TPC Journal-Vol 10- Issue 1

40 Distance education has become a mainstay in higher education, in general, and in counselor education, specifically. Although the concept sometimes still feels new , universities have been engaged in some form of distance learning for over 20 years. In the field of distance counselor education, it is imperative to understand where we have been, where we are now, and where we are going. This article will lay the foundation for the special section of The Professional Counselor on distance counselor education and will explore the history of using technology in education, recent research about distance education in counseling and counselor education, and topic areas discussed throughout this special section. This special section will bring clarity to current and emerging best practices in the use of technology in the distance education of professional counselors, clinical supervisors, and counselor educators. Keywords : online, distance education, counselor education, technology, best practices Counselor educators have become comfortable and adept over the years at fostering students’ development in clinical skills in traditional residential formats. For many counseling faculty, in-class, face-to-face (F2F), personal encounters are foundational and irreplaceable. For educators with this mindset, distance learning is not an opportunity but a threat to what they consider the best teaching and learning practice (Layne & Hohenshil, 2005). No matter one’s personal preference or belief, the advent of distance learning is challenging the sovereignty of the purely residential experience. For the purposes of this discussion, we are using the term distance education versus the more prolific term online education . The U.S. Department of Education’s Office of Postsecondary Education (OPE) has officially adopted the broader term of distance education, which focuses on the physical separation in the teacher–student relationship (OPE, 2012). This is in contrast to the term online education, which emphasizes the internet-facilitated communication that supports the teaching relationship at a distance. The number of students in distance education programs has been increasing each year (Friedman, 2018). By 2016, over 6 million students in the United States were engaged in distance education, and nearly half were exclusively taking online classes (Seaman et al., 2018). Over two-thirds of the students were enrolled in distance learning courses at public universities (Lederman, 2018). In contrast, the total number of residential students dropped by over 1.1 million (6.4%) between 2012 and 2016 (Seaman et al., 2018). The growth in enrollment and the future of higher education continues to move toward distance education. The same trends have impacted counselor education. At the time of this writing, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) reported that there are 69 CACREP-accredited master’s programs that are considered distance education, 34 of which are clinical mental health counseling programs (CACREP, n.d.). Over 25% of counseling students are now enrolled in academic programs defined as distance education (Snow et al., 2018). Because William H. Snow, J. Kelly Coker Distance Counselor Education: Past, Present, Future William H. Snow, PhD, is an associate professor at Palo Alto University. J. Kelly Coker, PhD, NCC, LPC, is an associate professor at Palo Alto University. Correspondence can be addressed to William Snow, 1791 Arastradero Road, Palo Alto, CA 94304, wsnow@paloaltou.edu. The Professional Counselor Volume 10, Issue 1, Pages 40–56 http://tpcjournal.nbcc.org © 2020 NBCC, Inc. and Affiliates doi:10.15241/whs.10.1.40