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Distance Education At A Glance
(Reprinted from "Distance Education at a Glance," a series of guides prepared by Engineering Outreach at the University of Idaho. Material does not necessarily reflect the position of the CCCCO. The series can be found at http://www.uidaho.edu/evo/distglan.html) Within a context of rapid technological change and shifting market conditions, the American education system is challenged to provide 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 kind 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. 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, audioconferencing, 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 audioconferencing (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. Print- A fundamental 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 syllabi, and case studies. 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. Using this integrated approach, the educator's task is to select carefully 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 instructionally effective and economically prudent. The following briefly describes the roles of the 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 responsiblity includes assembling course content and developing an understanding of student needs. Special challenges confront those teaching at a distance. 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. 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 responsiblity. |
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