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One of the earliest attempts at distance education was advertised in 1728. This was in the ''[[Boston Gazette]]'' for "Caleb Philipps, Teacher of the new method of [[Short Hand]]", who sought students who wanted to learn the skills through weekly mailed lessons.<ref>{{cite book |last1=Holmberg |first1=Börje |title=The evolution, principles and practices of distance education |url=https://books.google.com/books?id=YTtdNQAACAAJ | access-date=2011-01-23 |series=Studien und Berichte der Arbeitsstelle Fernstudienforschung der Carl von Ossietzky Universität Oldenburg [ASF] |volume= 11 |year=2005 |publisher= Bibliotheks-und Informationssystem der Universitat Oldenburg |language=de |isbn=3-8142-0933-8 | page=13}}</ref>
The first distance education course in the modern sense was provided by Sir [[Isaac Pitman]] in the 1840s who taught a system of shorthand by mailing texts transcribed into shorthand on [[postcard]]s and receiving transcriptions from his students in return for correction. The element of student feedback was a crucial innovation in Pitman's system.<ref>{{Cite journal|url=http://www.irrodl.org/index.php/irrodl/article/view/134/214|author=Alan Tait|publisher=The International Review of Research in Open and Distance Learning|title=Reflections on Student Support in Open and Distance Learning|journal=The International Review of Research in Open and Distributed Learning|date=April 2003|volume=4|issue=1|doi=10.19173/irrodl.v4i1.134|doi-access=free}}</ref> The postage stamp<ref>{{cite web | url=https://le.ac.uk/social-worlds/all-articles/stamp | title=The stamp: A classic object in the development of education? | Social Worlds in 100 Objects, Themes and Ideas }}</ref> made this scheme for remote education possible, and these efforts were scalable because of the introduction of [[Uniform Penny Post|uniform postage rates]] across [[England]] in 1840.<ref>{{cite book|url=https://books.google.com/books?id=MEax6VBfRscC|title=distance learning... a magazine for leaders volume 2 number 6|author=IAP|page=18|isbn=9787774554229}}</ref>
This early beginning proved extremely successful and the Phonographic Correspondence Society was founded three years later to establish these courses on a more formal basis. The society paved the way for the later formation of Sir Isaac Pitman Colleges across the country.<ref name=MooreKearsley>{{cite book | last= Moore | first= Michael G. |author2=Greg Kearsley | year= 2005 | title= Distance Education: A Systems View | edition= 2nd | location= Belmont, CA | publisher= Wadsworth | isbn= 0-534-50688-7}}</ref>
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The University of the Philippines Open University was established in 1995 as the fifth constituent [[University of the Philippines System]] and was the first distance education and online university in the Philippines. Its mandate is to provide educational opportunities to individuals aspiring for higher education and improved qualifications but were unable to take advantage of traditional modes of education because of personal and professional obligations.
Most [[open universities]] use distance education technologies as delivery methods, though some require attendance at local study centers or at regional "summer schools". Some open universities have grown to become ''mega-universities''.<ref>{{cite book |last1=Daniel | first1 = John S |title= Mega-Universities and Knowledge Media: Technology Strategies for Higher Education | url= https://books.google.com/books?id=Sy3nDKphDAkC | access-date=2011-01-23 |year=1998 | publisher= Routledge | isbn= 0-7494-2634-9}}</ref>
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{{Further|Impact of the COVID-19 pandemic on education}}
[[File:8938Filipino_homeschooling_students_01.jpg|thumb|150px|right| Filipino homeschooling students – blended (printed-digital modular) distance learning with self-learning materials during the 2020 COVID-19 pandemic in [[San Miguel, Bulacan]]]]
The [[COVID-19 pandemic]] resulted in the closure of the vast majority of schools worldwide for in-person learning.<ref name=":4">{{Cite journal |last=Arandas |first=Mohammed Fadel |last2=Salman |first2=Ali |last3=Idid |first3=Syed Arabi |last4=Loh |first4=Yoke Ling |last5=Nazir |first5=Syaira |last6=Ker |first6=Yuek Li |date=2024 |title=The influence of online distance learning and digital skills on digital literacy among university students post Covid-19. |url=https://digitalcommons.uri.edu/jmle/vol16/iss1/6 |journal=Journal of Media Literacy Education |volume=16 |issue=1 |pages=79–93 |doi=10.23860/JMLE-2024-16-1-6 |issn=2167-8715}}</ref><ref name="Template_UNESCO-closures">{{Cite web|url=https://en.unesco.org/covid19/educationresponse |title=School closures caused by Coronavirus (COVID-19) |website=UNESCO |language=en|access-date=2021-01-12}}</ref><ref>{{cite web |url=https://en.unesco.org/news/290-million-students-out-school-due-covid-19-unesco-releases-first-global-numbers-and-mobilizes |title=290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response |date=4 March 2020 |publisher=[[UNESCO]] |access-date=6 March 2020}}</ref> COVID-19 increased the value of distance education although its policies were implemented and formulated among several universities much earlier.<ref name=":4" /> Many schools moved to online remote learning through platforms including—but not limited to—[[Zoom (software)|Zoom]], [[Blackboard Inc.|Blackboard]], [[Cisco Webex]], [[Google Classroom]], [[Google Meet]], [[Microsoft Teams]], [[D2L]], and [[Edgenuity]].<ref name=":4" /><ref>{{Cite web|url=https://www.poconorecord.com/lifestyle/20200501/virtual-learning-gets-mixed-reviews-from-pocono-parents|title=Virtual learning gets mixed reviews from Pocono parents|date=2020-05-01|last=Hood|first=Micaela|access-date=17 May 2020|archive-date=7 May 2020|archive-url=https://web.archive.org/web/20200507160538/https://www.poconorecord.com/lifestyle/20200501/virtual-learning-gets-mixed-reviews-from-pocono-parents|url-status=dead}}</ref><ref>{{Cite web|url=https://www.11alive.com/article/news/health/coronavirus/georgia-school-districts-digital-learning-grants-atlanta/85-3a783e3c-2642-44e9-8fa6-090012604481|title=Georgia awards $21 million in digital learning grants|date=2020-04-28|last=Raymond|first=Jonathon}}</ref>
Concerns arose over the impact of this transition on students without access to an internet-enabled device or a stable internet connection.<ref name="Aristovnik et al. 2020">{{cite journal | vauthors = Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek L|title = Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective| journal = Sustainability | volume = 12 | issue = 20 | pages = 8438 | date = October 2020 | doi=10.3390/su12208438| doi-access = free }}</ref> Distanced education during the COVID-19 pandemic has interrupted synchronous learning for many students and teachers; where educators were no longer able to teach in real-time and could only switch to asynchronous instruction, this significantly and negatively affected their coping with the transition,<ref name="JelinskaParadowski2021a">{{Cite journal|last1=Jelińska|first1=Magdalena|last2=Paradowski|first2=Michał B.|date=2021|title=Teachers' engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multi-national contextual perspective|journal=Online Learning Journal|volume=25|issue=1|pages=303–328|doi=10.24059/olj.v25i1.2492|doi-access=free}}</ref> and posed various legal issues, especially in terms of copyright.<ref>{{Cite journal|doi = 10.1007/s12115-021-00584-w|title = The Right to Teach in a Hyper-Digital Age: Legal Protections for (Post-)Pandemic Concerns|year = 2021|last1 = Deflem|first1 = Mathieu|journal = Society|volume = 58|issue = 3|pages = 204–212|pmid = 34075264|pmc = 8161721}}</ref> The physical surroundings during the COVID-19 pandemic are seen by university instructors as having a detrimental effect on the quality of distance education. However, where the lecture is delivered and the type of faculty do not show any significant statistical variances in the quality of distance education.<ref>{{Cite journal |last1=Al-Tkhayneh |first1=Khawlah M. |last2=Altakhaineh |first2=Abdel Rahman Mitib |last3=Nser |first3=Khaled Khamis |date=2023-01-01 |title=The impact of the physical environment on the quality of distance education |url=https://doi.org/10.1108/QAE-09-2022-0163 |journal=Quality Assurance in Education |volume=31 |issue=3 |pages=504–519 |doi=10.1108/QAE-09-2022-0163 |issn=0968-4883}}</ref> The shift away from real-time instruction to asynchronous learning modes has posed significant challenges, impacting both the teaching and learning experience.<ref>{{Cite journal |last1=James |first1=Trixie |last2=Toth |first2=Gabriela |last3=Tomlins |first3=Melissa |last4=Kumar |first4=Brijesh |last5=Bond |first5=Kerry |date=2021-11-02 |title=Digital Disruption in the COVID-19 Era: The Impact on Learning and Students' Ability to Cope with Study in an Unknown World |url=https://studentsuccessjournal.org/article/view |journal=Student Success |language=en |volume=12 |issue=3 |pages=84–95 |doi=10.5204/ssj.1784 |issn=2205-0795}}</ref> Educators, grappling with this abrupt transition, have faced hurdles in effectively engaging students and delivering course content, leading to heightened stress and burnout among faculty members. Additionally, this shift has raised legal concerns, particularly regarding copyright issues related to the dissemination of educational materials in digital formats.<ref>{{Cite journal |last=Mezei |first=Péter |date=2023-06-30 |title=Digital Higher Education and Copyright Law in the Age of Pandemic - The Hungarian Experience |url=http://www.jipitec.eu/issues/jipitec-14-2-2023/5744 |journal=Jipitec |volume=14 |issue=2 |issn=2190-3387}}</ref> Post-COVID-19 pandemic, while some educational institutions went back to physical classes, others switched to blended learning or kept up their online distance learning.<ref name=":4" />
Though schools are slow to adapt to new technologies, [[COVID-19]] required schools to adapt and learn how to use new digital and online learning tools.<ref name=":1">{{Cite journal |last1=Hew |first1=Khe Foon |last2=Jia |first2=Chengyuan |last3=Gonda |first3=Donn Emmanuel |last4=Bai |first4=Shurui |date=2020-12-21 |title=Transitioning to the "new normal" of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms |journal=International Journal of Educational Technology in Higher Education |volume=17 |issue=1 |pages=57 |doi=10.1186/s41239-020-00234-x |issn=2365-9440 |pmc=7750097 |pmid=34778516 |doi-access=free }}</ref> [[Web conferencing]] has become more popular since 2007.<ref>{{Cite journal |last=Bower |first=Matt |date=2011-05-01 |title=Synchronous collaboration competencies in web-conferencing environments – their impact on the learning process |url=https://doi.org/10.1080/01587919.2011.565502 |journal=Distance Education |volume=32 |issue=1 |pages=63–83 |doi=10.1080/01587919.2011.565502 |s2cid=17247273 |issn=0158-7919}}</ref> Researchers have found that people in [[online classes]] perform just as effectively as participants in conventional learning classes.<ref name=":1" /> The use of online learning is becoming a pathway for learners with sparse access to physical courses so they can complete their degrees.<ref>{{Cite book |last=Veletsianos |first=George |url=https://www.worldcat.org/oclc/1145122616 |title=Learning online : the student experience |date=2020 |others=Johns Hopkins University. Press |isbn=978-1-4214-3810-8 |location=Baltimore, Maryland |oclc=1145122616}}</ref> Furthermore, digital classroom technologies allow those living remotely to access learning, and it enables the student to fit learning into their schedule more easily.<ref>{{Cite web |title=Strengths and Weaknesses of Online Learning {{!}} University of Illinois Springfield |url=https://www.uis.edu/ion/resources/tutorials/overview/strengths-weaknesses |access-date=2024-04-20 |website=www.uis.edu |language=en}}</ref>▼
▲A recent study about the benefits and drawbacks of online learning found that students have had a harder time producing their own work.<ref name="ReferenceA">{{Cite journal|last1=Mukhtar|first1=Khadijah|last2=Javed|first2=Kainat|last3=Arooj|first3=Mahwish|last4=Sethi|first4=Ahsan|date=May 2020|title=Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era|journal=Pakistan Journal of Medical Sciences|volume=36|issue=COVID19–S4|pages=S27–S31|doi=10.12669/pjms.36.COVID19-S4.2785|issn=1682-024X|pmc=7306967|pmid=32582310}}</ref> The study suggests teachers should cut back on the amount of information taught and incorporate more activities during the lesson, in order for students to create their own work.<ref name="ReferenceA" /> Though schools are slow to adapt to new technologies, [[COVID-19]] required schools to adapt and learn how to use new digital and online learning tools.<ref name=":1">{{Cite journal |last1=Hew |first1=Khe Foon |last2=Jia |first2=Chengyuan |last3=Gonda |first3=Donn Emmanuel |last4=Bai |first4=Shurui |date=2020-12-21 |title=Transitioning to the "new normal" of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms |journal=International Journal of Educational Technology in Higher Education |volume=17 |issue=1 |pages=57 |doi=10.1186/s41239-020-00234-x |issn=2365-9440 |pmc=7750097 |pmid=34778516 |doi-access=free }}</ref> [[Web conferencing]] has become more popular since 2007.<ref>{{Cite journal |last=Bower |first=Matt |date=2011-05-01 |title=Synchronous collaboration competencies in web-conferencing environments – their impact on the learning process |url=https://doi.org/10.1080/01587919.2011.565502 |journal=Distance Education |volume=32 |issue=1 |pages=63–83 |doi=10.1080/01587919.2011.565502 |s2cid=17247273 |issn=0158-7919}}</ref> Researchers have found that people in [[online classes]] perform just as effectively as participants in conventional learning classes.<ref name=":1" /> The use of online learning is becoming a pathway for learners with sparse access to physical courses so they can complete their degrees.<ref>{{Cite book |last=Veletsianos |first=George |url=https://www.worldcat.org/oclc/1145122616 |title=Learning online : the student experience |date=2020 |others=Johns Hopkins University. Press |isbn=978-1-4214-3810-8 |location=Baltimore, Maryland |oclc=1145122616}}</ref> Furthermore, digital classroom technologies allow those living remotely to access learning, and it enables the student to fit learning into their schedule more easily.<ref>{{Cite web |title=Strengths and Weaknesses of Online Learning {{!}} University of Illinois Springfield |url=https://www.uis.edu/ion/resources/tutorials/overview/strengths-weaknesses |access-date=2024-04-20 |website=www.uis.edu |language=en}}</ref>
== Technologies ==
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In asynchronous learning, participants access course materials flexibly on their schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are [[message board]] forums, [[e-mail]], [[video]] and [[audio recording]]s, print materials, [[voicemail]], and [[fax]].<ref name="lever-duffy" />
The five characteristics of technological innovations (compatibility, observability, relative advantage, complexity, and trialability) have a significant positive relationship with the [[digital literacy]] of users. Besides, observability, trialability, and digital skill were found to have a positive significant influence on [[digital literacy]]. <ref name=":4" />
The two methods can be combined. Many courses offered by both open universities and an increasing number of campus-based institutions use periodic sessions of residential or day teaching to supplement the sessions delivered at a distance.<ref name="Burns">{{cite book |last1=Burns |first1=Mary | title= Distance Education for Teacher Training: Modes, Models and Methods | url= http://go.edc.org/07xd | access-date = 10 September 2012}}</ref> This type of mixed distance and campus-based education has recently come to be called "[[blended learning]]" or less often "hybrid learning". Many open universities use a blend of technologies and a blend of learning modalities (face-to-face, distance, and hybrid) all under the rubric of "distance learning".
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The first large-scale implementation of radio for distance education [[Distance education in Chicago Public Schools in 1937|took place in 1937 in Chicago]]. During a three-week school closure implemented in response to a [[polio]] outbreak that the city was experiencing, [[William Johnson (educator)|superintendent of Chicago Public Schools William Johnson]] and assistant superintendent Minnie Fallon implemented a programs of distance learning that provided the city's [[Primary school|elementary school]] students with instruction through radio broadcasts.<ref>{{cite news |last1=Strauss |first1=Valerie |last2=Hines |first2=Michael |title=Perspective {{!}} In Chicago, schools closed during a 1937 polio epidemic and kids learned from home — over the radio |url=https://www.washingtonpost.com/education/2020/04/03/chicago-schools-closed-during-1937-polio-epidemic-kids-learned-home-over-radio/ |newspaper=Washington Post |access-date=16 August 2021}}</ref><ref>{{cite web |last1=White |first1=Theresa Mary |title=Coping with Administrative Pressures in the Chicago Schools' Superintendency: An Analysis of William Henry Johnson, 1936-1946 |url=https://ecommons.luc.edu/cgi/viewcontent.cgi?article=3615&context=luc_diss |publisher=Loyola University Chicago |access-date=15 August 2021 |date=1988|page= 126}}</ref><ref>{{cite web |last1=Foss |first1=Katherine A. |title=Remote learning isn't new: Radio instruction in the 1937 polio epidemic |url=https://theconversation.com/remote-learning-isnt-new-radio-instruction-in-the-1937-polio-epidemic-143797 |website=The Conversation |access-date=16 August 2021 |language=en |date=5 October 2020}}</ref>
A typical setup came in Kentucky in 1948 when [[John Wilkinson Taylor (educator)|John Wilkinson Taylor]], president of the [[University of Louisville]], teamed up with [[NBC]] to use radio as a medium for distance education. The chairman of the [[Federal Communications Commission]] endorsed the project and predicted that the "college-by-radio" would put "American education 25 years ahead". The university was owned by the city, and local residents would pay the low tuition rates, receive their study materials in the mail, and listen by radio to live classroom discussions that were held on campus.<ref>Dwayne D. Cox and William J. Morison. (1999). ''The University of Louisville'', pp 115–117</ref> Physicist [[Daniel Q. Posin]] also was a pioneer in the field of distance education when he hosted a televised course through [[DePaul University]].<ref>{{cite web|last1=Vyse|first1=Stuart|title=Before Carl Sagan and Neil deGrasse Tyson, There Was Dan Q. Posin|url=https://www.csicop.org/si/show/before_carl_sagan_and_neil_degrasse_tyson_there_was_dan_q._posin|website=Committee for Skeptical Inquiry|date=November 2017 |access-date=25 April 2018|archive-url=https://web.archive.org/web/20180424223305/https://www.csicop.org/si/show/before_carl_sagan_and_neil_degrasse_tyson_there_was_dan_q._posin|archive-date=24 April 2018}}</ref>
[[Charles Wedemeyer]] of the [[University of Wisconsin–Madison]] also promoted new methods. From 1964 to 1968, the [[Carnegie Corporation of New York|Carnegie Foundation]] funded Wedemeyer's ''Articulated Instructional Media Project'' (AIM) which brought in a variety of communications technologies aimed at providing learning to an off-campus population. The radio courses faded away in the 1950s.<ref>Cuban. (1986). ''Teachers and Machines: The Classroom Use of Technology Since 1920'', pp 19–26</ref> Many efforts to use television along the same lines proved unsuccessful, despite heavy funding by the [[Ford Foundation]].<ref>{{cite book|author1=Christopher H. Sterling|author2=Cary O'Dell|title=The Concise Encyclopedia of American Radio|url=https://books.google.com/books?id=dmmLAgAAQBAJ&pg=PA609|year=2011|publisher=Routledge|page=609|isbn=978-1-135-17684-6}}</ref><ref>Robert J. Taggart. (2007). "The Promise and Failure of Educational Television in a Statewide System: Delaware, 1964–1971." ''American Educational History Journal'', ''24'' (1), 111–122. [https://books.google.com/books?id=n_eEVfDG44kC&pg=PA111 online]</ref><ref>Cuban (1986). ''Teachers and Machines: The Classroom Use of Technology Since 1920'', pp 27–50</ref>
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