From Correspondence to Connectivism: Tracing the Evolution of Distance Learning From Its Inception to Post-Pandemic Realities

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Author(s): Christine Boring (PPG, USA)
Copyright: 2024
Pages: 30
Source title: Instructional Technology Theory in the Post-Pandemic Era
Source Author(s)/Editor(s): David D. Carbonara (Duquesne University, USA)and Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/979-8-3693-7645-4.ch002

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

By examining the historical milestones, pedagogical theories, and technological advancements that have shaped distance learning, we can gain insights into its effectiveness, scalability, and adaptability in times of crisis. Furthermore, this historical review offers a unique perspective to evaluate current practices and envision future uses for educational technology and methodology innovations. This research synthesizes findings from a review of literature consisting of 105 articles, offering insights into the challenges and triumphs of the rapid transition to remote learning. The lessons learned from the COVID-19 pandemic influence the ongoing integration of distance learning in education and help to ensure resilience, accessibility, and quality in schooling across diverse contexts and challenges. Combining the lessons learned and best practices realized during this extreme experience can shape the new normal in education.

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From Correspondence to Connectivism: Tracing the Evolution of Distance Learning From Its Inception to Post-Pandemic Realities

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