Distance Learning has existed in the United States for more than 120 years. Not surprisingly though, many in the profession considered it a new phenomenon due largely to the emergence of the Internet. The resulting explosion in online learning was quickly embraced throughout the education and training communities encompassing K-12, higher education and the corporate sector.

Distance Learning can be defined as formal education in which the learning group(teacher, student and resources) are separated by geography and sometimes by time and where technologies are used to link the teacher and Learner (Simonson, 2000).

The main objective of the articles was to describe the major e-learning trends, and the motivating factors (economics and access) for corporate, higher education and k-12 integration of distance learning. These articles outlined the need to evolve distance education in many directions.

Areas of Development

Corporate

1. quality
2. needs assessment, ROI and measurement outcomes
3. the influence and fusion of training, performance support, and knowledge management;
4. the need for better institutions
5. revision of learning models.

Higher Education
Assure that the product of sound professional design practice lead the e-learning enterprise.

K-12
Increase funding of online learning programs and to improve the general resistance to distance learning.

Video
To create equivalency where the learners will learn and acquire the same learning but not in the same way as in a face to face educational setting.

Similarities

All of the articles are similar in that they all discuss the quality, accessibility and cost of distance education. For example, when you start a distance education program, the cost factor is one of the first things considered when planning or implementing distance education programs and how are those costs offset by benefits to the learner. The question of Equivalence is another similarity, will the learner learn and acquire the same learning that he would in a tradition educational setting. This is very important because the idea that education when practice at a distance is the same as face-to-face instruction is really not true. The articles show that you have to consider much more creating a distance education program.

Although these articles offer many similarities they do contrast in other areas, for instance corporate training is focused more on performance support and knowledge management. Whereas, in the educational arena we are more concern with the quality of learning and the need to assess what is learn as well as the instructors ability to facility the learning process.

Without exception, effective distance education programs begin with careful planning and a focused understanding on what is to be learned and student needs. Appropriate technology can only be selected once all the other elements are understood in detail. There is no mystery to the way effective distance education programs develop. They don't happen over night; the evolve through the hard work and dedicated efforts of many individuals and organizations. In fact, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators.

Simonson, M (2000). Distance education: The next generation. Vodcast