Abstract
The need for access to educational material, courses, and programs anytime and
anywhere has led to the concept of distance learning or distance education. While the
delivery of education at distance is not new, recent advances in computer and
communications technologies have opened up new opportunities and created new
expectations for both recipients and providers. In particular, the internet and the WorldWide-Web promise to revolutionize the educational delivery system and to change the
concept of distance learning.
The paper begins with a definition and brief historical perspective of distance
learning as a means to set the stage for discussing what the future may hold. Various
models of distance delivery are described and discussed in terms of their advantages
and disadvantages. The economic and social aspects of distance learning are explored
in the context of potential benefits and risks. Also, the paper addresses opportunities
and pitfalls that distance learning offers for learners and for providers. Finally, the
paper offers a glimpse at the potential impact that the internet will have on the global
educational delivery system.
Outline
Need
Definitions
History
Delivery models
Opportunities
Barriers
Internet and the World-Wide-Web
Economic and social issues
Case Studies
The need
Any time, any place
Convenience
Asynchronous access
Remote locations
Definitions -- 1
Distance learning -- student and teacher separated
Definitions -- 2
Distance learner -- the student receiving educational
material at distance
Distance teacher -- the person primarily responsible
for developing and delivering the educational
material
Mentor -- a person responsible for assisting the
distance learner
Competency-based education -- assessment of
knowledge learned versus the accumulation of
credits
Definitions -- 3
Content provider -- the institution that owns
the course
Course broker -- the institution that offers
the course
Educational infrastructure provider -- the
institution that provides the services to
develop and/or delivery courses at distance
Historical perspective
Correspondence courses (1940s to present)
Remote classroom facilities (1960s to present)
Closed-circuit television networks (1960s to
present)
Video tape delivery (1980s to present)
Satellite television (1980s to present)
Video conferencing (1990s)
Internet delivery (1990s)
The providers
Traditional universities
Not for profit institutions, e.g.
National Technological University (NTU)
Western Governors University (WGU)
Open University
For profit institutions, e.g.
University of Phoenix
Delivery Models
Synchronous
Asynchronous
Opportunities
Increase access to education around
the world
Improve the quality of learning
Expand the educational marketplace
Partnerships
Barriers -- 1
Costs
Development
Delivery
Barriers -- 2
Quality control
Market forces
Accreditation
Student assessment
Delivery of examinations
Assignments
Projects
Pedagogy
Need for open, non proprietary standards
Social Issues
Absence of peer groups
Student support services
Absence of campus life
Engineering programs
Laboratories
Projects
Homework
Mentoring
engineering disciplines
Non-credit short courses
Special programs
Faculty drawn from participating universities
the UK
Open University
Britains largest teaching institution
Correspondence based
Extensive tutoring and support network
Courses in engineering and computing
Undergraduate
Graduate
University of Phoenix
Private, for profit
Programs offered at campuses and learning centers in
Development
Online courses delivered using streaming video
technology from Microsofts NetShow
Online courses may be viewed live or within 2 to 3 hours
of delivery
Online MSEE with emphasis in telecommunications
Admission and completion requirements the same for oncampus and distance students
Now also delivers courses from the School of Earth
Sciences and School of Medicine
Conclusions
Problems to overcome
Technical
Pedagogical
Administrative
Political
Social
Demand
Benefits