Distributed Learning

This page provides some background information on Distributed Learning, reasons for taking subjects by alternative modes, subject quality, as well as a brief history and student profiles.

Distributed learning is a term used to describe learning via a number of potential modes of delivery, including Correspondence and On-line. The defining characteristic of distributed learning is the physical separation of learner and instructor. Because of this physical separation, a number of alternative methods of communication are put in place to ensure that the learner can effectively master the material.

Distributed learning developed out of the correspondence courses offered by institutions and individuals as early as the 1700's. For example, a March 20, 1728 Boston Globe advertisement indicated that Caleb Phillipps, "Teacher of the New Method of Short Hand" offers any "Persons in the Country desirous to Learn this Art, may by having the several Lessons sent weekly to them, be as perfectly instructed as those that live in Boston."

In 1873, Anna Elliot Ticknor, daughter of a Harvard University professor, founded the Boston-based Society to Encourage Study at Home. The Society's courses included guided readings and frequent tests, and served a primarily female student body.

In 1933, the world's first educational television programs were broadcast from the campus of the State University of Iowa. Subjects ranged from oral hygiene to identifying star constellations. By 1939 they had broadcast more than 400 programs.

In 1967, the now-famous British Open University was established. The University is the UK's largest university of any kind, with over 200,000 students and customers in 2000/01. OU courses are considered to be among the world's best distance education materials.

For more information on the history of Distributed Learning, visit distancelearn.about.com.

Distributed learning provides flexibility and convenience for the learner. Depending on the mode of delivery, the learner can choose the time and location of their study. For example, an office worker could work on their subject during their lunch break; a full-time student could access their on-line subject from a computer lab during a spare period. A large number of learners find it convenient to work during the late evening hours, away from distractions such as television or children.

It is also important to understand that distributed learning is not for everyone. Some people learn best in a traditional, instructor-led classroom situation. We strongly encourage you to explore all of your options before deciding on either an in-class or distributed learning subject.

Distributed Learning students vary widely in their background and educational goals. They may be full-time students attempting to pick up an extra credit for their program; they could be adults preparing themselves for a career change. Or, like a large number of students, they could simply be taking a course for personal development.

Students are sometimes skeptical about distributed learning subjects meeting the same quality standards as traditional, in-class subjects. Distributed learning subjects are identical to in-class subjects, with the exception of the mode of delivery. While evaluation mechanisms may be slightly different, the entire subject has been deemed academically equivalent to its in-class counterpart.