Journal of Online Learning Research and Practice Volume 8, Number 1, 2020/1 | Page 43

Historical Review of Distance and Online Education from 1700s to 2021 in the United States

would do well to follow the advice put forward by Crawford-Ferre and Weist ( 2012 , p . 12 ): “ Successful online instruction requires new methods of course design , interaction among course participants , and instructor preparation and support .”

Research Question 4 asked , “ How has the COVID-19 pandemic affected pedagogical practices within higher education ?” The COVID-19 pandemic disrupted the once siloed concept of teaching either face-to-face or online . The reality is that learning online is evident in all educational formats , ranging from electronic communications to online content to research and collaboration . Amidst the many challenges , there are new opportunities for faculty , instructional designers , and professional development administrators to work collaboratively and to be a significant part of the evolving higher education landscape . Since the 1700s , IHEs have continued to meet the needs of learners through technology and innovative practices . Together , IHEs have the opportunity to optimize advancements in technology , research from the Learning Sciences and MBE Science , and pedagogical practices and instructional design to meet the needs of students across all learning formats .

Overall , distance education has responded to the dynamic demands for learning opportunities that are geographically , socially , economically , and intellectually diverse . Learning at a distance has shifted the locus of control and participation to learners / consumers rather than solely to providers .

Changes in understanding how people learn and creating more authentic and interactive learning experiences have altered the strategies used to help students learn . Finally , the challenges of the COVID19 pandemic have awakened the need for all university instructors , designers , and administrators to understand better the benefits of distance education methodologies in the teaching and learning process regardless of the physical limitations .

Limitations of the Study

There are three limitations to this historical literature review . First , we utilized a historical literature review approach so there were no qualitative or quantitative methods employed . Second , we only had access to IPEDS distance education enrollment data and distance education reports that may not capture all blended , hybrid , or online enrollment models across IHEs due to variation in definitions by each institution . Third , findings from historical literature reviews may not be systematically replicated , though they may be audited ( Bhatt & Bhatt , 1994 ). This is because search parameters extend over several hundred years and record-keeping practices are inconsistent throughout history .

Recommendations

To meet the needs of an increasingly diverse student population and to pivot in response to crises , IHEs will need to provide training and support for faculty who have historically taught faceto-face so they may deploy online techniques more seamlessly and effectively as needed . As with all course and pro-

37