Distance Education is a technology driven formal education system where students and instructors can interact despite being separated by time and distance. It requires structured and well-designed courses, specialized teaching techniques and methods of communication, as well as a range of specific administration activities (UNESCO: Learning Without Frontiers, 2000).
Distance Education is the modernized form of correspondence classes, wherein class material and communication is provided through the regular postal service. Today the technologies most frequently used to communicate and transfer material are online information and communication technologies (ICTs), such as email, the World Wide Web and interactive and live video conferencing. Webpages where teaching and learning are carried out are referred to as 'virtual classrooms' (see E-Learning - The Virtual Classroom).
Distance Education can be undertaken throughout all education levels including primary, secondary, university and other tertiary levels. Many institutions throughout the world, including private, public, not-for-profit and for-profit institutions, offer distance education courses. Distance Education may be synchronous or asynchronous. This form of education may be especially useful to students who are in remote areas, students who are not able to attend the institution due to other limitations and students who do not have a great deal of time and require flexible classes. The flexibility offered by distance education programs is one of their key attributes. Distance education reverses the educational social system by bringing school to students, rather than students to school. Especially in asynchronous programs, students are able to access course content and complete assignments at virtually any time, enabling their educational pursuits to fit into their schedules rather than the other way around.
===History of Distance Education===
The first major correspondence program was established in the United States in the late 1800’s and utilized the postal system in order to overcome the distances separating teacher and student (McIsaac & Gunawardena, 1996, p. 2). In 1915, the creation of the National University Extension Association(NUEA) intensified the focus of distance education. The development of the NUEA brought consideration to a range of issues facing distance education including the need for new models, new national level guidelines, policies regarding quality, acceptance of credit, credit transferal and a standard of quality for correspondence educators (McIsaac & Gunawardena, 1996, p. 2).
The First World War saw the development of radio and then television in the 1950’s which gave distance education new ways of delivering information. As these new technologies were developed they were integrated into distance education models. One of the most prominent examples of this integration can be found in Open University which was established in the United Kingdom in 1969 (Richardson et al. 2003). Open University was among the first institutions to incorporate the use of correspondence materials, television and radio broadcasts, video and audio recordings and tutorial support into their distance education model.
In 1982, the International Council for Correspondence Education changed its name to the International Council for Distance Education to reflect the rapid growth of new technologies and the evolution of systems for delivering information (McIsaac & Gunawardena, 1996, p. 2). As access to new telecommunication and digital information systems expanded, a wide variety of new offerings arose in the field of distance education. These changes are now influencing current trends and developments in the field.
===Current Trends===
The ubiquity of the intenet has led to widespread use of online educational technologies. The internet has transformed every major social institution in society, from education, business and government to medicine, entertainment and the services industries (Olcott, 2003, p.242). As a result of its implementation in all other areas of life, the digital revolution has necessarily impacted educational methods.
With the availabity PCs in so many households and the extensive installation of communication networks enabling us to reach people on a global basis, distance education systems have been undergoing significant changes. This change in the fundamental infrastructure of society is promoting the development of new forms and techniques of learning and teaching (Peters, 2001, p.130). As these new forms arise, the popularity of distance education programs utilizing digital content delivery systems have been increasing. More colleges and universities are adopting modern distance education systems which in turn have drawn increasing numbers of students to such offerings. Due to this trend, faculty administrators are becoming more open to the potential of educational technology for residential instruction, research and distance teaching (Peters, 2001, p.131).
Distance education has the power to extend and diversify traditional teaching and learning systems. Studies are being made with more flexibility with regards to both their curriculum and methodology. These changes in distance education are also generating new ways to support people with a variety of disabilities and special needs. Meanwhile, greater real opportunities are becoming available for self-sufficient and individualized learning.
The future of an information and learning society is dependent on the factors that influence its educational system, and given recent technological developments, it is apparent that consideration for distance education models will be of growing interest to such societies. As stated by Otto Peters “distance education is key to dissolving learning boundaries�?(2001, p.246). It appears the current trend amongst educational institutions is to view these new technologies in a very positive manner, but it is important to remember that these technologies only provide the means to transfer information. It is important to note that these new educational systems are being implemented because of their ability to facilitate distance education needs. As such, the content of the course and the extent to which the technology is adapted to suit the needs of instructors and students will ultimately determine the successfulness of these current trends.
===Current Issues===
Recent technological trends have given rise to a number of issues in the distance education field. While some of these concerns have been newly formed as a result of new systems and methodologies, many have plagued distance education from its original inception.
One major issue of concern in distance education is the quality of instruction in distance learning programs. Data collected in a 1999 study by Elliot Inman and Michael Kerwin in Valentine (2002) showed instructors had conflicting attitudes about teaching distance education. The report addresses that after teaching in a distance learning course, instructors rated the quality of the course as only equal or lower when compared to campus classes. This may be caused in part by the belief that the technology itself will improve the quality of the class. Palloff and Pratt (1999, p.4) noted that “technology does not teach students; effective teachers do�?. Such revelations underline the fact that the technology must be used in a way that facilitates the needs and aims of the students and instructors in order for such programs to be sucessful.
There have also been problems related to the misuse of technology in distance education environments. This is frequently a result of a lack of training (students and instructors). This appears to be a relatively small problem compared to the other issues currently facing the field and occurences of such issues tend to be relatively localized.
Other concerns have been voiced by instructors regarding their employment. One of an instructor’s principle tasks in a contemporary distance education environment is the creation and display of online course materials. However, once the information is available online, the knowledge and course design content is no longer in their possession (Tschang, and Senta, 2001). This puts the administration in a position to hire less skilled, and cheaper, workers to deliver the technologically prepackaged course (Valentine, 2002).
Among students,there are also concerns about the lack of interaction with other students and instructors. Ocker and Yaverbaum (1998) contend that proximity and eye contact are important factors in education, but these physical indicators are limited in the distance learning environment. It has also been noted that in distance learning environments instructors are unable to observe the emotions of students and thus cannot detect any anxiety in the students which limits the instructor’s ability to respond to the student needs (Ocker and Yaverbaum, 1998). Issues such as these seem to indicate that students' primary concerns about distance education are focused on the ability of such programs to facilitate their learning and social needs.
Another concern for students is whether or not any degree completed via distance education will be favorably considered by other institutions and prospective employers. It seems that all of the previously mentioned issues feed into the general public's attitudes towards distance education. A recent report in the United States indicated that approximately 85% of corporate managers rated a distance degree to be as valuable as its residential counterpart (Bowden 2005). While that number has grown from less than 50% in 1989, it is worth noting the approximately 15% of employers who still view such degrees in a less positive light (Bowden 2005). Nevertheless, this data does seem to indicate a general increase in the acceptance of distance education systems.
===See Also===
Distance Education - Africa
Distance Education - The Central Radio and Television University in China
Distance Education - Japan
Distance Education - Australia
Distance Education - The FernUniversitaet in Hagen, Germany
Distance Education - The Open University in the UK
Distance Education - The Empire State College in the USA
Distance Education - The United Nations
Distance Education - The involvement of corporations
Distance Education - Tertiary Level
Distance Education - Advantages
Distance Education - Disadvantages
Distance Education - Technology
Distance Education - Correspondence
Distance Education - Social Impacts
Distance Education - Teachers' perspective
Distance Education - Students perspective
Distance Education - Models
Distance Education - Quality
Distance Education - Students with Special Needs
E-Learning
===References===
Printed Resources
Barron, D.D. (2003) Benchmarks in Distance Education: The Lis Experience, Westport, Connecticut: Libraries Unlimited, Incorporated. ISBN 1563087227
Connick, G. (ed.) (1999) “Distance Learning�? and “The Role of the Computer in Distance Learning�?, in The Distance Learner’s Guide, New Jersey: Prentice Hall.
Olcotts, D. (2003) “Chapter 20: Accreditation in the digital era: preparing for the new distance education landscape�?, in S. Panda (ed.) Planning and Management in Distance Education, London and Sterling, VA.: Kogan Page Limited, pp. 241-250. ISBN 0749440686
Palloff, M.R. and Pratt, K. (1999) Building Learning Communities in Cyberspace, San Francisco: Jossey-Bass Publisher. ISBN 0787944602
Peters, O. (2001) Learning and teaching in distance education: Pedagogical analyses and interpretations in an international perspective, London: Kogan Page. ISBN 0749435941
Tschang, F.T and Senta, T.D (2001) Access to knowledge New information technologies and the Emergence of the Virtual University, Oxford: Pergamon. ISBN 0080436706
Online Resources
Bowden, M. (2005) "Getting an Online Degree." Yahoo!Finance. Retrieved October 25, 2005 from http://biz.yahoo.com/brn/050913/16873.html?.v=1
McIsaac, M.S and Gunawardena, C.N. (1996) Distance Edication: A History, Retrieved August 30, 2005.
http://seamonkey.ed.asu.edu/~mcisaac/dechapter/history1.htm
Ocker, R.J. and Yaverbaum,G.J: Working paper, School of Business Administration (1998) “Collaborative Learning in Asynchronous Learning Networks,�? retrieved September 1, 2005, http://eies.njit.edu/~hiltz/collaborative_learning_in_asynch.htm
Richardson, J., Long, G., and Woodley, A. (2003). "Academic Engagement and Perceptions of Quality in Distance Education." Open Learning; Nov2003, Vol. 18 Issue 3, p223-244. Retrieved October 20, 2005 from http://web14.epnet.com.ezp01.library.qut.edu.au/externalframe.asp?tb=1&_ug=sid+F1204FF4%2D71F9%2D4A11%2D9E89%2DACB83C3741D6%40sessionmgr4+dbs+afh+cp+1+F8E3&_us=hd+False+hs+False+or+Date+ss+SO+sm+ES+sl+%2D1+ri+KAAACBWB00131836+dstb+ES+mh+1+frn+1+52FB&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2D+st%5B0+%2Dattitudes++and++Distance++Education+db%5B0+%2Dafh+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+mdb%5B0+%2Dimh+5D5D&fi=afh_11985007_AN&lpdf=true&pdfs=148K&bk=C&tn=61&tp=CP&es=cs%5Fclient%2Easp%3FT%3DP%26P%3DAN%26K%3D11985007%26rn%3D19%26db%3Dafh%26is%3D02680513%26sc%3DR%26S%3DR%26D%3Dafh%26title%3DOpen%2BLearning%26year%3D2003%26bk%3DC&fn=1&rn=19&
UNESCO: Learning Without Frontiers (2000) "Definitions," retrieved August 25th, 2005, from http://www.unesco.org/education/educprog/lwf/doc/portfolio/definitions.htm
Valentine, D. (2002) “Distance Learning: Promises, Problems, and Possibilities,�? Online Journal of Distance Learning Administration, vol.5, no. 3, retrieved September 1, 2005, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
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