A1 Online Courses > Detailed Questions/Answers
What is distance learning?
How did distance learning begin?
Why should I use distance learning programs?
Can distance learning be used to teach all subjects?
How does distance learning differ from traditional education?
Do students in distance learning programs perform as well as other
students?
Does distance learning hinder social development through lack of
interaction?
What role does the Internet play in distance learning?
What are the advantages of distance learning through the Internet?
What are the limitations of distance learning through the Internet?
Is distance learning through the Internet superior to other forms of
distance learning?
What is a worth of online degrees in the eyes of employers?
Distance education is defined as an educational system in which the student
is formally enrolled in a school or college but receives instruction at some
remote site. Traditionally, correspondence has been the primary delivery medium.
However, the delivery systems most common today are based on video, audio, and
computer technologies. An interesting facet of these technologies is that they
have been adapted to transmit information in unexpected forms: visual images via
telephone lines, for example. A variety of such adaptations make live
transmission of lectures, demonstrations, and audiovisual resource materials
possible, often in an interactive context.
Although the label "distance learning" could be applied to any situation where
students are learning at remote sites, the term is normally restricted to
teaching via satellite or other long-distance telecommunication technology. One
author defines distance learning as "an educational process in which a
significant proportion of the teaching is conducted by someone removed in space
and/or time from the learner" (Perraton, 1980, p.10). Two-way communication
between teacher and student can take place through writing, television phone-in
programs, two-way video, or telephone (Davis, 1988). The label "distance
learning" is catchy, but, unfortunately, easily over interpreted. Most systems
to which this label is applied are simply one-way broadcasting stations that
transmit audio and video signals to students at one or more remote sites.
However, other systems are available that provide two-way audio, and, in some
cases, even two-way video between the teacher and the students.
Distance learning provides an excellent opportunity to those who would otherwise
be unable to seek a higher education. By pursuing an online college degree, the
student has flexibility in planning their schedule on a daily basis and
therefore more control of their day to day life.
How did distance learning begin?
Typical audiences for earlier generations of distance education were adults often seeking advanced education and training at home, on the job, or in the military whose multiple responsibilities or physical circumstances prevented attendance at a traditional institution (Bates 1995). Now anyone is potentially a distance learner, a concept that has implications for the organization of educational institutions and for teaching. This Digest focuses on some of the newest methods of distance learning (DL) using the Internet and the Web. It highlights some of the issues that could profoundly change the delivery of adult, career, and vocational education
Why should I use distance learning programs?
The strongest argument for distance education is its potential to provide instruction to students who, because of distance, time, or financial constraints, do not have access to traditional learning opportunities or specialized courses (Davis, 1988). Distance learning courses have been developed to provide equal access to an educational opportunity for schools, especially rural ones, that have to operate with a limited curriculum and staff (Wohlert, 1989). The objective is to provide courses in foreign languages to schools where it would not otherwise be possible for students to study them. The potential for providing instruction in the less commonly taught languages is particularly enhanced by distance technology. In many cases, the guiding principle is for distance learning courses not to become permanent, but to serve as a stepping stone to hiring a regular classroom instructor by laying the basis for a viable language program, especially in the less commonly taught languages (Kataoka, 1987).
How many schools offer distance learning programs?
During the 12-month 2000–2001 academic year, 56 percent (2,320) of all 2-year
and 4-year Title IV-eligible, degree-granting institutions offered distance
education courses for any level or audience, (i.e., courses designed for all
types of students, including elementary and secondary, college, adult education,
continuing and professional education, etc.). Twelve percent of all institutions
indicated that they planned to start offering distance education courses in the
next 3 years; 31 percent did not offer distance education courses in 2000–2001
and did not plan to offer these types of courses in the next 3 years. Public
institutions were more likely to offer distance education courses than were
private institutions. In 2000–2001, 90 percent of public 2-year and 89 percent
of public 4-year institutions offered distance education courses, compared with
16 percent of private 2-year and 40 percent of private 4-year institutions.
College-level, credit-granting distance education courses at either the
undergraduate or graduate/first-professional level were offered by 55 percent of
all 2-year and 4-year institutions. College-level, credit-granting distance
education courses were offered at the undergraduate level by 48 percent of all
institutions, and at the graduate level by 22 percent of all institutions.
Fifty-two percent of institutions that had undergraduate programs offered
credit-granting distance education courses at the undergraduate level. Further,
college-level, credit-granting distance education courses were offered at the
graduate/first-professional level by 52 percent of institutions that had
graduate/first-professional programs.
SOURCE: U.S. Department of Education, National Center for Education Statistics.
(2003). Distance Education at Degree-Granting Postsecondary Institutions:
2000-2001 (NCES 2003-017),
Executive
Summary.
Can distance learning be used to teach all subjects?
Distance education can be used for some aspects of most disciplines. For
example, several institutions of higher education already have developed
certificate programs, undergraduate programs, and graduate programs in health
and physical education that are delivered using distance education methods.
Eastern Oregon University, Emporia State University, Kutztown University,
LaSalle University, the Medical College of Wisconsin, University of Wisconsin at
Stevens Point, and Virginia Tech are among institutions integrating distance
technology into their physical education programs.
Traditional programs that are heavily based in skill development and
demonstration or require laboratory work can be offered in a distance education
framework using interactive video interfaced with computers to facilitate a
hands-on learning approach at a distance. Classes that use lecture and
laboratory experiences are easily adapted to a distance education situation.
Course materials, including animals for dissection, are sent to class
participants with video and written instructions and assignments.
How does distance learning differ from traditional education?
Distance education dictates changes in behavior for both the teacher and the learner. The successful student develops persistence and skills in self-directing work. The successful distance education teacher becomes conversant with new technology and develops new instructional styles, moving from creating instruction to managing resources and students and disseminating views (Strain, 1987). Administrative and faculty support for distance education are critical to the success of this instructional method. Administrators should take note that the implementation of a distance education program may allow access to a greater number of students. However, the time and work associated with teaching at a distance exceeds the normal requirements of campus-based instruction.
Do students in distance learning programs perform as well as other students?
Students in distance education settings perform as well or better on
assignments, class activities, and exams when compared to campus-based students
(St. Pierre, 1998). Nevertheless, students must maintain persistence and a clear
focus to succeed in a distance learning situation. Self-direction, a passion for
learning, and strong individual responsibility are important influences on
achievement. There are indications that distance education works best for more
mature, motivated, well-organized, and already accomplished learners (Rintala,
1998).
Financial aid is available to students attending an accredited online college
just as it is for attending traditional Universities and Colleges. Having
additional money for college will help put the student's mind at ease. They'll
be able to focus on their assignments and not so much on how to pay for their
school costs or daily expenses.
Does distance learning hinder social development through lack of interaction?
A common stereotype is "the loneliness of the long distance learner" (Eastmond
1995, p. 46). Learning at a distance can be both isolating and highly
interactive, and electronic connectedness is a different kind of interaction
than what takes place in traditional classrooms; some learners are not
comfortable with it. Lack of nonverbal cues can create misunderstanding, but
communications protocols can be established and relationships among learners
developed. Because humans are involved, social norms do develop in cyberspace,
but they require new communications competencies (ibid.). Online courses often
feature consensus building and group projects, through which learners can
develop skills in collaborating with distant colleagues and cooperating with
diverse individuals. Such skills are increasingly needed in the global workplace
(Dede 1996).
Answering charges that computer learning environments cannot duplicate the
community of the classroom, Cook (1995) argues that the assumption of a sense of
community in traditional classrooms may be false. If community is defined as
shared interests, not geographic space, electronic communities are possible.
Wiesenberg and Hutton (1995) conclude that building a learning community is of
critical importance to the creation of a successful virtual classroom. Dede
(1996) agrees that "to succeed, distributed learning must balance virtual and
direct interaction in sustaining communion among people" (p. 199).
There may be times you find yourself wishing you had people with similar
questions as you or the same areas of interest. It would be nice to have a
reliable resource of people to turn to for help when you can't find the answers
you need. Find people with questions like yours about distance learning and
build your own resource pool.
What role does the Internet play in distance learning?
Perhaps more than any other distance media, the Internet and the Web help
overcome the barriers of time and space in teaching and learning. Educational
uses of the Internet are burgeoning. The University of Wisconsin-Extension's
Distance Education Clearinghouse lists numerous institutions offering online
instruction and corporate training is featured on AT&T's Center for Excellence
in Distance Learning website . INTERNET WORLD's October 1995 issue gives
examples of "The Internet in Education," including online degree programs
offered by traditional institutions such as Penn State and Indiana University as
well as nontraditional entities such as University Online and the Global Network
Academy. DL on the Internet usually takes one of the following forms (Wulf
1996): (1) electronic mail (delivery of course materials, sending in
assignments, getting/giving feedback, using a course listserv, i.e., electronic
discussion group); (2) bulletin boards/newsgroups for discussion of special
topics; (3) downloading of course materials or tutorials; (4) interactive
tutorials on the Web; (5) real-time, interactive conferencing using MOO
(Multiuser Object Oriented) systems or Internet Relay Chat; (6) "intranets,"
corporate websites protected from outside access that distribute training for
employees; and (7) informatics, the use of online databases, library catalogs,
and gopher and websites to acquire information and pursue research related to
study.
Examples of the use of these modes include the following. High school students
with disabilities in Project DO-IT (Disabilities, Opportunities,
Internetworking, Technology) connect with the University of Washington (UW) to
receive instruction via e-mail, join worldwide discussion groups, and access
online resources (Burgstahler 1995). Also at UW, rehabilitation therapists learn
about adaptive computer technology through videotapes and an Internet class
discussion group (ibid.). The Distant Mentor project pairs workplace experts
with school-to-work "apprentices" online; they can also simulate work
environments through desktop software with an audio channel connected through
the Internet (Dede 1996). At Carnegie-Mellon University, the Virtual Corporation
simulates a work setting for business students (ibid.). A career counselor
offers group and individual online conferences, a listserv, and a database of
resumes and resources for clients (Sherman 1994). CUSeeMe software enables
technology teacher education supervisors to observe student teachers using a
desktop videoconference through the Internet ("Agricultural Education" 1996).
What are the advantages of distance learning through the Internet?
Advantages of delivering distance learning on the Internet include the following (Bates 1995; Eastmond 1995; Wulf 1996): (1) time and place flexibility; (2) potential to reach a global audience; (3) no concern about compatibility of computer equipment and operating systems; (4) quick development time, compared to videos and CD-ROMs; (5) easy updating of content, as well as archival capabilities; and (6) usually lower development and operating costs, compared to satellite broadcasting, for example. Carefully designed Internet courses can enhance interactivity between instructors and learners and among learners, which is a serious limitation of some DL formats. Equity is often mentioned as a benefit of online learning; the relative anonymity of computer communication has the potential to give voice to those reluctant to speak in face-to-face situations and to allow learner contributions to be judged on their own merit, unaffected by "any obvious visual cultural markers'" (Bates 1995, p. 209). The medium also supports self-directed learning--computer conferencing requires learner motivation, self-discipline, and responsibility.
What are the limitations of distance learning through the Internet?
As with any medium, there are disadvantages. At present, limited bandwidth (the capacity of the communications links) and slow modems hamper the delivery of sound, video, and graphics, although the technology is improving all the time. Reliance on learner initiative can be a drawback for those who prefer more structure. Learner success also depends on technical skills in computer operation and Internet navigation, as well as the ability to cope with technical difficulties. Information overload is also an issue; the volume of e-mail messages to read, reflect on, and respond to can be overwhelming, and the proliferation of databases and websites demands information management skills. Access to the Internet is still a problem for some rural areas and people with disabilities. Social isolation can be a drawback, and the lack of nonverbal cues can hinder communication. Although the Internet can promote active learning, some contend that, like television, it can breed passivity (Filipczak 1995).
Is distance learning through the Internet superior to other forms of distance learning?
Filipczak (1996) notes that DL on the Internet can be cheaper, faster, and
usually more efficient than other learning modes, but not necessarily more
effective. As Dede (1996) puts it, "access to data does not automatically expand
students' knowledge; the availability of information does not intrinsically
create an internal framework of ideas" (p. 199). To help learners make effective
use of distance learning methods, skilled facilitation is essential. Rohfeld and
Hiemstra (1995) suggest ways to overcome the challenges of the electronic
classroom: (1) establish the tone early in the course; (2) to overcome the
text-based nature of online discussion and to build group rapport and cohesion,
introduce participants to each other, match them with partners, and assign group
projects; (3) offer training and guidelines to help learners acquire technical
competence and manage discussions; (4) provide a variety of activities, such as
debates, polling, reflection, and critique; and (5) use learning contracts to
establish goals for participation. The following strategies are intended to make
distance learning more effective (Bates 1995; Dede 1996; Eastmond 1995;
Filipczak 1995):
Understand the technology's strengths and weaknesses
- Provide technical training and orientation
- Plan for technical failures and ensure access to technical support
- Foster learning-to-learn, self-directed learning, and critical reflection skills
- Develop information management skills to assist learners in selection and critical assessment
- Mix modes--e.g., combine e-mail discussion with audio/video methods to enhance the social aspect
Structure learner-centered activities for both independent and group work
that foster interaction
In the end, the word is still with us. The way it is transmitted and received is
changing. Educators can play a role in the development of a "vital form of
literacy" (Dede 1996, p. 200): the transformation of information into knowledge.
The choices they make can also help determine which of these possibilities come
to pass: (1) distance technologies as an add-on to existing institutions; (2)
"knowledge in a box," impersonal, individualized, and socially isolating; or (3)
a networked learning society that keeps human relationships at the center of
learning (Bates 1995).
What is a worth of online degrees in the eyes of employers?
Your online degree may set you apart in a positive way from the rest of the pack of applicants. Successfully obtaining your degree online tells prospective employers that you are a person who will get the job done even when no one is looking. Online degrees testify that their recipients are self-motivated individuals who are capable of managing multiple priorities. And whatever job you're applying for, rest assured that those are two qualities all organizations prize.
Another benefit of the online university experience in the eyes of employers is that it is designed in large part for working professionals. The fact that you've made it through an online degree program tells your prospective employer that you have had intense exposure to the types of collegial interactions you will face in the working world. Online universities emphasize and develop the ability to work with others, to manage and meet deadlines, and to be responsible for learning on your own. When you consider all of the things a degree from an online university says about you, you should realize that you're more of a proven commodity, a "safer" hire than recent graduates from brick and mortar universities.