The University of Missouri System has a rich history of pioneering distance and online education. The earliest forms of distance education began with the Center for Distance and Independent Study at the University of Missouri-Columbia (Mizzou) in the early 1900s with correspondence courses; work was sent and received by mail. In 1996, Mizzou’s Distance Learning Design Center was formed, beginning the expansion into online learning. The System's strategic push for online learning started in earnest in 2018 with the formation of Missouri Online, an initiative to provide high-quality digital education across its four universities. To understand the broader context of this evolution, let’s explore historical milestones that have shaped distance and online education over the centuries.
The past and future of online teaching
For centuries, humans have taken advantage of advances in technology to make learning opportunities available to students at a distance. A teacher in Boston named Caleb Phillips offered courses by mail in 1728 (Gershon, 2020). By the late nineteenth century, institutions were providing complete degrees by correspondence. In 1892, the University of Wisconsin-Madison coined the term “distance education” and, by 1906, began students phonograph records of lectures (Pappas, 2013). The city of Chicago shifted public school instruction to radio during a polio outbreak in 1937 (Daley, 2020).
However, computers and the internet revolutionized the old “correspondence learning” model.
The roots of online learning can be traced back to the early days of computer-based education in the 1960s and 1970s, when rudimentary mainframe computers were used to deliver educational content. The emergence of the World Wide Web in the mid-1990s allowed online learning to gain momentum, paving the way for more interactive and accessible learning platforms (Kentnor, 2015). Universities and institutions started experimenting with web-based courses, incorporating tools such as discussion forums, multimedia presentations, and email correspondence to deliver instruction to remote learners.
The early 2000s witnessed the introduction of learning management systems (LMSs), such as Blackboard and Moodle, which provided centralized platforms for course administration and content delivery. These technological advancements made online learning more scalable and efficient, further facilitating the growth of distance education programs (Coates, 2005).
After portable MP3 players (particularly the iPod) gained popularity in the mid-2000s, Apple launched iTunes U, a dedicated service offering free university course materials for download. Although iTunes U did not offer degree programs, millions of users downloaded content from institutions such as Stanford University, Duke University and the Massachusetts Institute of Technology. By February 2013, iTunes U reached over one billion downloads; Stanford alone had 40 million downloads as of 2011. However, iTunes U was discontinued at the end of 2021.
The rise of Massive Open Online Courses (MOOCs) in the early 2010s marked another milestone in the evolution of online learning. MOOCs offered free or low-cost access to courses from top universities and institutions, attracting millions of learners worldwide and democratizing access to education on a global scale (Alyoussef, 2023).
In recent years, technological advancements such as artificial intelligence, virtual reality, and adaptive learning algorithms have further transformed online learning, enabling more personalized and immersive learning experiences. Additionally, the COVID-19 pandemic catalyzed the widespread adoption of online learning, accelerating the digital transformation of higher education and highlighting the importance of flexible and resilient learning solutions (McKinsey, 2023; Gorski & Tudorache, 2023).
Forbes provides a comprehensive overview of the rapid growth and evolution of online learning in the United States. Some key takeaways from the article are as follows.
Key takeaways
-
Rapid growth of online learning: Online learning has experienced exponential growth since the early 2010s, with millions of college and university students in the U.S. now taking at least some classes online.
-
Diverse student population: Distance learners come from diverse backgrounds, including traditional college-age students, working parents, military service members, established professionals, and lifelong learners. This diversity enriches the online learning experience and underscores the importance of inclusive educational practices.
-
Impact of the COVID-19 pandemic: The COVID-19 pandemic significantly accelerated the adoption of online learning, with a staggering 75% of postsecondary students taking online classes in fall 2020. While online enrollment rates have slightly decreased post-pandemic, online education remains a prominent feature of higher education.
-
Expansion of primarily online institutions: About 6% of all U.S. college students attend mainly online institutions, offering flexible and accessible education options. These institutions cater to both full-time and part-time learners, contributing to the democratization of education.
-
Continued growth and evolution: Despite the challenges posed by the pandemic, online learning continues to evolve and expand. From MOOCs to fully remote degree programs, online education offers a range of options for learners seeking flexible and convenient learning experiences.
What’s next in online education?
Of course, online learning continues to evolve, and several emerging trends and innovations are shaping its future. These developments hold the potential to enhance learning experiences, expand access to education, and address societal needs. Here are a few key trends to watch:
-
Integration of emerging technologies: Artificial intelligence (AI), blockchain and augmented reality (AR) are revolutionizing online learning. AI-powered adaptive learning platforms personalize learning experiences based on students’ individual needs and preferences (Bundit et al., 2022; Otto et al., 2023), while blockchain technology is being explored for credentialing and certification in online education (Tahora et al., 2023). AR and virtual reality technologies offer immersive learning environments, allowing students to engage with course materials in new and interactive ways (Bermejo et al., 2023).
- Microcredentials and Stackable Credentials: Microcredentials, also known as digital badges or nanodegrees, are short-form credentials that validate specific skills or knowledgable areas. These credentials continue to gain popularity in online education as a way to provide targeted training and upskilling opportunities for learners. Stackable credentials allow learners to accumulate and combine microcredentials with comprehensive skill sets and credentials recognized by employers and industry partners (Varadarajan et al., 2023).
Final thoughts
By embracing the rich diversity of learners, leveraging innovative technologies, and implementing inclusive teaching practices, we can create learning environments that empower all individuals to thrive and succeed. As we look to the future of online education, let us continue to champion inclusivity, flexibility, and excellence, ensuring that every learner can fulfill their potential and contribute meaningfully to our global community.
Created on August 29, 2024