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Earliest form of correspondence education
Earliest known reference to correspondence education was on March 20, 1728, when Caleb Phillips placed an ad in the Boston Gazette offering shorthand lessons sent to them weekly. Many argue that since there is no record of two-way communication, this cannot be recognized as distance education. However, the premise and intent are apparent in the advertisement—to teach shorthand by way of the Postal Service. (Kentnor, 2015) -
Pioneer; Isaac Pitman
Isaac Pitman, recognized as the pioneer of distance education, began teaching shorthand by correspondence in 1840 in Bath, England. Pitman mailed postcards to students and instructed them to transcribe passages from the Bible into shorthand and to return them, by post, for correction. (Kentnor, 2015) -
1870s : Acceptance of correspondence education for adults
By the 1870s, the foundation for correspondence education was laid, and it was on the brink of taking off. The Chautauqua Movement of the 1870s is responsible for the onset and acceptance of correspondence education for adults. (Kentnor, 2015) -
1800-1900s
The need for correspondence education continued to gain strength in the late 1800s and early 1900s as the desire for a college degree grew along with, for many, increased barriers (familial obligations, financial, geographic, etc.) to at-tending a traditional university. (Kentnor, 2015) -
Radio Broadcasting
Distance education took another turn in 1894 when Guglielmo Marconi invented the spark transmitter and obtained the first patent for a radio device. It was not long before distance educators sought to explore new communication technologies as a means to reach more learners. The early 1920s are seen as the beginning of educational broadcasting. (Kentnor, 2015) -
The Great Depression
Regulatory issues affecting radio, coupled with the economic turmoil present at the start of the Great Depression in 1929, significantly impacted educational institutions and educational radio broadcasting. By that time, of the 176 radio stations at educational institutions, only thirty-five had survived. (Kentnor, 2015) -
Television Broadcasting
The first use of television broadcasting for education did not originate until between 1932 and 1937 at the University of Iowa. Even this was only an experiment into the use of television for educational purposes. The widespread use of audio-visual media in military training demonstrated its effectiveness in education; thus, the use of video in the classroom became prevalent. This still did not lead to the use of television for distance education. (Kentnor, 2015) -
Mainframe Computer-Based Training
Mini-computer and mainframe training could be deployed to countless workers within an organization without having to relay on printed materials and face-to-face instruction. One of the most notable systems was Plato, which was developed by Control Data at the University of Illinois back in 1963. Plato is still around today. (Pappas, 2015) -
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TV-Based Technology
Late 1960s & early 1970s, use of radio & television in education continued to grow. Educators were using TV in the classroom as a tool to demonstrate & explain concepts, & families were tuning in at home to educational broadcasts. The use of television for distance education, whereby an instructor & student interacted asynchronously, waned. Mid to late 1970s this changed. The British Broadcasting Company (BBC) began to set a standard for American TV course developers to follow. (Kentnor, 2015) -
Computers
The use of computers to educate arose in the corporate arena during the 1980s as companies used computer-based programs to train new employees. (Kentnor, 2015) -
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CD-ROM Training and Learning Management Systems (LMS)
Use of CD-ROMs to deliver more interactive learning experiences. This format could hold larger quantities of information. For the first time in eLearning history, computer-based courses were now able to offer a rich and comprehensive learning experience. LMSs were introduced to monitor and track learners progress and improve online training courses within the CD-ROM network. (Pappas, 2015) -
University of Phoenix
Online educational programs emerged in 1989, when the University of Phoenix began using CompuServe, one of the first consumer online services (The University of Phoenix, n. d.). -
World Wide Web
In 1991, the World Wide Web (Web) was unveiled, and the University of Phoenix became one of the first to offer online education programs through the Internet. Although a for-profit institution, the University of Phoenix’s move toward the online edu-cational marketplace prompted many reputable institutions and not-for-profit colleges and universities to follow suit. (Kentnor, 2015) -
Web-Based Instruction
Blended learning and e-learning as a whole, has seen rapid change in the past two decades, beginning in 1998 with the first generation of web-based instruction. (Pappas, 2015) -
Early 2000s : Mobile technology
First published studies focused on M-Learning began around 2000. This brought the potential for new designs in personal mobile technologies that could enhance lifelong learning programs and continuing adult educational opportunities. -
Smartboards
A classroom tool that allows images from a computer screen to be displayed onto a classroom board using a digital projector. "Interact" with the images directly on the screen using a tool or even finger through the use of "Invented Digital Vision Touch" (DViT) touch technology. (Smarttech.com) -
Social Media Networking
Social Media Networking: Educational practitioners have adopted social networking tools to online learning communities for their course design & delivery. By connecting mobile learning to social media sites, learners can get the necessary contextual information from the other users. Social media encompasses social networking sites, media sharing sites, creation and publishing tools, aggregation and republishing through RSS feed, and remixing content and republishing tools. (Shen & et al, 2017) -
Things to come...
From interactive scenarios in the classroom to webinars and online tutorials, learners now have wide range of tech tools and applications at their disposal including the use of virtual field trips; exploring the world from inside the classroom. (Treves & et al, 2015) The union between face-to-face instruction and technology-based learning is producing new and creative ways to enhance the learning experience. (Pappas, 2015) -
...and beyond
Artificial Intelligence (AI) language is looking like the next BIG thing. Even if the capability is there, the ethical questions would serve as a strong barrier against fruition. (Anyoha, 2017)