===Introduction===
Founded in 1971 by the Education Ministry of the state of New York, the Empire State College has a teaching system which goes against the traditional, presentational teaching and receptive learning found in most universities (Peters, 2001, 225). Its “autonomous and self-determined learning�? (Peters, 2003a, 20) training methods has been proven to be effective however unorthodox and peculiar. Its main aim is to provide an easier access for its target group of students who were tied down by family responsibilities, jobs, disabilities, and other social commitments. To achieve this, it has over 26 study and support centres throughout the state of New York, as oppose to a single, fixed main campus (Peters, 2001, 225). It primarily caters towards responsible adult learners and individuals self-design a degree program which establishes ones goals and objectives and provides the basis for autonomous learning (World Bank, 1999).
===Teaching and learning strategies===
Where traditional distance education universities address larger or smaller groups of student, the Empire State College instead focuses on individual students (Peters, 2001, 228). Professors and mentors were handed the task of motivating individuals to self-study via one on one counselling sessions which inevitably forms the basis of the new teaching and learning system. Teachers do not lecture, hold seminars and classes, and give classes, except for advising, motivating and mediating between individual students and the College (Peters, 2001, 227).
The learning contract requires intensive counselling sessions between teachers and students, and portrays the learning objectives designed by the student (Peters, 2001, 229). A stable relationship could be achieved between supporting mentors and self-studying students through the learning contract. Students are required to determine the time period, location and duration of their studies, as well as determine aims and working methodologies (Garrison, 2003, p.165). Therefore, students are able to work and study at their own pace and time, and individualisation is of an utmost necessity as they are required to take responsibility in planning for their own studies (Hurlbut, 1990).
Students have a significant control over their learning situation, establishing learning objectives and assessment strategies, and lastly his/her entire learning experience (Shearer, 2003, p.276). Hence, considering the geographical isolation between teachers and students, and the autonomous learning system of the College, students are required to behave in a more autonomous manner in order to meet their learning objectives and degree programs.
===The use of new media technologies===
Learning in distance education is not solely confined to teachers’ presentations of course contents but by independent learning aspects. Students can interact with teaching programs, communicate with one another in the teaching and learning process, problem solve via multimedia and present their findings on the web. The new media provides amazing opportunities for the “pedagogical reform of distance education�? (Peters, 2003b, p.90). The new media learning environment encourages and supports the development of autonomous learning. The combination of new media technologies with old media (print media) is most effective in meeting the learners’ educational objectives.
===Reference===
Garrison, D. R. (2003) “Self-directed learning and distance education�?, in M. G. Moore, and W. G. Anderson (ed.) Handbook of Distance Education, New Jersy: Lawrence Erlbaum Associates, pp. 161-167. ISBN 0-8058-3924-0
Hurlbut, R. L. (1990) “Educational goals and self-concepts of distance learners at Empire State College,�? Ed.D. dissertation, Nova University, United States, Florida.
Peters, O. (2003a) “Models of open and flexible learning in distance education�?, in S. Panda (ed.) Planning and Management in Distance Education, London and Sterling, VA.: Kogan Page Limited, pp. 15-27. ISBN 0-7494-4068-6
Peters, O. (2003b) “Learning with new media in distance education�?, in M. G. Moore, and W. G. Anderson (ed.) Handbook of Distance Education, New Jersey: Lawrence Erlbaum Associates, pp. 87-112. ISBN 0-8058-3924-0
Peters, O. (2001) Learning and Teaching in Distance Education: Pedagogical Analyses and Interpretations in an International Perspective, London: Kogan Page. ISBN 0-7494-3594-1
Shearer, R. (2003) “Instructional design in distance education: An overview�?, in M. G. Moore, and W. G. Anderson (ed.) Handbook of Distance Education, New Jersy: Lawrence Erlbaum Associates, pp. 275-285. ISBN 0-8058-3924-0
World Bank (1999) “Assessment at Empire State College,�? retrieved October 24, 2005, from http://www1.worldbank.org/disted/Management/Benefits/qa-03.html
GuoguangKim 22:59, 25 Oct 2005 (EST)
