Most throughout the world recognize the value of education. Few of literacy dispute the intellectual power and freedom of expression that knowledge provides. Although, for many, attendance at traditional brick-and-mortar institutions is not an option. For these individuals, employment of click-and-mortar via distance learning remains the only viable option. Although, debate continues relative to pros and cons surrounding both the value and application of this medium as a means both of dispatching and acquiring a quality education.
For many, distance learning remains the only viable medium through which to acquire an education – dispute relative to quality notwithstanding. This fact remains a simple mechanism of geographical, social, and economic condition. Scribing a boundary around treatment of this topic, distance learning remains openly defined as that learning characterized by the separation either in time and/or in space either of the teacher and/or the student as facilitated, in modern times, by technology.
One may make the case that distance learning commenced with the exchange of songs in antiquity. One could also make the case that distance learning commenced with the exchange of written information via the exchange of scrolls in ancient times. Although many modern scholars would rather flatter themselves into thinking that distance learning began more recently with advertisements listed in the Boston Globe in 1728 (Everett and Pershing, 1989). Regardless demarcation pursuant to the beginning, distance learning has matured over time. Shiao-Chuan (2002) suggests that some of these advancements include:
• Broadcasting “School over the Air” in 1966 with radio
• Broadcasting “Junior College over the Air” in 1977 with television
• Broadcasting as a medium, with Television and radio remaining a core staple of distance learning throughout the ‘60’s to the ‘80’s.
• Time delayed collaboration via networked classrooms emerged in the ‘90’s
• Flexible internet-based distance learning emerged strong post 2000
Among the pros and cons of distance learning, the research survey sought to quantify and qualify myths, perceptions, and assertions. The study spanned gender. As well, the research crossed boundaries of those working full time as opposed to those who were full time students – including a mix thereof. The principle objective remained the production of output sufficient to quantify and qualify specific areas of focus relative to improving the quality of education for distance learners.
Assertions going into the study related the “good” with alternative methods to acquire knowledge, availability for working adults and others through the progression of distance learning to higher education for which previously no viable alternatives existed, the ever increasing audience of individuals participating in distance learning. Suppositions entering the study led researchers to postulate an outcome – for which they awaited output of the survey against which to match.
Equally, assertions going into the study related the “bad” with a perception that programs are driven by individuals focused on the technology rather than the absolute educational requirements, curriculum development being led by individuals whose focus remains technology-driven as opposed to being driven by best practice and educational requirements of the students, and finally a difficulty in knitting together social and cultural needs around best practices to be later shored by technology in delivery of distance learning.
With this framework at hand, researchers set out to document statistical facts surrounding the assertions. Among those, a focus area was that of students who work full time while attending school; seeking therein to determine if these individuals held a higher priority surrounding time flexibility and physical location vs. students who do not work full time. Another focus area was that of students working full time and attending school; seeking therein to determine if these individuals had a higher value for the reputation of the institution and its educators. The final focus area was that of students who already expend an inordinate amount of time on the computer; seeking therein to determine if these individuals had a divergent perception surrounding the application of technology relative to distance learning vs. a student with minimal existing exposure.
Researchers found that motivators for distance learning include career development, collaboration with other students possessing diverse backgrounds and socializing with those individuals in pursuit of studies, and the vast increase in supplemental material that becomes available to students beyond the confines of that which remains immediately available. Output of the study suggests that these motivators are, in fact, valid elements attracting students.
Not surprising, researchers found constraints exist which influence the decision of prospective students, principally among them: Time, distance, and finances. Again, the flexibility of time surfaces; albeit in this instance, time flexibility remains a constraint heavily influencing a student’s decision of whether to attend a traditional brick-and-mortar institution or seek the alternative of distance learning by means of click-and-mortar.
Another finding of little surprise was a fact that gender issues exist. Responses to the research remained consistent with norms of geographical demographics. As output of the survey, those responses suggest that females focus on cost, time flexibility, and reputation of the school more than do males. This is not to say that males do not hold those elements in high regard; albeit, the study suggests that females hold the same elements in yet higher regard, overall.
Outcome of the research study remains quite fascinating. There exist no disputes that for many, distance learning remains the only viable medium through which to acquire an education, disputes relative to the quality notwithstanding. The study suggests that many elements are of great influence, including: Culture, institutional reputation, reputation of educators, the social setting of the students (home life), subject matter provided by the institution, and values the institution and its staff place on time flexibility.
Debate shall continue relative to the pros and cons surrounding both the value and application of the internet and other technology mediums as a means both of dispatching and acquiring a quality education. Although for individuals for whom choices remain preordained, employment of click-and-mortar for distance learning remains the only viable option. Most throughout the world recognize the value of education and for many, attendance at traditional brick-and-mortar institutions is simply not an option. Yet in the end, few of literacy dispute the intellectual power and freedom of expression that knowledge provides.
Works Referenced
Everett, C. and Pershing, JA. (1989). Distance Education and its Implications for Vocational Education. A VES Monograph, Vocational Educational Services, Indiana University – Bloomington.
Shiao-Chuan, Kung. (2002). Factors that Affect Students’ Decision to Take Distance Learning Courses: A Survey Study of Technical College Students in Taiwan. Educational Media International. Volume 39, n3-4, pages 299 – 305. Database: ERIC. Persistent Link: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ661478&site=ehost-live
- David
1 comment:
I am a student of thid distant learning this article speaks of. There are both pros and cons as it is stated but those pros and cons depend on the individual's situation. At the sametime i believe that a quality education can be achieved from distant learning if you research the institution your thinking of attending. This quality education also depends on how serius you are about putting the work in to learn. Most online or distance learning students are employed so for them it's easier to learn at home, whereas someone who has the time to go to a classrom it might be easier for them to have that hands on experience. This is not set in stone though, everyone is different and i person who has all the time in the world might be able to achieve more with the distant learning, as well as the employed student do better in a classroom. There are many factors that account for why you would do distant learning, but as far as the quality of education comming from distant learning it's the same as in the classroom.
Post a Comment