Lessons by mail, radio, and television: what distance learning was like long before the internet

Contents:

• How mail-order education became popular
• How children from remote corners of Australia were taught by radio
• How universities also began to teach by radio, and then by television
• How correspondence education became the norm in the Soviet Union

How Correspondence Learning Became Popular

The correspondence learning model developed by Phillips was revolutionary and had great potential. However, it failed to immediately gain widespread popularity. The main reason for this was the instability of postal services. Only by the mid-19th century, thanks to the development of the railway network, postal service improved significantly. During this period, the idea of ​​​​education by correspondence began to actively spread among both individual enthusiasts and educational institutions. The increased reliability of the postal service contributed to the growth of interest in this form of education, which subsequently had a significant impact on educational practices.

Isaac Pitman, a British stenographer, launched shorthand courses by mail in 1840, more than a hundred years after Phillips. He sent his students stenographically transcribed texts and then waited for return postcards with translations. Pitman then returned the work with corrections, thus incorporating feedback into the distance learning process. These courses quickly gained popularity, leading him to found the Phonographic Correspondence Society. Pitman made a significant contribution to the development of shorthand and distance education, making learning accessible to a wide audience.

In 1850, ten years after the publication of Pitman's system, French educator Charles Toussaint and German educator Gustav Langescheidt introduced "instructional letters" to help anyone who wanted to learn French. These letters included both teaching materials and test assignments, which contributed to their popularity. A course in English was soon added to the French course, expanding the opportunities for learning foreign languages.

In 1873, in Boston, USA, educator Anna Eliot Tickner initiated a mail-order education system for women as part of the Society for the Promotion of Home Education. This program offered higher education courses specifically adapted to allow for the combination of study and household responsibilities. In 1890, a more comprehensive course focusing on safety was developed and organized by the Pennsylvania Coal School of Mining Engineers. This initiative was a significant step in the development of distance education and supported women in their pursuit of knowledge and professional advancement, even from home.

Thirty years later, it became the International Correspondence School, offering courses for miners and railroad workers. By 1923, enrollment had reached 2.5 million. This school played a vital role in the education and training of workers in key industries, providing access to knowledge and skills for people working in difficult conditions.

Mail courses gained significant popularity due to their accessibility. In some cases, like Pitman's course, tuition only required covering the cost of posting materials. However, despite high interest, mail courses faced the same problem as modern electronic versions: low enrollment. Many students did not complete the courses, as finding motivation without supervision from a teacher was difficult. Long waits for a response from a tutor only exacerbated this situation, complicating the learning process and reducing engagement.

In 1858, the University of London, considered the most progressive educational institution in the UK, launched distance learning. It introduced correspondence programs, providing students with the unique opportunity to study without having to travel to London to sit exams. Instead, exams could be taken at accredited colleges, making education more accessible and flexible for a wider range of students. This initiative played a significant role in the development of distance learning and significantly influenced subsequent educational reforms.

The experience of the University of London and correspondence learning became the basis for the creation of distance education in other countries. First in the United Kingdom and then around the world, educational institutions offering university programs through the mail began to open. In 1892, the first distance learning department was founded at the University of Chicago, and in 1899 a similar department appeared at Queen's University in Canada. In 1911, distance learning courses were also launched at the University of Queensland in Australia. This approach to education opened up new opportunities for students wishing to study remotely and marked the beginning of the development of online learning, which continues to gain popularity in the modern world.

Distance learning quickly gained popularity in various countries and became an important element of school education. Educational materials, including assignments and textbooks, were sent by mail, allowing students to gain knowledge without leaving their homes.

How children from remote corners of Australia were taught by radio

Education by mail was very popular, but by the beginning of the 20th century, a new technology – radio – had come to the forefront and began to occupy a leading position in the field of distance learning.

The Australian experience of using radio for educational purposes is a very fascinating example. In the first half of the 20th century, as in the USSR and Canada, Australia faced the need to develop remote and sparsely populated regions. Families with children often lived at significant distances from one another, making it impossible to establish a shared school for several families. Radio became an effective tool for bridging these distances and providing educational resources, making it possible to access quality education even in the most remote corners of the country. Boarding schools were opened for children, but this practice had significant drawbacks. Children spent nine months a year away from their parents, which negatively impacted their connection to their families and home life. They lost skills in managing the family economy and traditional crafts, and they forgot their traditional way of life. Therefore, families often opposed this educational approach and did not want to send their children to boarding schools.

As an alternative to education in A new form of distance education known as "School by Radio" emerged in boarding schools. In this format, students stayed at home and listened to lessons broadcast by radio. This approach provided the opportunity to gain knowledge in the comfort of their own home, which was especially important for children who needed special attention or support. School by Radio was an innovative solution that made education more accessible and flexible, allowing children to study at their own pace.

The expansion of the pedal radio format was made possible by its innovative design. This radio does not require a power supply, as it is powered by a dynamo. It is operated simply by pedaling, making it an ideal solution for remote and rural areas where access to electricity is limited. This approach not only promotes learning but also encourages physical activity in students. The pedal radio opens up new possibilities for learning in settings where traditional power sources are unavailable.

The first lesson of the "Radio School" took place on June 8, 1951. As part of this educational initiative, children were required to gather for radio lessons at a set time. To organize the process, stations of the Royal Flying Doctor Service, which provided medical care to residents of remote areas, were used. These stations were located throughout the north of the country and provided access to a doctor via radio. In emergency situations, it was possible to summon an aircraft with medical assistance. Thus, the "Radio School" became an important step in the educational and medical support of people in remote areas.

After classes, students completed homework under the supervision of older peers or adults. Completed assignments were sent to the "Radio School" by mail or by Royal Flying Doctor Service aircraft. Similarly, stations received radio equipment, textbooks, laboratory kits, and research materials for lessons. Tests for the semi-annual assessment in state schools were also sent to families by mail, although sending the results for checking was not mandatory. For children with special needs, individual lessons were organized, which provided them with the necessary support in their studies.

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Bell-Lancaster Education System: Features and Principles

Bell-Lancaster Education System is an important stage in the history of educational technologies. It was developed in the early 19th century and represented a new model for organizing the educational process. The basic idea of ​​this system is that more experienced students teach their peers under the guidance of a teacher. This makes it possible to use time and resources efficiently, ensuring quality education for everyone.

The system was named after its two founders: Joseph Bell and Edward Lancaster. Bell first applied his methods in a school in London, and Lancaster adapted them for use on a larger scale, which contributed to the spread of this model in other countries.

The key advantages of the Bell-Lancaster system are a high degree of student engagement, the development of leadership skills, and the possibility of an individual approach to each student. This pedagogical model contributed to the formation of the foundations of modern methods of collective learning and mutual assistance among students.

As a result of the use of this system, the accessibility of education for various segments of the population increased significantly, which in turn contributed to its democratization. The Bell-Lancaster system of education left a lasting mark on the history of education, and its principles continue to inspire modern educational practices.

In the 1960s, the "School by Radio" program was enriched by annual student gatherings at large hubs connecting several radio stations. Teachers began actively visiting the stations, which allowed them to establish personal contact with students, better understand their needs, and provide support. This also provided the opportunity to consult with parents and tutors who assisted children during radio lessons. This approach contributed to the improvement of the quality of education and increased the involvement of all participants.

Children were also given time to communicate with each other via radio outside of class. For many, this was the only opportunity to interact with peers and socialize. Only a few hundred children could be present in various corners of an area comparable in size to France, limiting their meetings to once a year. Such interaction became an important aspect of their lives, allowing them to develop communication skills and strengthen friendships.

Gradually, pedal radio in Australia was almost completely replaced by telephone and internet communications, as the country's authorities actively developed access to modern means of communication in remote regions. However, the format of education for children from remote areas remained the same. The only change is that rallies began to be held more frequently - three to four times a year, thanks to improved transportation infrastructure. This allows children to have more opportunities to communicate and exchange knowledge.

How universities also began to teach by radio, and then by television

Universities began to actively use radio broadcasting in 1922, when Pennsylvania State University pioneered the use of radio for distance learning. In 1925, its initiative was picked up by Iowa State University, which offered five radio courses for students. By 1923, 10% of all radio airtime in the United States was occupied by educational broadcasts, demonstrating a growing interest in educational radio broadcasting. In 1946, the Federal Communications Commission issued 200 radio licenses to universities, further confirming the importance of radio in the educational system.

Radio wasn't the only technology that claimed to be a key enabler of distance learning. In 1934, Iowa State University began offering television courses, a channel that continues to this day. By 1953, television broadcasting had become widespread among universities in the United States and Europe. In 1965, the University of Wisconsin implemented an extensive medical education program based on telephone instruction. These examples demonstrate how various technologies, including television and telephone, played a vital role in the development of distance education, providing access to knowledge and training for students worldwide.

In the 1960s, distance education experienced significant growth. The growing demand for distance learning allowed people to combine study with work and avoid the expense of moving closer to educational institutions. Educational institutions began actively researching effective methods of communicating with students at a distance. This area received support from UNESCO, which contributed to the further development and popularization of distance learning.

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The unusual practice of teaching people via SMS is becoming increasingly popular. This method allows for the transfer of knowledge and skills in a convenient format that can be used anytime and anywhere. SMS training is relevant for a variety of areas, from employee development to customer training. Using SMS in educational processes has many advantages. First, it is accessible. Students can receive information on their mobile devices, eliminating the limitations associated with traditional teaching methods. Second, the SMS format provides short and concise messages, which facilitates better assimilation of the material. Furthermore, SMS training facilitates feedback between teachers and students. This creates the opportunity to promptly resolve issues and clarify information. This approach increases student engagement and motivation. Thus, SMS training is an innovative solution that combines accessibility, effectiveness, and convenience. This practice makes education more flexible and adaptable to the needs of modern people.

In 1946, the University of South Africa began offering distance learning, opening up educational opportunities for many indigenous Africans and children of mixed marriages under the apartheid regime. In 1968, it became possible to earn an accredited degree through distance learning from Lincoln University in Nebraska, significantly expanding access to quality education for people facing systemic limitations. These steps became important milestones in the history of education in South Africa, contributing to the emancipation and skills development of the population.

One of the most significant stages in the development of distance education was the founding of the Open University in the UK in 1969. This university became the first educational institution focused entirely on distance learning. The creation of the Open University was supported by the Labour Party, led by Prime Minister Harold Wilson. The main goal was to overcome social inequality, as people from low-income backgrounds had limited access to higher education, which was considered the privilege of the elite. The Open University made education accessible through partial government funding, enabling many to obtain an education and transform their lives.

The project's name reflected the concept of accessible and open education, allowing students to study without having to be permanently present at an educational institution. The Open University offered admission to everyone, especially targeting adults who were unable to obtain higher education at traditional universities. Students were grouped in groups of 25 and received the support of a personal tutor. Upon completion of the course, the university awarded a diploma of higher education, which emphasizes the quality and value of the knowledge acquired.

In its early days, the Open University offered four core courses: mathematics, humanities, natural sciences, and Understanding Society. Over time, the number of study programs expanded significantly. Instruction was delivered using various formats, such as postal distribution of course materials, radio, and audio cassettes.

In addition to online learning, there is the option of attending face-to-face classes at the campus located in Milton Keynes, just 72 kilometers from London. This gives students the chance to gain deeper knowledge and interact with faculty and peers in a vibrant atmosphere.

The Open University continues its work to this day. By 1990, approximately 100,000 British students had completed its programs. Since 1992, the university has expanded its reach, offering educational programs throughout Western Europe. In response to modern educational requirements, the university has adapted and introduced e-learning, which has become an important step in its development.