Distance Learning – Good, Better, and Best

By Cathy C. at Fordham University

What image comes to your mind when you think of distance education? Are you back in the olden days with the Pony Express delivering mail-order correspondence courses? Or, do you envision teachers and learners using computers to connect and learn without geographic constraints? King and Griggs (2006) offer a current definition of distance: “…technology-assisted education that is always conducted when the teachers and learners are separated by a distance, small or great, but not always by time or space” (p. 19). In the past six months, I’ve been exposed to three distinct distance learning experiences: good, better, and best.

The banking and finance industry continues to have more and more compliance issues and regulations. In the old days, associates were removed from the office for a day and gathered in regional hubs for in-person training to review regulation changes. Unfortunately, this training solution required time away from clients and money for travel and occasional lodging. A good solution was distance learning! Associates could stay in their offices and access online training at their convenience. Distance learning provided numerous benefits: flexibility, convenience, cost savings, and consistency of content (King and Griggs, 2006). This last benefit, consistency of content, was critical as banks are required to keep extensive records regarding individuals’ class time and specific content. Unfortunately, the compliance training was little more than electronic versions of formerly in-person lectures.

A better example of distance learning is Lee Hecht Harrison’s (LHH) Career Resource Network. LHH works with executives and associates who are in career transition. The Career Resource Network includes an array of learning resources, including distance learning. As a LHH client, I had access to distance learning in two different formats, asynchronous online classes and synchronous instructor-led classes. Both formats offered relevant career search learning experiences: resume writing, interviewing, skill testing, computer classes, employer information, databases, etc. I particularly enjoyed the 24/7 convenience of the asynchronous online classes. Unfortunately, the learning methods were limited primarily to PowerPoint and there was no sense of a learning community. The synchronous instructor-led classes were not as convenient as classes were scheduled in a different time zone. I enjoyed, however, the interaction with peers in addition to the instructor. Some of these classes were livelier than a purely lecture format, incorporating actual pointing and clicking to explore online resources and databases.

Finally, I joined the 21^st century with my best distance learning experience – Fordham University’s Master in Science’s Adult Education and Human Resource Development program. Though Fordham University is located in New York City, I was able to complete two graduate level courses during an accelerated summer session from San Diego, California. Unbelievable! Fordham is my best distance learning experience because of the variety of tools used in both the asynchronous Program Planning and Evaluation class and synchronous Adult Development and Adult Learning Theory: Reading, lectures, PowerPoint, video, podcasts, journaling, discussion board, writing, and group projects. Of special note is that the Theory class was a hybrid class, combining in-person class sessions and online learning. Due to 3,000 miles of separation and four time zones, I participated in the in-person sessions via Skype.

Distance learning has come a long way from correspondence courses! Businesses are saving time and money while offering consistency of content. Service firms offer relevant skill building opportunities via a wide variety of asynchronous and synchronous course offers. Educational institutions reach busy adult learners while offering convenience and quality content and creating a learning community. What’s next and best in distance learning?

References

King, K. P. & Griggs, J. K. (2006). Harnessing Innovative Technology in Higher Education. Madison, WI: Atwood Publishing.