Distance education has been defined in numerous ways. Holmberg (1989), a pioneer in the DE field, stated that, “The term distance education covers the various forms of study at all levels which are not under continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning guidance and tuition of a tutorial organization” (p. 5). Moore and Kearsley (1996), placing more emphasis on the educational system and administration, said,
Distance education is planned learning that normally occurs in a different place from teaching and as a result it requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special techniques of course design, and other technology, as well as special organizational and administrative arrangements. (p. 2)
Keegan’s (1980) definition is the most commonly cited definition of DE throughout the literature. He distinguished DE from traditional education in terms of six characteristics:
1. teacher-learner separation,
2. educational organization influence in planning and student support
3. media usage,
4. two way communication,
5. participation in an industrialized form of education, and
6. learner as individual or privatization of learning.
Keegan’s definition, although frequently cited, has been criticized because the last element appears to neglect the social nature of learning and to exclude synchronous modes of delivery such as teleconferencing and online chatting (Garrison & Shale, 1987). To address these excluded aspects, Harasim (1990) adapted Keegan’s definition and described DE as having the following characteristics:
• multiple way communication,
• place independence,
• time flexibility,
• text-based communication, and
• Computer Mediated Communication.
Harasim concluded that active learner engagement, peer communication, and social knowledge construction were all important aspects of DE. Harasim recognized that the focus upon learning as a social process in DE was perpetuated by technological advancements and the most recent form of DE, online education: “Historically, the social, affective, and cognitive benefits of peer interaction and collaboration have been available only in face-to-face learning. The introduction of online education opens unprecedented opportunities for educational interactivity” (p. 42).
With the emergence of online education, definitions of distance education have expanded to accommodate its distinguishing features. Rekkedal and Qvist-Eriksen (2003) extended Keegan’s definition and adapted it for online education by adding the following two components: (a) the use of computers and computer networks for the purpose of connection n and distribution of material and (b) the use of the computer to facilitate communication and initiate dialogue.
Similarly, Paulsen (2003) adapted Keegan’s definition of DE for online education and stated that online education is characterized by (a) teacher-learner separation, (b) educational organization influence in planning and student support, (c) computer network usage to disseminate educational material, and (d) two way communication via computers and computer networks.
The definition of distance education has evolved as different types of DE have emerged, and will continue to emerge as we progress toward mobile learning. DE has evolved through several generations.
Reflection