, p.16) state, “learning can — and often does occur without teaching, but teaching cannot occur without learning; teaching without learning is just talking” (p.3).

Can we claim that distance and remote learning are now entrenched and stand alongside traditional on-ground learning as equal and valid modes of learning? It seems we can make that claim and move on in education circles without wondering if distance and remote learning are effective modes of learning and be accepted as such. Of course, this is not to say that these modes of learning have reached peak maturity. It is that we no longer need to justify their place in education and learning.

There is a difference between distance and remote learning, and quite a bit has been written about this. The distinction became more refined throughout the COVID pandemic. Essentially remote learning still aims to maintain some contact with the instructor of the on-ground class. Distance learning is understood to be just that, conducted at a distance. Many, indeed, probably all, on-ground students became remote learners in the Spring of 2020 when COVID lockdowns were enforced. On-ground classes were canceled, students were told not to come to campus, online classes were often hastily created in the learning management system, and applications like Zoom and Meet became the means by which lectures were presented. However, even without a pandemic, some students may find themselves in situations where they are not able to be in the classroom for a time and move in and out of remote learning. The tools engaged are designed to replicate the on-ground learning experience as closely as possible.

In contrast, a distance learner would not expect to be on campus and may never ‘see’ the on-campus professor. The expectation would be that an adjunct professor runs the class. In fact, distance learner chooses this mode of learning because it does not require them to leave their location. The time and space requirements of online learning are much more accommodating to full lifestyles. Distance learning is now more commonly known as online learning (even though some classes are hybrids - a mix of online and on-ground learning).

“There needs to be a commitment to delivering the learning material differently than what has been done in the past. We need to adopt new paradigms of course development and delivery in order to serve distance and remote learners to the highest standards.”

Simplistically, a remote learning program could have 30 percent-80 percent of content delivered online and some face-to-face learning. A distance learning program would have at least 80 percent of the program delivered online; more often, it would be greater than 80 percent.

Obviously, the pandemic saw the number of distance learners jump dramatically. We may have to wait a year or two from here to see whether those numbers have held up or otherwise. In looking at public and private non-profit institutions, some of the latest estimates show that up to 40 percent of students are enrolled in online courses as part of their learning.

“I never teach my pupils; I only attempt to provide the conditions in which they can learn” - Albert Einstein.

Teaching and learning -- so much could be said. But why is this relevant when addressing distance learning? Distance learning (not correspondence courses) has been a strong catalyst to action to provide materials to students that are focused more on the student’s learning than on a professor’s teaching. That is a subtle but important distinction. While teaching can be just talking, so distance learning can be just writing (or video, etc.). The challenge of preparing learning materials in a new paradigm has spurred better learning material design and delivery. It has led to serious consideration of the following:

• The rationale for a program being offered online (at a distance)

• Who is the program for?

• What is going to be taught, and how is it being delivered?

• Who is going to teach the program?

• How should the program be assessed?

• What support will be provided to the students?

So, what does it take to develop a learner-centered online program or course? There are several standards for learner-centered instructional design but let us consider two factors.

Firstly, the developer has to know the learner. Historically, an online learner will be an adult learner and come to the program with many more responsibilities in their life than an 18-year-old first-year student. They will value the flexibility in their study schedule, both in when and where they learn. Interestingly, there is a shift occurring in some areas. Many more online learners are undergraduate students who are taking a selection of online courses or are studying for an advanced degree online as they complete their undergraduate studies. This creates challenges in course design and classroom management.

Secondly, the course developer must provide a clear understanding of what they expect of the students. This includes:

• The rationale for the course.

• The learning objectives, from the program to the module levels.

• Showing the alignment between the learning objectives, learning material and assessment.

• Rubrics that detail grading regimes.

• Learner participation.

And then comes the delivery of the course! But that is another story.

Distance and remote learning are going to be an integral part of education. Understanding and accepting their roles and applications is important. Then, after having that understanding, there needs to be a commitment to delivering the learning material differently than what has been done in the past. We need to adopt new paradigms of course development and delivery in order to serve distance and remote learners to the highest standards. 

Learning Management