Team 10

From Instructional Technology Wiki

Distance education takes place when the learner and instructor are separated by time and space. Technology through the World Wide Web made available the opportunity for the USA as well as from a Global perspective to gain access to distance education. Almost all countries suffer from limitations when it comes to distance education. Some underdeveloped, or scarcely populated areas just don't have the funds to build or operate schools. These areas may also be facing barriers of language, as well as limitations in the form of Internet, or tele-communications, but even in electricity for television or radio broadcast. Many countries do have a plan for using distance education. One such plan is a 24-hour celebration which is sending distance education across the globe. The celebration, called, Global Learn Day provides countries around the world with an opportunity to celebrate education and share knowledge, their and the experiences of others on a global scale via the Internet. This is shared by providing live, interactive web-cast that is part global celebration, part conference, part experiment, and part exploration. The first year 78 countries participated, year two 138 countries and more are expected each year. It looks like globally that Distance Education is going strong. -Angie Roland

Description

Students may meet in an off-campus classroom as a group, or from their home through the Internet or a virtual classroom. Students may choose distance education for a number of reasons; time, economic constraints, lifestyle, disability, full time job, full time parent, convience, and classes not offered at local institution. These classes can be delivered both linear and non-linear; meaning direction can be given explicitly or the learner can build a relationship researching and studying a variety of paths, gaining knowledge on certain subjects. Moreover, teachers and students may communicate asynchronously (at times of their own choosing) by exchanging printed or electronic media, or through technology that allows them to communicate in real time. Regardless, of the path of instruction, these internet delivered programs require time management skills and dedication to complete tasks on time. Instructors of internet delivered programs are able to have direct contact with their students by using e-mail and on-line discussion groups. The instructor assumes the role of facilitator, as the learner builds a deep understanding for becoming an independent learner. Types of internet delivered instructional programs include; video conferencing, web conferencing (Wiki), online courses, audio conferencing (Skype), correspondance courses, interaction with information stored on CD-ROM, broadcast through TV or radio, blended learning- more than one delivery method, technology selection, e-mail, and print. The function of distance education is to link teachers and students through technology rather than face-to-face interaction. --Sarock 15:43, 19 May 2006 (EDT)

History

The history of distance education can be dated back as far as the 18th century. Early forms included correspondence (independent) courses in which students worked on assignments outside of the school setting. By the middle of the 20th century an explosion of technology (primarily computers and satellites) allowed for the advent of multiple audiovisual devices which diversified distance education. The University of Wisconsin is perhaps one of the forerunners in developing distance education. Early efforts date back as far as the 1890s in which UW provided off-campus learning opportunities for millions of adults. UW pioneered radio and television broadcasting, videoconferencing, WisLine, and WisView (Gooch, 1998). UW began airing the “School of the Air” which broadcast educational courses in a variety of formats. The later “University of the Air” offered listeners a chance to hear UW professors discuss an array of topics and by the 1980s over 200 faculty were participating in “call-in” shows (Gooch, 1998). Furthermore, in 1965, UW developed a telephone network enabling local physicians an oppurtunity to pursue continuing education programs while at home in their communities. -Alex Rollins

Current Trends in Distance Learning

Development and participation in distance education accelerated as the Internet became a more user-friendly tool. To date, most distance learning occurs via Internet activity in which various current trends have arisen. Compora (2003) has found that few schools have mission statements for their distance learning courses. Currently he is studying this to see if it negatively impacts the success of a program. Another trend is the demographics of the students enrolled in a program. As demographics vary from institution to institution it is important to note that most programs target the non-traditional adult student. Data does suggest that some universities are beginning to target high school students as well as two-year schools. Another issue raised is what hierarchical approval procedures are necessary to offer distance education courses. Most schools require Dean approval where others dictate distance class offering solely by departmental consultation. Distance education of course must be delivered to students through non-traditional means which may range from videotape, Internet transmission, CD-Rom (much less used) and audiotape. Research data is still be gathered to determine which method is most reliable and successful. Obviously, other considerations include budgeting for distance learning, marketing non-traditional courses, evaluating distance courses- all of which are under current scrutiny. -Alex Rollins

Positive Uses

Schools and universities across the country are increasing their use of distance learning. Educational institutions, especially those located in rural areas, are now able to offer students more advanced classes. Schools may offer these distance learning classes for several reasons: lack of resources, teacher availability, and to reduce class size. Distance learning also gives students who may be sick, or homebound an opportunity to complete their classwork without falling behind. On the other hand students who are academically gifted could enroll in online courses and learn at their own pace.

At the college level students are enrolling in distance learning classes for many reasons. The most noted reason was the flexibility of online learning. Many students who are seeking advanced degrees find it hard to balance work, family and school. Because of non-traditional education this problem has been solved. Many participants in distance education also work full time jobs. Internet delivered education allows students to work in the comfort of their own home during the day or night- whenever their time allows. These reasons have made distance education very appealing to a new category of people seeking an advanced degree. According to Wilson and Gray (2004), universities are having to offer continous learning opportunities for people who graduated from college and are pursuing additional degrees; those who did not graduate, but are trying to; and a flexible schedule for students who work a full-time job. These higher educational institutions are using online education as a strategy to help them better meet the needs of their students. --Kristinaj norris 15:18, 19 May 2006 (EDT)

Abuses

One question that seems to arise is whether or not the quality of instruction is the same with distance education as it is with face-to-face classes. If an instructor is not adequately prepared to use the necessary technology to deliver the curriculum content then students are at a disadvantage. The instruction should be designed in a concise manner presenting material that is relevant and up to date. The presentation of online material must meet the needs of different types of learners. When enrolling in online classes, one should be very careful of unaccredited universities and scams. These universities will issue degrees that have no substance to them. Unfortunately, these universities and scams give a bad name to online education.

The student drop out rate of distance learning courses is slowly declining. Course design is a key factor in attracting and retaining students. A badly designed course will result in participant dissatisfaction and may then result in a participant dropping out of the class. "Too many online courses have a very heavy reliance on content and very little effort placed on the learning process." (Prendergast) Research shows that online courses that are designed similar to a correspondence course creates communication between the facilatator and student. An effective online course creates communication between particpants. Learning takes place in a social environment. Students learn more when they communicate with each other. When this socialization is not present within a course it is shown to cause a higher drop out rate. --Kristinaj norris 15:18, 19 May 2006 (EDT)

Summary

In summation, increasing technology, particularly the Internet, promotes and cultivates rich pathways to deliver instruction outside of the confines of a traditional classroom. Distance education historically had its roots in correspondence courses but has expanded to include radio, television, and more recently computer-based methods. Benefits of this type of instruction include freedom to work at home and when time affords, as well as working at one's own rate. Concerns about this atypical instructional stem primarily from concerns about the reliability of instruction and the lack of one on one contact which most students are accustomed. Currently there are some exciting trends taking place in distance learning which are helping to map out the future of distance-based learning.

Resources

Bates, Dr. Tony. (2001).

The Continuing Evolution of ICT Capacity: The Implications for Education,

http://www.col.org/virtualed/chapter3.pdf

Compara, Daniel P. (Summer 2003).

Current Trends in Distance Education An Administrative Model.Online Journal of Distance

Learning Adminstration, Volume VI, :Number II, Summer 2003. State of University of West

Georgia, :Distance Education Center

http://www.westga.edu/~distance/ojdla/summer62/compora62.h:tml

Gooch, James. (November 1998).

They Blazed the Trail for Distance Education. Compliments of University of Wisconsin-:Extension, its partners and other UW :institutions. www.uwex.edu/disted/gooch.htm

Gray, David & Wilson, Jack. (November 29, 2004).

The True Potential and promise of online learning. Retrieved May 11, 2006 from

http://masshightech.bizjournals.com/masshightech/stories/200

4/11/29/focus6.html

Prendergast, Gerry. (2003).

Keeping Online Student Dropout Numbers Low. Retrieved May :16, 2006 from

http://www.globaled.com/articles/GerardPrendergast2003.pdf

Redding, Terrence R. Ph.D (October 2001).

Global Learn Day, a 24 - Hour Celebration of Distance Education :and Technology

http://www.oltraining.com/aaace/aaace2002gld.html

Twyman, Janet

Non-linear curriculum design. Retrieved May 9, 2006, from A Non-Linear Approach to Curriculum