ASSIGNMENT 1

A Recipe for Success: Defining Distance Education

DesRochers, Lindsey
University of Maryland, University College
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Abstract

Distance learning has a recipe for success. It includes exceptional follow-through in learning,

teaching, communication, design, and management. It tailors the students educational

experience to their individualized needs, while harnessing their prior knowledge and helping

students focus on areas of improvement for maximum potential. Distance education with the use

of technology continues to grow at a rapid pace. It reaches many students and educators who

would not have the chance otherwise in a traditional school setting using many forms of

technology. The leadership or administration aspect is also crucial for the instructional and

business success of a program. It takes all ingredients of this recipe within an organization or

institution to create an environment where all learners can be successful while at the same time

creating a place for educators and all other parties to be challenged and excel with sustainable

profit. However, once this complex recipe is complete, the sky is the limit to what can be

accomplished.
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Lindsey DesRochers
OMDE 601 Section 9040
May 24, 2017
Assignment 1

Recipe for Success: Defining Distance Education

Until recently, brick and mortar classroom teaching was the normal structure of

instruction and learning. In fact, most all parties involved in distance education today, learned

from this method. Distance education however, currently continues to be the trend in education

and has a recipe for success. As Moore and Kearsley (2012) pinpoint this definition of success

clearly stating A distance education system consists of all the component processes that operate

when teaching and learning at a distance occurs. It includes learning, teaching, communication,

design, and management (p. 10).

In basic form, education is the learning process between a student and teacher (Moore &

Kearsley, 2012, p. 2). Distance education is enhanced by the accessibility and individualization

that this type of teaching and learning provides for optimal success and enhanced experiences.

Peters (2005) explains, the quick delivery of information at any time and everywhere,

genuine possibilities for autonomous learning, more interactivity, more learner-orientation, more

individualization, better quality of programs, and greater learning effectiveness (p.11), which

strengthens a case for distance education for students and educators whom tradition educational

settings cannot reach successfully.

However, technology is a large part of that solid foundation for success. Whether the

technology is asynchronous or synchronous, there are many options for students and teachers to

create a successful learning environment for all (Moore and Kearsley, 2002, p.16). Furthermore,

we often talk about differentiated instruction in education but the various forms of technology
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instantly takes it to a higher level within the design piece of distance education. Described by

Homberg (2005):

Typically distance students study course material specially prepared for them. This

material is divided into units deemed to be of suitable size and containing self-checking

exercises. After completing the study of a course unit the distance student is given a task,

an assignment to be submitted to the supporting organisation, where it is corrected,

commented on and returned to the student. (p. 10)

This allows for the student to see their progress visually as well as their feedback from the

teacher while building upon that prior knowledge going into the next task or content area, all at

the students own pace. This creates the chance for all students to learn at maximum potential.

Furthermore, another portion of the success is the management. They have the difficult

task of balancing both the instructional piece but also the business aspects. Moore and Kearsley

(2012) summarize these efforts, Administrators must assure that money, personnel, and time are

managed so numerous work tasks fit together and courses are produced on time. Suitable faculty

and staff must be recruited and trained (p. 18). Therefore, management works with many

moving parts which reflect their fiscal responsibility and overall success. Strong leadership is a

crucial piece of this recipe for success.

Distance education as a whole creates opportunities for students who would not have had

a chance otherwise with the use of technology. A success distance education programs however,

must include a solid foundation in learning, teaching, communication, design, and management.
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However, once this complex recipe is achieved, there may be no limit to the positive outcomes

for all.
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Reference List
Homberg, B. (2005). Concepts and terminology- Student bodies. The evolution, principals and

practice of distance education. Oldenburg, Germany: BIS-Verlag der Carl von Ossietsky

Universitat Oldenburg (pp. 9-11). Available from

http://www.box.com/shared/y97qyc7m0t

Moore, M. G., & Kearsley, G. (2012). Distance education: A system view of online learning

(Chapter 1 pp. 1-22). USA: Wadsworth-Cengage Learning. [eReserves].

Peters, O. (2004). Growing importance of distance education in the world. In O. Peters, Distance

Education in transition: New trends and challenges (4th edition), (pp.13-24). Oldenburg,

Germany: MIS-Verlag der Carl von Ossietzky Universitat Oldenburg. Available from

http://www.box.com/shared/5x3tpynqqf