|Issues Challenging Education|
Educational Leadership Program
University of North Carolina at Chapel Hill
What is the issue?
In today's world of rapidly expanding technology, education is
struggling to keep abreast. The challenge that the education system
faces is how to provide increased learning opportunities and maximize
technology with the constraint of limited funding. Distance learning
emerged on the educational scene in the form of correspondence
courses and has evolved at a rapid pace consistent with the expanding
technology of the past two decades. It provides numerous chances
to expand educational opportunities in K-12 schools. However,
distance learning has many critics who maintain that it is not
as effective as face-to-face interaction in a classroom. Despite
the above criticism, distance learning is growing in popularity
and facility and therefore is a trend that begs further investigation.
The purpose of this paper is to describe the background of distance
education, examine the forces driving the issue, where it is going
in public schools, its implications for public education, and
what actions we recommend to educational leaders vis-a-vis using
distance learning in public education.
Background and Context
Distance learning has been defined in numerous ways. Virginia
Steiner states: "distance learning is instructional delivery
that allows the student to be in a separate geographical location
from the instructor" (May 1996,
p.1). The U. S. Office of Technology Assessment defines distance
learning as the "linking of a teacher and students in several
geographic locations via technology that allows for interaction"
(Cartwright, 1994). Edward F. Spodick,
of the Hong Kong University of Science and Technology believes
that a universal definition of distance learning is not as crucial
as the prospect of "increased educational opportunities offered
for broader segments of the population, while accommodating different
situations and needs." The definitions vary but the central
theme echoes the concept of distance learning as off-site content
Distance learning has been in existence in various modes since
the birth of correspondence courses in the 1800's. Historically
its primary purpose was to transmit information between individuals
in different locations. The evolution of distance learning, following
a modest lineage, is presently experiencing a trajectory with
expeditious innovations in technological advancement.
Written correspondence-Since the creation of written language,
information and ideas have been transmitted between people. This
increased with the expansion of technology such as the printing
press, the establishment of early schools and the advancement
of postal delivery services.
Audio-conferencing-The invention of the telephone enabled instructors
and students to share ideas. The technology was simple. The innovative
technology of the time was hooking up phone lines and a voice
box to transmit two-way conversations across great distances.
Telecommunication-In the 1950's the television created a new form
of classroom. Many secondary schools and universities taught classes
via television. These classes were either one-way lectures or
Information Superhighway-The past decade is characterized by rapidly
expanding technology which has greatly increased the scope of
educational opportunities available for distance education. Computers,
CD-ROM, computer networks and the World Wide Web have played an
integral role in bridging distance gaps throughout the US and
Tools for Distance Learning
The type of technology utilized is a key component of effective distance education. However, the needs of the learners, requirements of the content, and the instructional limitations should be considered before selecting a delivery system. A systematic and integrated approach is the best method to employ a mix of instructional media. The four main technological mediums to transmit distance learning are voice, video, computer, and print. An effective distance education course should include a mix of media, each serving a specific purpose. An example follows:
There are a number of forces driving the increase in distance learning methodologies in public education.
At present, distance learning is utilized by a wide-range of agencies
for a variety of purposes. Businesses have incorporated the technology
into staff development and training programs. Hospitals, churches
and other agencies are able to link to other institutions. Community
resources such as arts councils and homework hotlines can be easily
accessed. The most rapidly growing sector using distance learning
technology is K-12 education. A 1996 study by the Department of
Education conducted a survey on advanced telecommunications, including
distance learning, in public schools. The results, based on voluntary
responses from 37% of those solicited, indicate that almost a
quarter of K-12 public schools are engaging in some type of telecommunication
in the classroom. The results, also reveal that large, rural schools
in the southeast have the highest amount of activity in implementing
and sustaining programs utilizing advanced technology.
Table 1: Percent of Public Schools Using Distance Learning, by School Characteristics
US Department of Education, National Center for Educational Statistics,
Fast Response Survey System. (1996). Survey on advanced telecommunication
in public schools, fall 1996, FRSS 61, Washington, DC: US
Department of Education.
Benefits and Challenges of Distance Learning
It is projected that the number of schools implementing distance
learning will increase as the positive effects of learning opportunities
are realized. There are many advantages to distance education
but also many correlating challenges. Both sides of the ledger
need to be examined and addressed as schools make decisions to
match their local resources, target audience, and institutional
philosophy. Schools systems offering distance education programs
need to focus on what best fits their particular mission, goals,
and circumstances. For each potential benefit, their is also a
perceived challenge. For example, one of the most widely accepted
advantages of distance learning is that it increases exposure
to master teachers and specialized courses. Small school districts
with limited resources can offer a small group of students Advanced
Placement courses, highly specialized vocational courses, or exotic
foreign languages. The corresponding challenge is that courses
taught via network are not cognizant of the organic integument
of the individual schools. Furthermore, teachers and unions may
perceive the use of distance learning as a threat to jobs, if
it is not made clear that the intent is not to replace teachers
with technology. Distance learning programs are an ideal way to
utilize advanced technology and expose students to a creative
and interactive learning environment. However, if not carefully
constructed, the content of the course may be overpowered rather
than augmented by the available resources such as computer graphics
and the World Wide Web. Therefore, distance learning programs
need to be designed to supplement the classroom experience and
enhance learning opportunities while recognizing the obstacles.
Table 2: Benefits and Challenges of Distance Education
Implications for Public Education
Implications for Key Players
Creating an effective distance learning program does not occur
without hard work and without the consistent and integrated efforts
of several key players within the educational organization. Below
is a list of the key players are and the role each position should
Preparing for the Future: Instructional Development for Distance Education
Technology is merely an enabler. However, what it enables is nothing less than human individuals, organizations, and cultures, newly empowered to evolve to compete in this new global climate. In order for successful distance learning programs to be implemented, we offer the following suggestions for K-12 schools:
Fad or Future?
Distance learning is not a fad. Distance learning is here. Every
educator needs to take the initiative to campaign for comprehensive
training on-site in order to facilitate professional expertise
and positive student outcomes. Distance learning is leading us
to the future and the future is distributed learning.
Distributed learning is rooted in the concept of distributed resources.
This instructional model leads us closer to equitable distribution
of educational experiences. It allows for the instructor, student,
and content to be located in different, non-centralized locations
so that instruction and learning occur independent of time and
place. This model can create classrooms ranging from the traditional
to the wholly virtual.
As World Wide Web technologies become more sophisticated and the
bandwidth of the Internet increases, the trend will provide more
tools and more choices in developing creative learning environments.
The beauty of all this is that since the Internet is based on
standard communications protocols, we can ensure that students
accessing the Internet in Maine will be able to access the same
resources as the students in Texas.
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