Lessons from Distance Learning: Growing Through the Screen

 Distance learning has become inevitable in modern-day education and instruction. This has dramatically transformed the way we engage and interact with students. My most significant experiences with distance learning came during the time I spent online for my graduate studies and as an educator during the pandemic. During this time, I encountered both highly effective courses and some courses that revealed substantial areas for growth. By reflecting on these experiences and grounding them in the foundational principles of distance education, we can uncover valuable insights about what makes virtual learning truly effective.

A Positive Distance Learning Experience: Structure Meets Engagement

One of my most positive experiences with distance education was a graduate-level instructional design course. The instructor exhibited a clearly defined structure, modules with consistent formats, and a mix of asynchronous and synchronous activities. Each module included a short video lecture, a reading assignment, and an engaging discussion forum, followed by a live session to review and reflect on our learning. 

This course exemplified what Simonson and Zvacek (2024) describe as “equivalency theory,” which emphasizes designing distance education experiences that are equivalent—not identical—to face-to-face learning (Simonson & Zvacek, 2024, p. 26). This instructor didn’t just try to replicate the classroom; he transformed the experience to fit the educational environment, offering flexibility while maintaining expected academic rigor. 

The course also fostered a strong sense of social presence—defined as the ability of participants to project themselves socially and emotionally in a community of inquiry (Garrison, Anderson, & Archer, 2000). Weekly reflections, instructor feedback, and small group Zoom breakout discussions made me feel seen and supported, which research identifies as a critical factor in online student satisfaction and persistence.

A Distance Learning Experience with Growth Potential

In contrast, another course I took during the same period, struggled to engage students meaningfully. The content was delivered through long, text-heavy reading assignments paired with activities that provided minimal guidance. No interaction with the instructor or peers was required beyond submitting assignments. The course was technically “available” online but lacked the pedagogical design elements essential to learning.

This experience highlighted a common misconception in distance education: that uploading content is enough. As Simonson and Zvacek (2024) reveal in Chapter 2, distance education is more than delivering content—it is systematic planning, development, and delivery of instruction (p. 33). This course lacked the instructional design backbone and interactivity necessary to support learner success. 

According to Grey and DiLoreto (2016) "Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways" (p. 1).

Solutions for Improvement

To improve the less effective experience, several instructional strategies could be implemented:

1. Course Design Based on ADDIE: Applying the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) could help redesign the course to ensure alignment between learning objectives, materials, and assessments.

   
   
   

2. Instructor Presence: The inclusion of short video messages, announcements, and timely feedback would increase instructor presence and connection. 

3. Interactive Components: Even in asynchronous courses, the use of tools like discussion boards, peer reviews, and multimedia assignments can foster cognitive engagement and collaboration.

4. Clear Navigation and Expectations: The course could benefit from clearer instructions and modular organization. 

Conclusion

Both distance learning experiences I encountered emphasized the importance of intentional design, interaction, and presence in online instruction. By surrounding course design with established theories and research-based practices, educators can elevate virtual classrooms into meaningful learning spaces. As distance education continues to change and evolve, its success will depend on how well we understand and apply its foundations.

For ideas on how to make your online learning environment successful, check out this video on 10 Tips for Distance Learning

https://youtu.be/VXuiNE-VBbQ?si=bUqnTCHu6gxoNy7G

Resources

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105.

Martin, F., & Bolliger, D. U. (2016). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 20(3), 1–25. https://doi.org/10.24059/olj.v20i3.605

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charlotte, NC: Information Age Publishing, Inc.