Distance Education Students example essay topic

Education is an essential element in societies throughout the world. For many years education has been provided in classrooms on campuses worldwide, but there has been a change made to the conventional method of classroom learning. With the advancements in technology, education has been restructured so that it may be accessible to everyone through taking courses online. Distance learning takes place when the teacher and student are separated from one another due to their physical location and technology is used to communicate instructions to the student and to communicate feedback to the instructor.

The virtual classroom is one of the various forms of technology used as an alternative to the traditional classroom settings. Other tools used to educate from a distance include audio, video, data, and print. Accessibility to technology and knowledge of certain software application are needed to be able to successfully take an online course. A student must know how to use a computer, so that they can communicate with an instructor, submit any assignments, and also communicate with peers. The other requirement a student must meet is having access to a computer system.

Having a system at home is the best method, but being able to use a computer at work or another reliable location may be beneficial as well. The effectiveness of online education is constantly being analyzed. Since online education is fairly new, research on it is critical at this time. Findings are showing that online education is just as effective as traditional education, based on the comparison of grades, but online education is not surpassing traditional education at this time.

Depending on the proper implementation of technological tools used for online courses, it can have a great impact on the effectiveness of distance learning. Only a selective few are ideal candidates for online education. Self motivated and Distance learning through online education is a great alternative to traditional education, but it cannot replace the experience of a traditional education. Many professors are weary that online courses may be the fall of universities and campuses. Others think that it is a fad and once it is proven to be not as supportive as having teacher to student contact in person, it will lack the credibility that is needed and it will become a thing of the past. Although these views may be a reality one day, there is not enough evidence to rule them as being true or untrue.

However to every up there is a down and to every in there is an out; everything will not be perfect. Online education, no matter how convenient, does not offer the social grounding and exposure most college campuses have to offer. That is the one advantage that universities have over distance learning. Many prefer the campus lifestyle versus the distance learning because they can use campus resources for their everyday life. Distance education is becoming a more vital part of the higher education family.

Just about every major American university offers these courses. Distance education reaches a broader student audience, better addresses student needs, saves money, and more importantly uses the principles of modern learning pedagogy (Fitzpatrick, 2001). Public as well as political interest in distance education is especially high in geographic regions where the student population is widely distributed (Sherry, 1996). In fact, public policy leaders, in some states, are recommending the use of distance education as opposed to traditional learning. As distance education increasingly becomes a vital part of higher education, one must ask, if distance education is in fact better, worse, or as good as traditional education? A vehement argument is being waged, pitting distance education against traditional face-to-face education.

Some argue that distance education is viewed as being different from other forms of education. Many educational-technologists view it as being linked to technology (Garrison, 1987), an aspect that may play a role in course development and acceptance problems (Jeffries, 1996). According to Fox (1998), what is in dispute is not whether distance education is ideal, but whether it is good enough to merit a university degree, and whether it is better than receiving no education at all. He alludes to an argument that states students learn far too little when the teacher's personal presence is not available because the student has more to learn from the teacher than the texts. Thus, in order for the student to be taught well, does the teacher have to be personally present? Many advocates of distance education are ardent about their venue and very critical of traditional education.

These online education devotees view traditional classes as being unchangeable, inflexible, teacher-centered, and static (Fitzpatrick 2001). However, proponents argue that many simply would not be able to get a degree without distance education-the full-time police officer, the mother of four, or the individual living in a rural area approximately 100-200 miles away from any educational institution. Many individuals desperately need distance education courses because they 'have jobs, families, civic responsibilities. They are thirsting. But some want us to say, 'Sorry you don't want to drink the water there, but we can't bottle our fresh spring water, so you " ll have to come here or drink nothing' (Fox, 1998, p. 5). Proponents contend that distance education is 'as good as' traditional education.

In other words, learning occurs as much in distance education as it does in traditional education. However, is this really so? Does distance education work better for some students as opposed to others? Does student assessment in distance education differ from that in the traditional classroom (Phipps and Merisotis, 1999)? Opponents of distance education may agree that it is possible for some learning to occur through this medium, but that isn't enough. They stress focusing on the fullness of learning (Fox, 1998).

Review of Literature A profusion of online articles presents arguments both for and against distance education. Why such a dichotomy of opinions? It is because in spite of all of the research studies conducted as well as the large amount of written material focusing on distance education, 'there is a relative paucity of true, original research dedicated to explaining or predicting phenomena related to distance learning' (Phipps and Merisotis, 1999, p. 2). Most original research focuses on student outcomes (grades, test scores), student attitudes, and overall student satisfaction toward distance education.

Moreover, most of these studies conclude that distance education compares favorably with classroom-based instruction. In fact, Fox (1998) stated that only theories, not proof, allude to the fact that distance education students' education is not worthy of a degree. He stated he found no actual evidence from a single study, from distance education teaching experiences, or from students has provided proof of such a deficiency. Fox, along with other distance education supporters, students, and professionals, support the idea that distance education classes are good enough and feel that students are not sacrificing an on-campus education in order to get an education through distance education. With few exceptions, students using technology in distance education have similar learning outcomes to students in the traditional classroom setting (Beare 1989; McCleary & Egan 1989; So nner 1999). Souder (1993) conducted a natural experiment that compared traditional students and distance education students in management of technology master's degree programs.

Results indicate that distance learners should not be viewed as disadvantaged in their learning experiences. Further, distance learners can perform as well as or better than traditional learners as measured by homework assignments, exams, and term papers. Equally important, as noted by researchers, is the fact that students in distance learning courses earned higher grades than those in the traditional classroom setting (Bartlett 1997; Both un 1998; He ines & Hulse 1996; Kab at & Friedel 1990; Schutt e 1996; Souder 1993). Gubernick and Ebel ing (1997) stated that distance education students scored from five to ten percent higher on standardized achievement tests than did students in the traditional classroom setting. Conversely, as reported by other researchers, there are no significant differences in grades for distance education students versus traditional students (Freeman 1995; Mortensen 1995; McKissack 1997). Wiesner (1983) notes that an important question still remaining to be answered is, what are the factors that account for student success or failure in distance learning programs?

Is it possible that student learning style preferences have an affect on whether or not students succeed or fail? Students who had learning preferences (that is, strengths) that were not supported were identified by their instructors as being slow or poor achievers (Marshall, 1991). According to Sherry (1996), student preference for a particular mode of learning is an important variable in learning effectiveness, and effective learning requires knowledge of learner styles. What may work for one type of learner may not necessarily work for another.

Learning style, as defined by Canfield (1992), is the moving component of educational experience that motivates students to perform well. Recognizing the existence of alternate learning styles may be helpful to the instructor in developing a local instructional theory and, according to Owens and Strat on (1980), localized theory has a greater prospect of success as opposed to a general instructional theory. According to Dunn, Beaudry, and K lavas (1989), if learning preferences were supported through altering educational conditions to meet learning style preferences, statistically significant improvements in behaviors, grades, and attitudes would be observed. This philosophy can be referred to as 'the match of critical learning style factors to environment and instruction' (Marshall, 1991,226).

In addition, there is a relationship between learning style variables and the satisfaction and completion of distance learning programs (Thompson 1984; Moore 1976). Much of the focus in e-learning today -- from analysts, industry observers, consultants, and technologists -- is on e-learning in the corporate world. But the biggest impact and opportunity for e-learning may ultimately be in education. Most governments want to raise the skills and education level of its population, but to date e-learning has had little impact in this area. E-learning can potentially transform education at every level. It can make high-quality educational experiences available to those whose location, economic, and personal constraints have prevented them from pursuing their educational goals.

These learners also represent a wider student market for universities and other education establishments. With all of these potential benefits, and a willing and interested market, why has e-learning made so little apparent progress in the education market? University Resistance? One issue is that universities don't see themselves merely as educational 'content providers. ' Universities have a proud tradition of combining learning, research, teaching, and professional development. If you look at higher education as a whole, it's not necessarily obvious how to implement e-learning.

Do you start at the periphery in an area such as continuing education and let it gradually spread to the rest of the university? Does this create channel conflict for learning? Will resistance come from professors and researchers? How do you best combine the benefits of traditional teaching and tutoring models with the opportunities that e-learning technologies and capabilities provide? A second reason higher education resists e-learning is the absence of many of the technical skills needed as well as the experience in marketing and customer service necessary to support and develop this new market. Many universities are attempting some e-learning initiatives, but on a very limited scale.

To have any chance of expanding the programs, they recognize the need for the right base of skills. Funding for such initiatives at the university level is yet another challenge. How much can or should a university or higher education establishment direct toward building the necessary capabilities in a new area where an outcome is unclear? The usual answer is, 'Not enough. ' A number of private ventures, especially in the United States, are attempting to tap into this potentially lucrative market. To date, these ventures have focused on the specific skills and technical capabilities needed.

Where they fall short is in the area of access and sponsorship from universities, which resist giving up control, perceived or real. The result, again, is limited success. The University of Phoenix, a private enterprise, is the most cited example. Though probably the most successful in the United States, the organization needed a great deal of time and resources to become sustainable. Universities are also suspicious of the corporate side of e-learning.

Universities and corporations have historically disagreed on the question of intellectual property. As the flag-bearers of the concept of free knowledge and research, universities resist the of knowledge. Government Support Breaks Down Barriers Another major player in education is government. It has only recently entered this dialog, and initial results are promising. Government shows an increasing interest in leveraging e-learning to create more widespread and cost-effective delivery of education from the most basic levels, such as literacy training, all the way up to postgraduate degrees. The great benefit of governmental support is that it can provide sponsorship and commitment.

Universities need a development model that provides a common capability backed by government, allowing universities and other educational bodies to exploit e-learning and focus on content and teaching. This model has emerged in the United Kingdom, where the Department for Education and Skills (DfES) launched an initiative in 2001 called UKe Universities or UKeU Ltd. UKeU is funded by DfES. At the outset, it was organized as a separate commercial enterprise that is expected to become self-funding and profitable over the next few years. UKeU will provide a comprehensive e-learning platform and support e-learning-based degree courses and modules for a broad student market around the world. UKeU is also responsible for developing its market and providing the marketing channel for these offerings.

With this organization, universities benefit because they can continue to focus on and own the content on the educational side, while UKeU provides the capabilities and skills in marketing, sales, learning design, content development, and platform operation and support. All parties then share the benefits and costs. Universities can oversee and control the process through this structure that includes board representation, the representative body for all UK universities, and, of course, DfES. The first courses were developed with three leading UK universities and are now in operation. The modular design of the courses gives students the flexibility to tackle courses in the best way for them, given their personal schedules. Online support is available to students through such tools as chat rooms, e-mail, a real-time online forum for collaboration, and asynchronous conferencing.

Course tutors and 24/7 technical support staff are also available. This model may herald a new spirit of cooperation where government sponsorship can support universities working collaboratively with private enterprise to leverage the capabilities needed to exploit e-learning at a larger scale. Many governments and higher education authorities around the world are looking closely at the UKeU model. Accenture is participating with UKeU to examine how it could use this model within the business world to provide a more cost-effective and adaptable means of providing academic educational content to companies.

Keys to Success To successfully bring e-learning into universities, we need: 1. Sustainable government sponsorship. Government sponsorship provides two important benefits: funding and a mandate to serve broader constituencies rather than special interests. 2. Participation and support from major universities.

The UKeU participating universities are world-class institutions, ensuring high-quality content and strong branding. 3. Advanced technical skills. The performance and technical infrastructure of a model like UKeU must be strong and scalable. 4. Learning design expertise.

The unique pedagogy of e-learning requires special skills in learning design and interaction design. Content must be presented in a compelling way (not just online lectures, for example), and collaborative offerings must be planned with proper technology in place. 5. A full-time, commercially savvy management team. Strong business, commercial, and marketing skills are required for the e-university to be successful. Something for Everyone The benefits of e-learning in education are considerable for all parties.

Individual learners gain access to world-class educational resources without traveling or taking excessive time away from work and home. Universities have new channels and revenue sources from students who might otherwise be unable to take advantage of offerings. Governments have a new capability by which to raise the quality of life for their citizens, enabling basic skill development and offering the retraining that can provide a more qualified and adaptive labor market. Lofty goals perhaps, but a new spirit of cooperation can ensure that e-learning delivers on these promises.

Peter Cheese is the global managing partner of Accenture's Human Performance service line and is part of its global leadership team. What is Distance Education? Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student (s) are separated by physical distance, and technology (i. e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.

Is Distance Education Effective? Many educators ask if distant students learn as much as students receiving traditional face-to-face instruction. Research comparing distance education to traditional face-to-face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction, when the method and technologies used are appropriate to the instructional tasks, there is student-to-student interaction, and when there is timely teacher-to- student feedback (see Moore & Thompson, 1990; Verdun & Clark, 1991). How is Distance Education Delivered? A wide range of technological options are available to the distance educator. They fall into four major categories: Voice - Instructional audio tools include the interactive technologies of telephone, audio conferencing, and short-wave radio.

Passive (i. e., one-way) audio tools include tapes and radio. Video - Instructional video tools include still images such as slides, pre-produced moving images (e. g., film, videotape), and real-time moving images combined with audio conferencing (one-way or two-way video with two-way audio). Data - Computers send and receive information electronically. For this reason, the term 'data' is used to describe this broad category of instructional tools. Computer applications for distance education are varied and include: o Computer-assisted instruction (CAI) - uses the computer as a self-contained teaching machine to present individual lessons. o Computer-managed instruction (CMI) - uses the computer to organize instruction and track student records and progress. The instruction itself need not be delivered via a computer, although CAI is often combined with CMI. o Computer-mediated education (CME) - describes computer applications that facilitate the delivery of instruction.

Examples include o electronic mail, fax, real-time computer conferencing, and World-Wide Web applications. Print - is a foundational element of distance education programs and the basis from which all other delivery systems have evolved. Various print formats are available including: textbooks, study guides, workbooks, course sylla bi, and case studies. Which Technology is Best?

Although technology plays a key role in the delivery of distance education, educators must remain focused on instructional outcomes, not the technology of delivery. The key to effective distance education is focusing on the needs of the learners, the requirements of the content, and the constraints faced by the teacher, before selecting a delivery system. Typically, this systematic approach will result in a mix of media, each serving a specific purpose. For example: o A strong print component can provide much of the basic instructional content in the form of a course text, as well as readings, the syllabus, and day-to-day schedule. o Interactive audio or video conferencing can provide real time face-to-face (or voice-to-voice) interaction. This is also an excellent and cost-effective way to incorporate guest speakers and content experts. o Computer conferencing or electronic mail can be used to send messages, assignment feedback, and other targeted communication to one or more class members. It can also be used to increase interaction among students. o Pre-recorded video tapes can be used to present class lectures and visually oriented content. o Fax can be used to distribute assignments, last minute announcements, to receive student assignments, and to provide timely feedback.

Using this integrated approach, the educator's task is to carefully select among the technological options. The goal is to build a mix of instructional media, meeting the needs of the learner in a manner that is instruction ally effective and economically prudent. Effective Distance Education Without exception, effective distance education programs begin with careful planning and a focused understanding of course requirements and student needs. Appropriate technology can only be selected once these elements are understood in detail. There is no mystery to the way effective distance education programs develop.

They don't happen spontaneously; they evolve through the hard work and dedicated efforts of many individuals and organizations. In fact, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators. Key Players in Distance Education The following briefly describes the roles of these key players in the distance education enterprise and the challenges they face. Students - Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. Regardless of the educational context, the primary role of the student is to learn.

This is a daunting task under the best of circumstances, requiring motivation, planning, and an ability to analyze and apply the instructional content being taught. When instruction is delivered at a distance, additional challenges result because students are often separated from others sharing their backgrounds and interests, have few if any opportunities to interact with teachers outside of class, and must rely on technical linkages to bridge the gap separating class participants. Faculty - The success of any distance education effort rests squarely on the shoulders of the faculty. In a traditional classroom setting, the instructor's responsibility includes assembling course content and developing an understanding of student needs.

Special challenges confront those teaching at a distance. For example, the instructor must: o Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact. o Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences. o Develop a working understanding of delivery technology, while remaining focused on their teaching role. o Function effectively as a skilled facilitator as well as content provider. Facilitators - The instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. To be effective, a facilitator must understand the students being served and the instructor's expectations. Most importantly, the facilitator must be willing to follow the directive established by the teacher. Where budget and logistics permit, the role of on-site facilitators has increased even in classes in which they have little, if any, content expertise.

At a minimum, they set up equipment, collect assignments, proctor tests, and act as the instructor's on-site eyes and ears. Support Staff - These individuals are the silent heroes of the distance education enterprise and ensure that the myriad details required for program success are dealt with effectively. Most successful distance education programs consolidate support service functions to include student registration, materials duplication and distribution, textbook ordering, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc... Support personnel are truly the glue that keeps the distance education effort together and on track. Administrators - Although administrators are typically influential in planning an institution's distance education program, they often lose contact or relinquish control to technical managers once the program is operational. Effective distance education administrators are more than idea people.

They are consensus builders, decision makers, and referees. They work closely with technical and support service personnel, ensuring that technological resources are effectively deployed to further the institution's academic mission. Most importantly, they maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility.