As universities become more and more dependent on new media and communication technologies, a decreased dependence on locality inevitably ensues. This is a tremendous advantage for students of these universities because it is then easier for them to make use of new media in a more efficient and skillful manner. This increased technological literacy is also the reason why online learning at the E-university will have a different educational structure to the traditional campus university (Peters, 2001).
If managed efficiently, distance education has the ability to ‘enable an expansion of tertiary enrollments at less cost per student than under the traditional residential campus system’ (Peters, 2001). The incorporation of non-locality based elements to course structure also allows for greater flexibility in the design and delivery of curriculum content than is normally associated with classroom teaching. Distance tertiary education also accommodates the growing demand for lifelong learning more easily then residential programs do, also enabling courses to adapt to specific student needs or work requirements, thereby enabling greater relevance.
There are many other benefits of non-locality based university courses, such as the ability to effectively reach those learners who have been denied access to tertiary education, the economically marginalised, the incarcerated, and refugees, for example. Expanding tertiary enrollments have generated an increased need for academic staff. This, coupled with the rising costs of post-graduate degrees, have made graduate training more and more difficult to accomplish (McNaught, 2003). Internationally available ‘virtual’ post-graduate programs have provided a viable alternative and helped combat the insufficient numbers of academic staff. Distance learning programs at the post-graduate level are increasingly available to self-motivated students who seek the qualifications.
‘Distance learning is the most modern form of educational delivery’ (Peters, 2001). What is not commonly understood in that modern non-locality based learning is not a new invention, but merely a new way of employing traditional educational structures and ideologies. As advancements in technology happen more rapidly, so to does the innovation and expansion of technology-assisted distance education. ‘In the past, distance education was often viewed as inferior by much of the traditional academic community because it tends to have lower graduation rates and less direct interaction between teacher and student’ (Peters, 2001). Today, this no longer needs to be the case as accumulated worldwide experience is contributing to more effective program design. It has repeatedly been demonstrated that there is no significant difference in student performance according to the teaching methods employed (McNaught, 2003).
McNaught, C. (2003) “Supporting the global E-teacher�?, International Journal of Training and Development, 7(4) pp 287.
Peters, O (2001) “Learning with New Media in Distance Education�?, retrieved on 20/10/05 from http://www.uni-oldenburg.de/zef/cde/vl4_4.pdf
Greg David Toolen 11:53, 28 Oct 2005 (EST)
