DISTANCE EDUCATION....
Distance education....
Distance education or long-distance learningis the education of students who may not always be physically present at a school.[1][2]Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via post. Today it involves online education. Courses that are conducted (51 percent or more)[3] are either hybrid,[4] blended[5] or 100% distance learning. Massive open online courses (MOOCs), offering large-scale interactive participation and open access through the World Wide Webor other network technologies, are recent developments in distance education.[1] A number of other terms (distributed learning, e-learning, online learning, etc.) are used roughly synonymously with distance education.
Technologies
Although the expansion of the Internet blurs the boundaries, distance education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning.
In synchronous learning, all participants are "present" at the same time. In this regard, it resembles traditional classroom teaching methods despite the participants being located remotely. It requires a timetable to be organized. Web conferencing, videoconferencing, educational television, instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP.[31]Web conferencing software helps to facilitate meetings in distance learning courses and usually contain additional interaction tools such as text chat, polls, hand raising, emoticons etc. These tools also support asynchronous participation by students being able to listen to recordings of synchronous sessions. Immersive environments (notably SecondLife) have also been used to enhance participant presence in distance education courses. Another form of synchronous learning that has been entering the classroom over the last couple of years is the use of robot proxies[32] including those that allow sick students to attend classes.[33]
Some universities have been starting to use robot proxies to enable more engaging synchronous hybrid classes where both remote and in person students can be present and interact using telerobotics devices such as the Kubi Telepresence robot stand that looks around and the Double Robot that roams around. With these telepresence robots, the remote students have a seat at the table or desk instead of being on a screen on the wall.[34][35]
In asynchronous learning, participants access course materials flexibly on their own schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are message boardforums, e-mail, video and audio recordings, print materials, voicemail, and fax.[31]
The two methods can be combined. Many courses offered by both open universities and an increasing number of campus based institutions use periodic sessions of residential or day teaching to supplement the sessions delivered at a distance.[36] This type of mixed distance and campus based education has recently come to be called "blended learning" or less often "hybrid learning". Many open universities uses a blend of technologies and a blend of learning modalities (face-to-face, distance, and hybrid) all under the rubric of "distance learning".
Distance learning can also use interactive radio instruction (IRI), interactive audio instruction (IAI), online virtual worlds, digital games, webinars, and webcasts, all of which are referred to as e-Learning.[36]
Radio and television
The rapid spread of film in the 1920s and radio in the 1930s led to proposals to use it for distance education.[38] By 1938, at least 200 city school systems, 25 state boards of education, and many colleges and universities broadcast educational programs for the public schools.[39] One line of thought was to use radio as a master teacher.
A typical setup came in Kentucky in 1948 when John Wilkinson Taylor, president of the University of Louisville, teamed up with NBCto use radio as a medium for distance education, The chairman of the Federal Communications Commission endorsed the project and predicted that the "college-by-radio" would put "American education 25 years ahead". The University was owned by the city, and local residents would pay the low tuition rates, receive their study materials in the mail, and listen by radio to live classroom discussions that were held on campus.[41]Physicist Daniel Q. Posin also was a pioneer in the field of distance education when he hosted a televised course through DePaul University.[42]
Charles Wedemeyer of the University of Wisconsin–Madison also promoted new methods. From 1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated Instructional Media Project (AIM) which brought in a variety of communications technologies aimed at providing learning to an off-campus population. The radio courses faded away in the 1950s.[43] Many efforts to use television along the same lines proved unsuccessful, despite heavy funding by the Ford Foundation.[44][45][46]
From 1970 to 1972 the Coordinating Commission for Higher Education in California funded Project Outreach to study the potential of telecourses. The study included the University of California, California State University and the community colleges. This study led to coordinated instructional systems legislation allowing the use of public funds for non-classroom instruction and paved the way for the emergence of telecourses as the precursor to the online courses and programs of today. The Coastline Community Colleges, The Dallas County Community College District, and Miami Dade Community College led the way. The Adult Learning Service of the US Public Broadcasting Service came into being and the “wrapped” series, and individually produced telecourse for credit became a significant part of the history of distance education and online learning.
Internet
The widespread use of computers and the internet have made distance learning easier and faster, and today virtual schools and virtual universities deliver full curricula online.[47] The capacity of Internet to support voice, video, text and immersion teaching methods made earlier distinct forms of telephone, videoconferencing, radio, television, and text based education somewhat redundant. However, many of the techniques developed and lessons learned with earlier media are used in Internet delivery.
The first completely online courses for graduate credit were offered by Connected Education, starting in the Fall of 1985, leading to the MA in Media Studies from The New School.[48] The first new and fully online university was founded in 1994 as the Open University of Catalonia, headquartered in Barcelona, Spain. In 1999 Jones International University was launched as the first fully online university accredited by a regional accrediting association in the US.[49]
Between 2000 and 2008, enrollment in distance education courses increased rapidly in almost every country in both developed and developing countries.[50] Many private, public, non-profit and for-profit institutions worldwide now offer distance education courses from the most basic instruction through to the highest levels of degree and doctoral programs. New York University, for example, offers online degrees in engineering and management-related fields through NYU Tandon Online. Levels of accreditation vary: widely respected universities such as Stanford University and Harvard now deliver online courses—but other online schools receive little outside oversight, and some are actually fraudulent, i.e., diploma mills. In the US, the Distance Education Accrediting Commission (DEAC) specializes in the accreditation of distance education institutions.[51]
In the United States in 2011, it was found that a third of all the students enrolled in postsecondary education had taken an accredited online course in a postsecondary institution.[52] Even though growth rates are slowing, enrollment for online courses has been seen to increase with the advance in technology. The majority of public and private colleges now offer full academic programs online.[52] These include, but are not limited to, training programs in the mental health,[53]occupational therapy,[54][55] family therapy,[56]art therapy,[57] physical therapy,[55] and rehabilitation counseling[58] fields. Even engineering courses that require the manipulation and control of machines and robots[59] that are technically more challenging to learn remotely are subject to distance learning through the internet.
Distance education has a long history, but its popularity and use has grown exponentially as more advanced technology has become available. By 2008, online learning programs were available in the United States in 44 states at the K-12 level.[60]
Internet forums, online discussion group and online learning community can contribute to an efficacious distance education experience. Research shows that socialization plays an important role in some forms of distance education.[61]
E-courses are also a viable option for distance learning. There are many available that cover a broad range of topics.
Benefits
Distance learning can expand access to education and training for both general populace and businesses since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments.[65] Devolving some activities off-site alleviates institutional capacity constraints arising from the traditional demand on institutional buildings and infrastructure.[65] Furthermore, there is the potential for increased access to more experts in the field and to other students from diverse geographical, social, cultural, economic, and experiential backgrounds.[56]As the population at large becomes more involved in lifelong learning beyond the normal schooling age, institutions can benefit financially, and adult learning business courses may be particularly lucrative.[65]Distance education programs can act as a catalyst for institutional innovation[65] and are at least as effective as face-to-face learning programs,[53][54][66] especially if the instructor is knowledgeable and skilled.[57]
Distance education can also provide a broader method of communication within the realm of education. With the many tools and programs that technological advancements have to offer, communication appears to increase in distance education amongst students and their professors, as well as students and their classmates. The distance educational increase in communication, particularly communication amongst students and their classmates, is an improvement that has been made to provide distance education students with as many of the opportunities as possible as they would receive in in-person education. The improvement being made in distance education is growing in tandem with the constant technological advancements. Present-day online communication allows students to associate with accredited schools and programs throughout the world that are out of reach for in-person learning. By having the opportunity to be involved in global institutions via distance education, a diverse array of thought is presented to students through communication with their classmates. This is beneficial because students have the opportunity to "combine new opinions with their own, and develop a solid foundation for learning".[67] It has been shown through research that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning", which can help students become knowledgeable of a wide array of viewpoints in education.[67] To increase the likelihood that students will build effective ties with one another during the course, instructors should use similar assignments for students across different locations to overcome the influence of co-location on relationship building.
The high cost of education affects students in higher education, to which distance education may be an alternative in order to provide some relief.[66] Distance education has been a more cost-effective form of learning, and can sometimes save students a significant amount of money as opposed to traditional education. Distance education may be able to help to save students a considerable amount financially by removing the cost of transportation.[69] In addition, distance education may be able to save students from the economic burden of high-priced course textbooks. Many textbooks are now available as electronic textbooks, known as e-textbooks, which can offer digital textbooks for a reduced price in comparison to traditional textbooks. Also, the increasing improvements in technology have resulted in many school libraries having a partnership with digital publishers that offer course materials for free, which can help students significantly with educational costs.[69]
Within the class, students are able to learn in ways that traditional classrooms would not be able to provide. It is able to promote good learning experiences and therefore, allow students to obtain higher satisfaction with their online learning.[70] For example, students can review their lessons more than once according to their need. Students can then manipulate the coursework to fit their learning by focusing more on their weaker topics while breezing through concepts that they already have or can easily grasp.[70] When course design and the learning environment are at their optimal conditions, distance education can lead students to higher satisfaction with their learning experiences.[66] Studies have shown that high satisfaction correlates to increased learning. For those in a healthcare or mental health distance learning program, online-based interactions have the potential to foster deeper reflections and discussions of client issues[55] as well as a quicker response to client issues, since supervision happens on a regular basis and is not limited to a weekly supervision meeting.[58] This also may contribute to the students feeling a greater sense of support, since they have ongoing and regular access to their instructors and other students.[55][58]
Distance learning may enable students who are unable to attend a traditional school setting, due to disability or illness such as decreased mobility and immune system suppression, to get a good education.[71]Children who are sick or are unable to attend classes are able to attend them in "person" through the use of robot proxies. This helps the students have experiences of the classroom and social interaction that they are unable to receive at home or the hospital, while still keeping them in a safe learning environment. Over the last few years[when?]more students are entering safely back into the classroom thanks to the help of robots. An article from the New York Times, "A Swiveling Proxy Will Even Wear a Tutu", explains the positive impact of virtual learning in the classroom,[72] and another[73] that explains how even a simple, stationary telepresence robot can help.[74] Distance education may provide equal access regardless of socioeconomic status or income, area of residence, gender, race, age, or cost per student.[75] Applying universal designstrategies to distance learning courses as they are being developed (rather than instituting accommodations for specific students on an as-needed basis) can increase the accessibility of such courses to students with a range of abilities, disabilities, learning styles, and native languages.[76] Distance education graduates, who would never have been associated with the school under a traditional system, may donate money to the school.[77]
Distance learning may also offer a final opportunity for adolescents that are no longer permitted in the general education population due to behavior disorders. Instead of these students having no other academic opportunities, they may continue their education from their homes and earn their diplomas, offering them another chance to be an integral part of society.
Distance Learning offers individuals a unique opportunity to benefit from the expertise and resources of the best Universities currently available. Students have the ability to collaborate, share, question, infer and suggest new methods and techniques for continuous improvement of the content. The ability to complete a course at a t pace that is appropriate for each individual is the most effective manner to learn given the personal demands on time and schedule. Self-paced distance learning on a mobile device such is a smartphone provides maximum flexibility and capability.
Criticism
Barriers to effective distance education include obstacles such as domestic distractions and unreliable technology,[78] as well as students' program costs, adequate contact with teachers and support services, and a need for more experience.[79]
Some students attempt to participate in distance education without proper training with the tools needed to be successful in the program. Students must be provided with training opportunities (if needed) on each tool that is used throughout the program. The lack of advanced technology skills can lead to an unsuccessful experience. Schools have a responsibility to adopt a proactive policy for managing technology barriers.[80] Time management skills and self discipline in distance education is just as important as complete knowledge of the software and tools being used for learning.
The results of a study of Washington state community college students showed that distance learning students tended to drop out more often than their traditional counterparts due to difficulties in language, time management, and study skills.[81]
According to Dr. Pankaj Singhm, director of Nims University, "distance learning benefits may outweigh the disadvantages for students in such a technology-driven society; however before indulging into use of educational technology a few more disadvantages should be considered." He describes that over multiple years, "all of the obstacles have been overcome and the world environment for distance education continues to improve." Dr. Pankaj Singhm also claims there is a debate to distance education stating, "due to a lack of direct face-to-face social interaction. However, as more people become used to personal and social interaction online (for example dating, chat rooms, shopping, or blogging), it is becoming easier for learners to both project themselves and socialize with others. This is an obstacle that has dissipated."[82]
Not all courses required to complete a degree may be offered online. Health care profession programs in particular, require some sort of patient interaction through field work before a student may graduate.[83] Studies have also shown that students pursuing a medical professional graduate degree who are participating in distance education courses, favor face to face communication over professor-mediated chat rooms and/or independent studies. However, this is little correlation between student performance when comparing the previous different distance learning strategies.[54]
There is a theoretical problem about the application of traditional teaching methods to online courses because online courses may have no upper size limit. Daniel Barwick noted that there is no evidence that large class size is always worse or that small class size is always better, although a negative link has been established between certain types of instruction in large classes and learning outcomes; he argued that higher education has not made a sufficient effort to experiment with a variety of instructional methods to determine whether large class size is always negatively correlated with a reduction in learning outcomes.[84] Early proponents of Massive Open Online Courses (MOOC)s saw them as just the type of experiment that Barwick had pointed out was lacking in higher education, although Barwick himself has never advocated for MOOCs.
There may also be institutional challenges. Distance learning is new enough that it may be a challenge to gain support for these programs in a traditional brick-and-mortar academic learning environment.[55]Furthermore, it may be more difficult for the instructor to organize and plan a distance learning program,[58] especially since many are new programs and their organizational needs are different from a traditional learning program.
Additionally, though distance education offers industrial countries the opportunity to become globally informed, there are still negative sides to it. Hellman states that "These include its cost and capital intensiveness, time constraints and other pressures on instructors, the isolation of students from instructors and their peers, instructors’ enormous difficulty in adequately evaluating students they never meet face-to-face, and drop-out rates far higher than in classroom-based courses."[85]
A more complex challenge of distance education relates to cultural differences between student and teachers and among students. Distance programmes tend to be more diverse as they could go beyond the geographical borders of regions, countries, and continents, and cross the cultural borders that may exist with respect to race, gender, and religion. That requires a proper understanding and awareness of the norms, differences, preconceptions and potential conflicting issues.[86]
Educational technology
The modern use of electronic educational technology (also called e-learning) facilitates distance learning and independent learning by the extensive use of information and communications technology (ICT), replacing traditional content delivery by postal correspondence. Instruction can be synchronous and asynchronous online communication in an interactive learning environment or virtual communities, in lieu of a physical classroom. "The focus is shifted to the education transaction in the form of virtual community of learners sustainable across time."[87]
One of the most significant issues encountered in the mainstream correspondence model of distance education is transactional distance, which results from the lack of appropriate communication between learner and teacher. This gap has been observed to become wider if there is no communication between the learner and teacher and has direct implications over the learning process and future endeavors in distance education. Distance education providers began to introduce various strategies, techniques, and procedures to increase the amount of interaction between learner and teacher. These measures e.g. more frequent face-to-face tutorials, increased use of information and communication technologies including teleconferencing and the Internet, were designed to close the gap in transactional distance.
Credentials
Online credentials for learning are digital credentials that are offered in place of traditional paper credentials for a skill or educational achievement. Directly linked to the accelerated development of internet communication technologies, the development of digital badges, electronic passports and massive open online courses (MOOCs) have a very direct bearing on our understanding of learning, recognition and levels as they pose a direct challenge to the status quo. It is useful to distinguish between three forms of online credentials: Test-based credentials, online badges, and online certificates.
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