TEACHING

PRACTICE II
Distance learning,
Virtual learning,
Online learning,
Remote learning

DISTANCE EDUCATION Ana Colugio

Eleazar Cocom

MODELS
29 April 2020
When speaking about the process of teaching-learning we come across a varied
number of models apart from the traditional in-class lesson with a face-to-face
teacher-student interaction. Among these models we can find those that involve
learning and teaching through distance.

It is common to hear, very often, that distance learning is online learning and that it
is just learning on a computer. But distance learning involves a large spectrum of
concepts. Some of these concepts are e-learning or online learning, distance
learning, virtual learning and remote learning. These teaching-learning models
offer the opportunity to acquire and transmit knowledge through other mediums
rather than the typical face-to-face interaction.

These four concepts of teaching models are similar and often confused or used
interchangeably; however, each of them is unique and differentiates itself from the
others by how students engage in the process of learning, the interaction, the
intention and the access to materials.

In the following paragraphs we discuss and give a brief definition of each model as
well as their characteristics. The given definitions represent, in our opinion and
from what we have read, the most accurate and current definitions of each
concept. The models are described in their respective order of origin.
Consequently, their similarities and differences as well as how each model is
approached are explained. Furthermore, a comparison table where the differences
among each of the models can be observed is found at the end of the text.

DISTANCE EDUCATION:
It is from this model that the rest of the concepts mentioned above have
developed. Distance learning (or distance education) is the oldest of these learning
models. It has a long history that goes back at least two hundred years. When it
began, it involved the use of letters, receiving correspondence by mail and other
kinds of printed material since it was before the era of the Internet. As time passed
and technology advanced, distance learning began including digital media besides
printed material and exchanging information, didactic materials, feedback, etc.,
became easier through the use of the internet.

A key factor that stands out the most in this model is that the interaction between
teacher and student is no longer face-to-face but through other mediums. Also,
distance learning is more accessible than the traditional model. It is accessible
given the fact that despite the learner’s socioeconomic status, race or gender,
he/she can access to the course content and material. It can be accessed from
anywhere; it does not require a specific area as that of a classroom in the
traditional learning model. Furthermore, learners can access to the material at any
time, therefore, they can fit their studies in their schedule regardless of their jobs,
children or any other common reason for not being able to attend regular lessons.

The definition we found most suitable for this concept is that of Simonson:

“Distance education is defined as institution-based, formal education where the

learning group is separated, and where interactive telecommunications systems
are used to connect learners, resources, and instructors.“ (Simonson, 2006)

As for the principles of this model, according to Keegan (1990 and 1998) there are
five main characteristics which distinguish distance learning from the traditional
model.

1) the quasi-permanent separation of teacher and learner throughout the

length of the learning process (this distinguishes it from conventional
face-to-face education)
2) the influence of an educational organization both in the planning and
preparation of learning materials and in the provision of student-support
services (this distinguishes it from private study and teach-yourself
programmes)
3) the use of technical media (print, audio, video or computer) to unite
teacher and learner and carry the content of the course
4) the provision of two-way communication so that the student may
benefit from or even initiate dialogue (this distinguishes it from other
uses of technology in education)
5) the quasi-permanent absence of the learning group throughout the
length of the learning process so that people are usually taught as
individuals and not in groups, with the possibility of occasional meetings
for both didactic and socialization purposes. (Keegan, 1990, p. 44)

Regarding the materials, distance education often involves the use of mail and
printed materials or non-interactive materials and the courses are designed equally
for everyone, it is not individualized.

VIRTUAL EDUCATION:
Virtual education comes from distance education and it is basically a step forward
in distance learning; in the it was included in distance education but as from the
second decade of the twentieth century it began to imply learning via the Internet
without any formal requirement to attend a physical campus. Nowadays, in some
cases, it can even complement traditional learning classrooms.

Tavakol states: “It means instruction in a learning environment where teacher and
students are separated by time and/or space and the teacher provides course
content through ICT based methods such as Internet, multimedia resources, and
videoconferencing. Students get the content and communicate with the teacher via
the same media.” (Tavakol, 2012, p. 152)

A remarkable fact of this model is that the learning is asynchronous, self-paced,

learners can access the material at their preferred time.

The main characteristics of virtual education that distinguish it from distance

education are:

1) The information space has been designed.

2) Educational interactions occur in the environment, turning spaces into
places. (this can be the use of Learning Management Systems such as
Moodle, Blackboard, Schoology, etc.)
 3) The information/social space is explicitly represented. The representation
varies from text to 3D immersive worlds. (learners can have different digital
materials such as videos, texts, audios, interviews, interactive websites,
etc.)
4) Students are not only active, but also actors. They co-construct the virtual
space. (learners can interact among each other in the LMS, leave
comments, give and receive feedback, etc.)
5) Virtual learning is not restricted to distance education. It can also enrich
classroom activities.
6) Virtual learning integrates heterogeneous technologies and multiple
pedagogical approaches.
ONLINE EDUCATION:
This model of education is based on virtual education model, but it adds one more
aspect to it: learning is completely via internet and it is synchronous. Online
education involves teacher-student and student-student interactions through either
a software, an app, or a website. Learners can share comments, participate in
different activities in real time along with their classmates in an online lesson. They
can attend live conferences, take online tests, participate in forums in order to
facilitate the learning process.

A distinguishable characteristic of this model is that the learning should be flexible.

The content in online lessons should be personalized for each individual or have a
wide amount of varied resources in order for students to choose which fits them
best according to their learning styles.

Ally (2004) defines online education as “the use of the Internet to access learning
materials; to interact with the content, instructor, and other learners; and to obtain
support during the learning process, in order to acquire knowledge, to construct
personal meaning, and to grow from the learning experience. (Ally, p. 7)

Principal characteristics of online learning:

1) Online learning is student-centered

2) Teacher (Instructor or Tutor) acts as a facilitator of knowledge and created
the learning environment
3) It is interactive and collaborative. Students participate and interact with
teacher, students and content of the course.
4) Content is flexible
 5) Carried out through the internet and the use of digital technology
REMOTE EDUCATION:
Regarding remote education, we were not able to find a specific definition, or any
research done about it. However, from the information we could gather, we
understand that remote education refers to:

Switching from traditional in-class lessons to any form of distance education (either
distance learning, virtual learning, online learning, blended learning, etc.) due to an
emergency which involves the impossibility of attending classrooms. Remote
learning differentiates itself from virtual and online learning in that students as well
as teachers have little or no experience in working through computers. Its main
goal is to keep students on track so that when they return to physical school
environments, they will not need to complete a lot of make-up work to be ready for
any scheduled assessments.

When implementing remote learning, it is not always possible either for students or
teachers to attend to live lessons or have access to computers or other required
materials at a scheduled time, therefore, it is recommended that the learning
process be asynchronous for everyone to be able to access when possible.

REFERENCES:

1. Alfonso Sánchez, Ileana R. (2003). La educación a distancia. ACIMED,

11(1), 3-4. Recuperado en 28 de abril de 2020, de
http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1024-
94352003000100002&lng=es&tlng=es.
2. Ally, M. (2004) Foundations of educational theory for online learning. In
Anderson, T & Elloumi, F. Theroy and practice of online learning.
Athabaska, Alberta
3. BIS-Verlag der. (2008). The Evolution, Principles and Practices of Distance
Education [Ebook] (p. 9). Oldenburg. Retrieved from
https://uol.de/fileadmin/user_upload/c3l/master/mde/download/asfvolume11
_eBook.pdf
4. Dillenbourg, P. (2000). Virtual Learning Environments. Trabajo Presentado
En: EUN Conference 2000: «Learning In The New Millennium: Building New
Education Strategies For Schools». 
 5. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The
Difference Between Emergency Remote Teaching and Online Learning.
Retrieved 26 April 2020, from https://er.educause.edu/articles/2020/3/the-
difference-between-emergency-remote-teaching-and-online-learning
6. Simonson, M., & A. Berg, G. (2016). Distance learning. Encyclopædia
Britannica. Retrieved from https://www.britannica.com/topic/distance-
learning
7. Tavakol, M., 2012, ‘Virtual Applications and Real Problem: Education and
Higher Education in Iran’, Journal of Social and Development Sciences 3(5),
pp. pp. 152–60.

DISTANCE VIRTUAL ONLINE REMOTE

LEARNING LEARNING LEARNING LEARNING

Mostly through
Teacher and emails or
student messages on the
Occasional Face-to-face
occasionally meet LSM of
interaction via interaction via live
Interaction or no meeting at preference.
internet on live webinars, video
all Could have a few
videochats conferences
Communication is sessions or all of
via mail them as online
learning

Self-paced Self-paced synchronous Mostly

Pace
asynchronous asynchronous asynchronous

Printed material Web 2.0 tools,

Web 1.0 and 2.0
Newspapers, Web 1.0 and 2.0 webinars,
tools, LMS,
content Magazines, tools, LMS, videoconferences,
videos, forums,
Books, Letters, videos, forums LMS, databases,
skype, etc.
Mail online libraries
 TRADITIONAL REMOTE
DISTANCE LEARNING VIRTUAL LEARNING ONLINE LEARNING
LEARNING LEARNING
-Knowledge -Self-paced -Engages students -Teacher and -Mostly
exchange -Asynchronous when combining students meet asynchronous
-Skill -Accessibility to course with traditional synchronously -Accessibility
development materials at any time lessons -Accessibility to to course
ADVANTAGES

-Interaction -Can be done -Asynchronous course materials at materials at

between learner anywhere -Accessibility to any time any time
and teacher -Cost effective course materials at -Can be done -Can be done
-Immediate -Available to global any time anywhere anywhere
feedback audience -Can be done -Cost effective -Cost
-Persuasive -Learner centered anywhere -Available to global effective
motivation -Cost effective audience -Available to
-Available to global -Learner centered global
audience audience
-Learner centered -Learner
centered

-Classroom size -No social interaction -Requires -Requires -Students are

-Student teacher -No immediate technological skills technological skills not
DISADVANTAGES

ratio feedback -Minimal social -Minimal social accustomed

-Accessibility -Lack of motivation interaction interaction to work online
-Affordability -Accessibility to -Lack of immediate -learners and
-Teacher internet feedback teachers
centered -Accessibility to might not
-Time and internet or computer know how to
location access use LMS
-synchronous
lessons might
be hard to do
EVIDENCE: