User:GuoguangKim

Definition of Distance education: Distance education is a method of teaching in which it does not require students’ physical presence at any specific location during the term.

Assignment 1: Annotated Bibliography

===Topic: Distance education in developing countrie and higher education===

Barrett, O. B. (2002) “Distance education provision by universities: How institutional contexts affect choices�?, in W. H. Dutton and B. D. Loader (ed.) Digital Academe: The new media and institutions of higher education and learning, London and New York: Routledge, pp. 185-204. ISBN 0415262259

This study was carried out by Barrett, a Professor of Communication at California State University Polytechnic, Pomona. He draws on realistic experiences in the USA and UK to identify six models of distance education and hopes to spot the major experiences when compared with other nations. He argues that their production and mode of delivery is shaped and influenced by three primary contextual dimensions that are private/public, dedicated/incorporated, strategic/non-strategic, and three secondary aspects such as technology mix, financial and production models, and target audiences. He states that these six models of distance education indicate how different institutional backgrounds influence the choices made by educational planners and practitioners. These six characteristics highlight the dangers of overly focusing on technology in distance education as well as offer valuable guidance to the planning and practice in universities, national and local government, and research. Although the ideas presented were useful, some of terminologies used flew quickly over my head.

Bollag, B. (2001) “Developing Countries Turn to Distance Education,�? The Chronicle of Higher Education vol.47, no.40, pp. 29-30.

Faced with difficulties of building more universities to keep up with population growth, developing nations are fuelled with the need to boost the growth of distance education so as to bridge the gap with other rich nations. Bollag states that many of these poor countries see distance program as a “cheap�? way to educate people. In addition he also addresses the role of the student and teacher and the communication of content in distance education. He gives an example of China, whereby distance education is playing a central role in educating more people and easing the demand on traditional universities. Hence the widespread of multimedia and online study materials is increasingly seen in cities where the Internet is easily accessible. Student support services proved valuable in developing countries for disadvantaged students. The author ultimately points out that engaging in the field of distance education would ensure excellent learning opportunities for students.

Carlson, S. and Firpo, J. (2001) “Integrating computers into teaching: Findings from a 3-year program in 20 developing countries�?, in L. R. Vandervert, L. V. Shavina and R. A. Cornell (ed.) Cybereducation: The future of long distance learning, New York: Mary Ann Liebert, inc., pp. 85-112. ISBN 0913113913

This chapter begins with a description of the characteristics of World Links for Development (WorLD) program and provides results based on its primary objective of integrating educational technologies in developing countries. “WorLD has become a prominent force in distance education�?. Through the Carlson and Firpo provides data results and charts detailing and outlining the important feedback received from the findings. Many developing countries lack capital for traditional educational infrastructure, therefore relying on distance education that is often funded by the World Bank. They conclude that distance learning helps to narrow the knowledge gap and the “great digital divide�?.

Hellman, J.A. (2003) “An Unquestionably Positive Step Forward,�? UN Chronicle vol.40, no.4, pp. 47-49.

This article explores the teaching-learning process between teachers and students in distance education. Hellman states the potential benefits of distance education such as greater accessibility to education that distance learning offers as oppose to traditional-learning students, flexibility of time, progressing at one’s leisurely pace, and the opportunity to study without having to travel or leave home. Moreover, vast savings and a reduction in teacher’s salaries could be achieve if educational materials were made available online to distance students rather than the need for more physical entities or infrastructure. The author also states that faced with the growing pressure to keep up with other developed countries, distance education can also train more people better at a lower cost. However these advantages are not without its drawbacks. Cost and huge capital investments, time constraints, isolation of students from teachers and peers, and drop-out rates that are far higher than in traditional-based courses. She proceeds to explain the reasons for its drawbacks and solutions to overcome them. In particular, the future of distance education is about a collaborative effort between teachers and technology that prevails over the limitations of time and space, enabling students to learn in a shorter period of time, at lesser costs.

Juma, M. N. (2001) “From traditional distance learning to virtual distance learning in higher education in Africa: Trends and Challenges�?, in F. T. Tschang and T. D. Senta (ed.) Access to knowledge: new information technologies and the emergence of the virtual university, UK, Oxford: Pergamon, pp. 290-297. ISBN 0080436706

This chapter examines the African virtual University (AVU) and shows how distance education assisted Africa to engage head-on with the growing global economy. Juma, a senior lecturer and a director of AVU and Institution of Distance Education, Kenyatta University, Kenya, begins by providing a brief history since the birth of distance education. He quotes reliable resources like UNESCO that distance education was made popular and available by multi-media methods, emphasized the importance of distance learning. The next section examines the history of African Distance learning in which he explores the characteristics of traditional distance learning programs. Next, Juma explores and defines distance education as well as the benefits and some key challenges. Further on, he gives a brief explanation on how these challenges could be solved through partnership and collaboration. His inclusion of empirical evidences such as surveys, charts and statistical values makes his case credible.

Mangan, P. (2001) “What is distance learning?,�? Management Quarterly vol.42, no.3, pp. 30-35.

This feature article provides a brief insight to distance learning. Mangan defines distance learning as education, which can be instantly accessed anytime and anywhere according to users’ desire. There are numerous delivery modes for education such as audio, video and computer technologies. In remote areas, the inability to travel and take time off work has led to distance education as the only quintessential mean of updating one’s skills necessary for one’s job. Common forms of distance learning are clearly outlined and defined. Firstly, computer-based training (CBT) allows users to interact with course material in a CD-ROM via a desktop computer through the use of a mouse. Secondly, Videoconferencing has seen a recent rise in popularity as it provides instantaneous and real-time interaction between students and teacher all over the globe. Benefits include a reduction in travel fees and convenience. Lastly, web-based training (WBT), or on-line training, provides training over the internet through the use of a browser. Users in remote areas without high-speed internet may be affected by this limitation as content download is significantly delayed. This paper presents general distance learning theories suitable for someone seeking to view these theories for comparison.

Peters, O. (2003) “Chapter 1: 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. 15-26. ISBN 0749440686

In this chapter, Peters reviews several models of distance education with a focus on openness and flexibility, and emphasises the fact that the division between conventional and distance education is blurred with the constant pressure of expansion. He provides convincing conceptual and logical analysis, and through his perspective of planning and management, these models “individualised mass learning�?. The comprehensive analysis of the models provides a strong background to the analysis of open distance education in the developed and developing countries. He notes that developing countries are incorporating distance education in the process of developing into developed nation. He concludes in maintaining that distance education is the most open and flexible form of learning and teaching. By providing both an overview and an insight for those involve in distance education, training and reform, in general, this book would be invaluable to distance educators and professionals.

Spronk, B. (2001) “Naming the learning technology issues in developing countries�?, in E. J. Burge and M. Haughey (ed.) Using learning technologies: International perspectives on practice, London and New York: RoutledgeFalmer, pp. 15-24. ISBN 0415216885

This chapter presents an insight into the issues that arise for women in developing countries preceding the use of technology for learning. The definition of learning technologies is broad and it includes an explanation of the tools used (print, audio, video, online applications) as well as their social effects. Through her voice as a worker in overseas education for development with extensive Canadian and international academic experience in distance education, she seeks to recognise the influence of poverty on their lives and ultimately improve their quality of life through the expansion of educational prospects. Spronk approaches this primarily through open and distance learning. She explores issues such as constraints by poverty and other issues raised for women around the use of learning technologies. She also provides substantial evidence through statistical figures to support her case. This chapter speaks directly to researchers as it offers practical guidelines.

Sturm, S. (2004) “Closing the Gap with Distance Education,�? Green Teacher, no.73, pp. 37-40.

Teachers in remote, developing countries undergo interactive and hands on approach through communication technologies. Most teachers in remote, isolated areas are faced with the difficulties of budgetary concerns and time constraints in attending traditional workshops. Therefore, Sturm takes an in-depth look at some of the key elements of distance learning programmes. He states that with “great objectives, well-written curriculum, and simple technology�?, a distance-delivered professional development program is just as effective as a traditional workshop and yet reaches many more individuals throughout the globe. A detailed description of key elements of a distance delivered environmental education course such as starting with great objectives and great materials, use simple technology, and invite learners outside. New e-learning technologies improve access to professional development and augment the experience of distance learning. This article provides valuable information regarding competencies for distance education professionals and is extremely valuable for practical distance education teaching information.

GuoguangKim 22:12, 11 Aug 2005 (EST)

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2nd year CI student

• g2.kim@student.qut.edu.au
• Interest: Rugby union, golf, weight-training
• Singaporean

GuoguangKim 09:16, 2 Aug 2005 (EST)