Introduction
The 21st century is characterized by significant changes in the area of education, when the confines of classrooms were significantly extended. Even though the majority of changes occurred in the first decades of the current century, some shifts in the learning paradigm can be noted in the 19th century (Kentnor, 2016). At the University of Illinois, students were offered to use computer terminals that shaped a network. Today, the Internet allows accessing learning materials, discussions, and teacher feedback from any place at any time (Wong et al., 2019). This paper aims to explore the evolution and history of online learning to understand its key milestones and recent developments.
Online Learning: Early and Recent Advancements
Online learning, also known as distance education, can be defined as a method of learning and teaching, when a teacher and student are separated physically and interact through technologies. According to Kentnor (2016), “uses computers and the Internet as the delivery mechanism with at least 80% of the course content delivered online” (p. 22). However, the earliest reference to distance education can be noted back to 1728, when correspondence was used to provide education. Namely, Caleb Phillips placed an advertisement that clarified his readiness to send weekly lessons to any interested student (Kentnor, 2016). Even though it can be argued that this case did not include two-way communication and cannot be identified as online learning, it was the main premise of its further development.
The Chautauqua Movement of the 1870s can be mentioned as the organization responsible for correspondence education for adults. Arts and general education were the basis of education, and people were expected to complete tasks in the home settings. This movement offered four-year programs and provided certificates for those who successfully finished them (Mayer, 2019). Furthermore, the Chautauqua University created a model for distance education, and 3,000 students earned their degrees in 1883-1892 through correspondence courses. With the invention of the radio in 1894, distance education took a new turn as it was used to provide learning materials (Kentnor, 2016). For example, the University of Wisconsin started “the first federally licensed radio station dedicated to educational broadcasting”, which was considered to transmit concerts, lectures, and events (p. 27). The Great Depression and associated economic difficulties reduced the number of educational broadcasting radio stations, but the need for such a format of education remained high.
The use of the radio for educational purposes was popular not only in the US, but also in Europe and other countries of the world. Accordingly, television, the next milestone in the distance learning, also became widespread due to an innovative method of teaching through motion pictures. While the University of Michigan, American University, and the University of Iowa were the pioneers in educational television, the use of radio and TV achieved their peak in the 1960-1970s (Kentnor, 2016). The main disadvantage of these methods was an asynchronous interaction of students and teachers, which dictated the necessity to advance distance education. More to the point, television lectures were often poorly organized, failing to keep the interest of viewers. The emergence and use of computers and the Internet were innovative solutions, but teachers were initially resistant to adopt them (Wong et al., 2019).
The computer programs that were developed to train employees in the 1980s served as the foundation for wider online education. With the appearance of the World Wide Web (Web), the Internet became a platform for online forms of education. For example, the New York University (NYU) opened its NYU Online subsidiary in 1998. Many universities in various countries started their online education programs to provide anytime and anywhere access to learning. Today, students can choose from a number of options, including the massive open online courses (MOOCs), self-directed learning content, mobile reading applications, live-video communication, and digital learning management systems (Wong et al., 2019). Online classes are convenient for both teachers and students, even though they require a higher level of self-regulated learning (SRL). The study by Qazi et al. (2020) shows that the COVID-19 pandemic resulted in a great shift towards online learning, which was caused by social distancing, lockdown, and immigration restrictions. Nowadays’ online learning is expected to be free of discrimination, but some students face Internet access and gadget purchase challenges. Nevertheless, it seems that the teaching-learning process would never be the same as before the pandemic.
Conclusion
To conclude, the evolution of online education began with the correspondence education advertisement and continued with radio and television. The end of the 20th century that was marked by the development of the Internet identified a new direction in distance learning. A variety of online learning options appeared, which allowed students and teachers to adopt new communication methods. COVID-19 pandemic made it evident that online education can be extensively applied to ensure public safety without interrupting the process of learning. It should also be emphasized that future studies should focus on exploring teacher and student satisfaction levels in relation to academic performance, human factors, and ways to improve online learning environments.
References
Kentnor, H. E. (2016). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17(1), 21-34.
Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152-159.
Qazi, J., Naseer, K., Qazi, A., AlSalman, H., Naseem, U., Yang, S., Hardaker, G., & Gumaei, A. (2020). Evolution to online education around the globe during a SARS-CoV-2 coronavirus (COVID-19) pandemic: Do develop and underdeveloped cope alike? Children and Youth Services Review, 1-6.
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4-5), 356-373.