===Distance education- Models===
Panda (2003, p. 16) mentioned that every distance learning institution is modeled by clear theoretical ideas and approaches about distance education. These ideas and approaches can be transformed into concepts and if these concepts are strong and firm enough, they can be transformed into models (Panda, 2003, p.17). Furthermore, these concepts rely heavily on new technologies that distance education institutions have been at the front line of adopting to increase access to education and training opportunities (Hanna, 2003, p.68). Distance education has developed through three models: correspondence model (based on print technology), multimedia model (based on print and audio and video technologies), and flexible learning model (based on online delivery via the Internet) (Taylor, 2001).
===Correspondence Model===
This model is more than 150 years old and is the most widely used, as it was and still is applied in many countries especially developing countries all over the world (Panda, 2003, p.19). The origin of this model started from correspondence schools and colleges in late the 19th century in Toussiant-Langenscheid, Germany, Denmark’s Brevskole, Wolsey Hall in England, Ecole Universelle in France, and PBNA in the Netherlands (Panda, 2003, p.19). The correspondence model emphasised learner’s independence, by using the technology of the time which was the printing press, railways and post (Peters, 2001, p.19). Interaction between students and instructor was mainly through assessment exercises that the students completed and sent for feedback (Peters, 2001, 19). Moreover, the correspondence model includes very few group work activities or/and collaborative learning (Panda, 2003, p.20).
===Multimedia Model===
The British Open University developed the multimedia model in the 1980s and forty open universities all over the world have been inspired by its prominent achievement (Panda, 2003, p.21). This model requires radio and television networks, therefore, it is necessary for institutions to employ many specialists in instructional design, media pedagogy, testing and institutional research (Peters, 2001, p.26). Moreover, corporations with radio and television networks have to ensure the smooth flow of the system. Panda (2003, p.21) states that this model became very important as it helped to build the structure of many distance institutions all over the world. One of the important features of this model is not only the use of broadcasts for wider coverage to new groups of people, but also the “provision of opportunity to students without any formal university qualification�? (Panda, 2003, p.21).
===Flexible Learning Model===
This modern model is currently emerging as part of the digital transformation of distance education. Students who work in a digitised learning environment profit from a combination and integration of several advanced information and communication technologies (Hanna, 2003, p. 73). The most important technologies would be computer technology, multimedia technology, network technology and telecommunication technologies (McIsaac and Gunawardena, 1996). The significant advantage of this model is that it is the most flexible model and students everywhere around the world would be able to access the system at the same time. Hanna (2003, p.68) have indicated future development as well as an aim of this model would be to move to “more flexible interfaces between the human user and the computer�?. This progress would be done through voice command, voice recognition, pointing and hand gestures to control programming, and artificial intelligence to enable computers to better interpret human commands and requirements (Panda, 2003, p.23).
===Further Information===
See Also:
• Distance Education
• Distance Education - Australia
• Distance Education - Students perspective
• Distance Education - Quality
• Distance Education - Students with Special Needs
===Reference===
Hanna, D.E. (2003) “Organisational Models in Higher Education, Past and Future,�? in M.G. Moore, and W.G. Anderson (ed.) Handbook of Distance Education, New Jersey: Lawrence Erlbaum Associates, pp.67-78. ISBN 0805839240
McIsaac, M.S. and Gunawardena, C.N. (1996) Distance Education “Distance Learning Technologies,�? retrieved October 21, 2003, from http://seamonkey.ed.asu.edu/~mcisaac/dechapter/tech1.htm
Panda, S. (2003) Planning and Management in Distance Education. London: Kogan Page. ISBN 0749440376
Peters, O. (2001) Learning and Teaching in distance education. London: Kogan Page ISBN 0749435941
Taylor, J.C. (2001) “Fifth Generation Distance Education�? University of Southern Queensland, no.40, pp. 1-8
===Contributors to this entry include:===
Rie Comaroff 22:46, 27 Oct 2005 (EST)
