Distance Learning: A Way of Life-Long Learning

Abstract

This report is intended to inform the reader about the potential of DL to meet life-long learning needs. To do this, the report places DL in an historical context and presents recent research completed by both ARI and others. The objective is to explain how instruction can be more applicable to real-world tasks and be engaging to learners while, at the same time, effectively bringing that instruction to learners and additional support to instructors. The report also provides a framework for developing more effective DL with a look towards ongoing progress.

Decision Process to Identify Lessons for Transition to a Distributed (or Blended) Learning Instructional Format

“…The TADLP initiative seeks "to enhance the readiness posture of the Army by distributing standardized training at the right place and time from Army training proponents to soldiers, leaders, and DA civilians in units and organizations Army-wide" (AR 350-1, 3 Aug 2007, p. 15). Having such a centralized dL initiative contributes to the development of 'realistic, engaging and personal' instruction, amenable to the current planning and distribution requirements of the Army (Belanich, Moses, & Orvis, 2005). While this is a very useful program that contributes a great deal to Army training, this investigation would seem to indicate that it is not a panacea to be applied across the curricula of the residential training institutions without significantly affecting the appropriateness and quality of training provided to Soldiers.…”

“…The U.S. Army sees in dL technology the potential for individualized, self-paced instruction, breaking down the ordinary geographic and temporal barriers to residential training. dL technology will enable Soldiers to meet 21 st century operational and training needs in areas of decision-making, collaboration, flexibility, adaptability, and information management (Belanich, Moses, & Orvis, 2005). It is important, however, for the Army to make a concerted and selfconscious effort to maintain hands-on training as well as face-to-face interaction and mentoring as central aspects of professional instruction and development.…”