Encyclopedia
Distance learning is a type of education in which students and their lecturers are separated, i.e., they reside in different physical locations, and the instruction between them is communicated using different technologies
Distance education, also known as distance learning, is the education of students who may not always be physically present at a school. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Today, it usually involves online education. A distance learning program can be completely distance learning, or a combination of distance learning and traditional classroom instruction (called hybrid or blended). Massive open online courses (MOOCs), offering large-scale interactive participation and open access through the World Wide Web or other network technologies, are recent educational modes in distance education. A number of other terms (distributed learning, e-learning, m-learning, online learning, virtual classroom etc.) are used roughly synonymously with distance education. E-learning has shown to be a useful educational tool. E-learning should be an interactive process with multiple learning modes for all learners at various levels of learning. The distance learning environment is an exciting place to learn new things, collaborate with others, and retain self-discipline.- distance learning
- distance education
- online courses
1. Distance Education
Today, humankind is busier than ever before. For that reason, classical education no longer suits some of us. The technological revolution has enabled learning on the go, changing the way we study forever.
Distance learning is a type of education in which students and their lecturers are separated, i.e., they reside in different physical locations, and the instruction between them is communicated using different technologies [1]. Distance education can be classified into two categories: asynchronous and synchronous learning [2]. Asynchronous distance learning is based on the interactions between the teacher and the learner at different times, such as learning from instructions on paper, listening to recorded lectures, or watching pre-recorded visual tutorials in a flexible timeframe. In turn, synchronous learning requires interactions in real-time, such as listening to live radio programs or attending live online lectures [3]. Naturally, asynchronous distance learning is older than its synchronous counterpart, as the latter was only made possible by new developments in communication technologies [4]. Both methods have become popular, and the selection of appropriate teaching methods depends on the knowledge that the learner wants to gain. Sometimes, a mix of synchronous and asynchronous teaching is used. Modern distance education uses computers and the Internet as the delivery mechanism, with at least 80 percent of the course content delivered online [5][6].
Several decades ago, to study in a given field, people had to attend classes physically, and it was impossible to start their studies without passing classification exams. Now, people only need to spend a few minutes registering online, and they can attend world-class lectures available for everyone from numerous places across the world, without leaving their home [7]. This form of education is no longer expensive, and it is not limited to only those who cannot attend classes due to important reasons like family or health issues, but to everyone. Participation is technically limited, due to the fact that this requires a computer/tablet and Internet access. Currently, online courses are available to all who wish to learn and understand something new. No matter the subject choice, courses are readily available, both for beginners and advanced students. From the basics of physics to quantum chromodynamics, everything can be learned online.
Depending on the country and the institution that organizes the online education, there are many techniques employed, such as social learning (learning through social interactions between peers) [8], gamification (incorporation of games into education, e.g., through learning platforms or video games) [9][10], and personalization (customized learning with an individual approach to students’ strengths and weaknesses) [11][12]. All of these methods are utilized to ensure a high retention of knowledge and good absorption of the content by the course attendees. Unlike in the past, today, online education does not require the use of a stationary computer. Content can be displayed on a tablet [13][14], a smartphone [15][16], a laptop, [17][18], or with the use of Virtual Reality (VR) goggles [19][20]. This enables students to obtain knowledge and understanding, and new solutions are being implemented globally. Nowadays, students can read and respond to emails at any time via a computer, smartphone, tablet, or other electronic devices. Instructions for students can be delivered at a lower cost than ever before, and less time is needed to deliver these instructions. This makes the use of distance education more and more viable and accessible in many cases.
2. COVID-19 Pandemic and Distance Teaching Reality
Before 2020, the main reason for distance education was either the remoteness of students from teaching centers or poverty. However, in 2020, to slow the spread of the COVID-19 pandemic, schools were forced to limit face-to-face teaching and move to the digital world, i.e., online remote learning, at least for a while [21]. This shift was very rapid and, in some ways, brutal: most schools and teaching institutions were not ready for this occurrence because remote education was not the expected standard for education. Governments of different countries put in place various countermeasures to protect citizens against the spread of the COVID-19 pandemic. These restrictions covered not only involved limitations on movement, covering the mouth and nose, introducing lockdowns, or closing facilities such as shopping malls or sports facilities, but also the closure of schools, kindergartens, and universities in many countries, making it necessary to introduce distance learning. Across the world, there are currently more than 1.2 billion children in 186 countries who are affected by school closures due to the pandemic [22]. Most European countries decided to close their schools as early as March 2020 and temporarily reintroduce full-time teaching due to distance learning limitations only as a top-down regulation [23][24].
On the other hand, the approach to closing these institutions differed depending on the country. Some countries decided to close only high schools and universities, while kindergartens and primary schools remained open. Other countries introduced a shift system for students or hybrid learning models. Two main approaches to the rapid emergency education response were observed. The first concerned countries where educational systems had the technical and institutional capacity before the pandemic, allowing them to implement remote learning quickly. These countries practically closed their schools overnight, and children were left to learn at home. The second model was introduced in countries that had no experience in distance education. These regions had to react quickly to these changes by adjusting their resources or simply building them from scratch. As such, not all distance learning models started in the same place.
In Sweden, such switching was obligatory only for upper secondary schools, while other schools were left to make their own decisions regarding the provision of education [25]. Education on all levels was plunged into chaos due to unclear regulations, a lack of remote learning tools, and the absence of appropriate training for teaching personnel. Schools and universities, which work remotely, use solutions based on remote communication platforms such as Zoom, Google Classroom, Microsoft Teams, D2L, and Edgenuity [26]. Some countries had a much easier transition to remote learning than others. For example, in Sweden, in 2016, almost all students used the Internet every day (about 98 percent). About 40 percent of adolescents owned multiple personal electronic devices, such as tablets, computers, and mobile phones [27]. Interestingly, distance education in secondary schools in Sweden was rare. After the lockdown was announced, schools switched to remote classes within one day, and 75% of students assessed that they were well prepared for remote learning [28].
Countries with a limited capacity for online teaching, or where this would be impossible, launched TV and radio teaching during the pandemic (e.g., Peru, Sierra Leone and Kenya). In Latvia, a dedicated educational video channel (tavaklase.lv) was created [29], and, in Poland, a program for students in grades 1–8 of primary school was broadcast from Monday to Friday on the public channels of Telewizja Polska (TVP) [30]. Furthermore, in Romania, a digital platform (digital.educred.ro) gathered relevant, validated, and recommended e-learning platforms and online learning resources in one place [31]. In some regions, additional support for the distance learning process was introduced, allowing teachers to contact students’ families, making phone calls or home visits, and a free mobile application that allowed teacher-student interaction, e.g., in Sao Paulo state, Brazil [32].
Other countries, such as Luxembourg and Greece, introduced a rotational teaching model [33]. This allowed smaller groups of students to return to school at different times, thereby minimizing student-teacher interaction and mixing, thus reducing the transmission of COVID-19. As such, students were allocated specific days or weeks where some of them studied at school, and the rest studied remotely. Of course, the children who attended schools followed a robust full sanitary regime—wearing a mask, keeping a safe distance, and disinfecting their hands. Classes were also adequately prepared—children did not sit together at desks, and rooms were disinfected regularly. Some schools also decided that children would stay in classrooms during breaks to organize their movement.
Some countries developed different learning scenarios depending on the number of cases of COVID-19 in the country, called traffic light systems (e.g., Norway, Belgium and Austria). Belgium introduced a traffic light system for schools based on four colors: green, yellow, orange, and red. In a situation where the “green scenario” is introduced, all students go to school, and only hand hygiene is enforced. Yellow introduces a hybrid model of teaching in high school and restrictions related to maintaining a social distance and students wearing a mask. When the number of cases increases dynamically, the orange scenario is introduced and a rotation system for all students is implemented. The red scenario is more restrictive than the orange, introducing stringent hygiene rules. In Belgium, the above-described restrictions did not apply to kindergartens and primary schools, which operated on ordinary principles, with only the hygiene rules being maintained [34].
Countries such as Croatia, Germany, and Poland, decided to introduce a hybrid teaching model. Kindergarten and primary school grades 1–3 were resumed, and education for the upper grades of primary and high school was introduced remotely, except for vocational courses and laboratory classes. Some universities also opted for such solutions, like Wroclaw University of Science and Technology or Jagiellonian University, Poland [35]. In turn, many universities, such as the Warsaw University of Technology, Poland, switched to remote learning by the end of the academic year.
Due to the European Commission data, schools in most of the European countries have digital strategies and agendas [36], which make it possible to maintain digital learning. Some general practical recommendations for schools, teachers, and students’ families regarding education during the pandemic were also reported in the United Nations Educational, Scientific and Cultural Organization (UNESCO) report [37]. In many countries, schools and some universities were completely unprepared for such developments. Some teachers said they had received support, while others were left to fend for themselves, with no financial support for buying educational supplies and no training in using remote learning tools.
For example, outside Europe, an emergency policy for “Suspending Classes Without Stopping Learning” was introduced in China. In essence, this policy aimed to suspend face-to-face teaching and shift education into an online environment as smoothly as possible. Government regulations were implemented to prepare the necessary infrastructure (e.g., arranging appropriate access to network services) [38]. Appropriate training was also provided to teachers regarding the use of online learning platforms and methods. However, this implementation encountered issues; not everyone in China has access to fast broadband Internet, which is required for online education. According to the Chinese government’s 2018–2020 plan, by 2020, 98 percent of the country’s villages should have access to broadband Internet [35]. That leaves two percent of the population vulnerable to being left out of online education. In China, as of March 2020, Internet penetration was 64.5 percent, meaning a significant portion of the population still has no Internet access. This could hinder the implementation of online learning. In fact, in March 2020, only 46.8 percent of students used online education via the Internet [36].
Researchers attempted to analyze how lockdown and remote learning affected schools and academies. In [37], the impact of the blockade caused by the COVID-19 epidemic on higher education in the Czech Republic was examined. A survey concerning the ability to implement teaching online (at home) and the flexibility of institutions was conducted. Several remote learning techniques, such as streaming via Microsoft Teams, Zoom, pre-recorded videos, as well as face-to-face and online teaching and online consultations, were considered. Moreover, technical equipment, the software used for remote communication and the strong tendency of academics to use other solutions than those that were recommended were taken into account. It was found that, while the institution had special software before the pandemic, the knowledge of how to use it was almost equal to zero. However, such a quick reaction to the situation would not have been possible if the software was not available. The study pointed out that the description of the learning process and its documentation is of high importance. The transformation of traditional lessons into fully remote classes requires lessons, schedules and learning activities to be changed.
In the context of the Arabian culture, the consequences of implementing distance learning as a countermeasure to the development of the COVID-19 pandemic were presented in [39]. The analysis carried out suggests that the society was able to adapt to the new prevailing rules. The factors that contributed to the discipline of society were related to the advancement in communication technology, the increasing strength of individualism, and the fear of being infected with an unknown virus. An interesting study was also conducted by the authors of [40]. The research survey considered a group of notary employees in Turkey, who voluntarily used a distance education platform. User satisfaction turned out to be strongly related to age, and factors such as gender, work duration in the profession, number of notary employees, educational level, and previous practice in distance education did not show significant differences. In turn, in [41], the status of Turkish secondary school education regarding distance education during the COVID-19 pandemic in Turkey was investigated. The study was based on the opinions and observations of teachers. It was found that the teaching staff had huge problems with the new teaching method and that they could not teach Turkish remotely in an acceptable manner.
While educators and academic theatres have experienced challenges during the COVID-19 pandemic, on the opposite side, we have pupils and students, and we should consider their difficulties, findings, and satisfaction in connection with remote learning. Currently, the world is struggling with the third wave of the pandemic and many countries have been forced to close their borders. A sense of fatigue among many students and teachers has been consistently growing. An analysis of two universities, one in China and one in South Korea, suggests that study satisfaction during the COVID-19 pandemic has decreased over time [42]. These results were unexpected, but students who were satisfied with the traditional way of learning were also satisfied with the remote form. International students were much more satisfied than domestic students.
Moreover, the effort that the tutors put into distance learning was strongly correlated with student learning satisfaction. However, the lack of physical contact negatively affected the students’ sense of community and overall satisfaction. Despite being satisfied with the individual teaching mode, students began to see group work as a much less satisfying part of their online learning. Additionally, about 60 percent of students said they would like to learn online after the pandemic. In turn, 70 percent of India’s agricultural students declared readiness for remote learning during the pandemic [43]. They preferred to use smartphones for online learning and attended the recorded classes with quizzes at the end. It was found that the flexibility and timing of remote courses for students from rural areas with broadband problems is a huge advantage. However, this type of study specificity, which requires practical classes, is only possible thanks to the hybrid learning model.
It is also worth stressing that growing Internet consumption and the advantage of online life over everyday life may lead to psychological and/or even psychiatric disorders [44], such as depression and anxiety, as well as harassment. Internet addiction has many similarities with addiction to the consumption of toxic substances. The results obtained suggest that the implementation of university educational programs to redirect addictive behaviors, which are a consequence of the Internet’s excessive use, is of high importance. Initial research in this area was already carried out before the pandemic [45]. It was found that there is still a long way to go when it comes to perfecting remote learning in higher education.
Another important issue is connected with what we can observe during personal contact. During remote learning, children lack contact with their peers, especially the youngest students, who find it difficult to focus while learning on a computer, requiring the significant involvement of parents, who work simultaneously as the child is learning. Additionally, some children received a wholesome meal at school, which was often the only hot meal they received during the day in impoverished regions. As a result of the switch to remote learning, children have begun to lack adequate nutrition, which could translate into serious health problems. It should also be emphasized that a teacher who has direct physical contact with a student may notice that the child is a victim of domestic or school violence, or that he/she may suffer from psychological problems, such as depression or anxiety. Unfortunately, some of these problems may go unnoticed in distance learning, and the consequences can be dramatic [34].
1. History
One of the earliest attempts was advertised in 1728. This was in the Boston Gazette for "Caleb Philipps, Teacher of the new method of Short Hand", who sought students who wanted to learn through weekly mailed lessons.[5] The first distance education course in the modern sense was provided by Sir Isaac Pitman in the 1840s who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for correction. The element of student feedback was a crucial innovation in Pitman's system.[6] This scheme was made possible by the introduction of uniform postage rates across England in 1840.[7] This early beginning proved extremely successful and the Phonographic Correspondence Society was founded three years later to establish these courses on a more formal basis. The society paved the way for the later formation of Sir Isaac Pitman Colleges across the country.[8] The first correspondence school in the United States was the Society to Encourage Studies at Home which was founded in 1873.[9] Founded in 1894, Wolsey Hall, Oxford was the first distance learning college in the UK.[10]
University correspondence courses
The University of London was the first university to offer distance learning degrees, establishing its External Programme in 1858. The background to this innovation lay in the fact that the institution (later known as University College London) was non-denominational and the intense religious rivalries at the time led to an outcry against the "godless" university. The issue soon boiled down to which institutions had degree-granting powers and which institutions did not.[11]
The compromise that emerged in 1836 was that the sole authority to conduct the examinations leading to degrees would be given to a new officially recognized entity, the "University of London", which would act as examining body for the University of London colleges, originally University College London and King's College London, and award their students University of London degrees. As Sheldon Rothblatt states: "Thus arose in nearly archetypal form the famous English distinction between teaching and examining, here embodied in separate institutions."[11] With the state giving examining powers to a separate entity, the groundwork was laid for the creation of a programme within the new university which would both administer examinations and award qualifications to students taking instruction at another institution or pursuing a course of self-directed study. Referred to as "People's University" by Charles Dickens because it provided access to higher education to students from less affluent backgrounds, the External Programme was chartered by Queen Victoria in 1858, making the University of London the first university to offer distance learning degrees to students.[12][13] Enrollment increased steadily during the late 19th century, and its example was widely copied elsewhere.[14] This programme is now known as the University of London International Programme and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.[13]
In the United States, William Rainey Harper, founder and first president of the University of Chicago, celebrated the concept of extended education, where a research university had satellite colleges elsewhere in the region.[15] In 1892, Harper encouraged correspondence courses to further promote education, an idea that was put into practice by Chicago , Wisconsin, Columbia, and several dozen other universities by the 1920s.[16][17] Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the International Correspondence Schools grew explosively in the 1890s. Founded in 1888 to provide training for immigrant coal miners aiming to become state mine inspectors or foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached 900,000. The growth was due to sending out complete textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen.[18][19] There was a stark contrast in pedagogy:
The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line. The college demands that a student shall have certain educational qualifications to enter it and that all students study for approximately the same length of time; when they have finished their courses they are supposed to be qualified to enter any one of a number of branches in some particular profession. We, on the contrary, are aiming to make our courses fit the particular needs of the student who takes them.[20]
Education was a high priority in the Progressive Era, as American high schools and colleges expanded greatly. For men who were older or were too busy with family responsibilities, night schools were opened, such as the YMCA school in Boston that became Northeastern University. Outside the big cities, private correspondence schools offered a flexible, narrowly focused solution.[21] Large corporations systematized their training programmes for new employees. The National Association of Corporation Schools grew from 37 in 1913 to 146 in 1920. Starting in the 1880s, private schools opened across the country which offered specialized technical training to anyone who enrolled, not just the employees of one company. Starting in Milwaukee in 1907, public schools began opening free vocational programmes.[22] Only a third of the American population lived in cities of 100,000 or more population in 1920; to reach the rest, correspondence techniques had to be adopted. Australia, with its vast distances, was especially active; the University of Queensland established its Department of Correspondence Studies in 1911.[23] In South Africa, the University of South Africa, formerly an examining and certification body, started to present distance education tuition in 1946. The International Conference for Correspondence Education held its first meeting in 1938.[24] The goal was to provide individualised education for students, at low cost, by using a pedagogy of testing, recording, classification, and differentiation.[25][26] The organization has since been renamed as the International Council for Open and Distance Education (ICDE), with headquarters in Oslo, Norway.[27]
Open universities
The Open University (OU) the United Kingdom was founded by the-then Labour government led by Harold Wilson. Based on the vision of Michael Young, planning commenced in 1965 under the Minister of State for Education, Jennie Lee, who established a model for the Open University as one of widening access to the highest standards of scholarship in higher education and set up a planning committee consisting of university vice-chancellors, educationalists, and television broadcasters, chaired by Sir Peter Venables. The British Broadcasting Corporation's (BBC) Assistant Director of Engineering at the time, James Redmond, had obtained most of his qualifications at night school, and his natural enthusiasm for the project did much to overcome the technical difficulties of using television to broadcast teaching programmes.[28]
The Open University revolutionised the scope of the correspondence programme and helped to create a respectable learning alternative to the traditional form of education. It has been at the forefront of developing new technologies to improve the distance learning service[29] as well as undertaking research in other disciplines. Walter Perry was appointed the OU's first vice-chancellor in January 1969, and its foundation secretary was Anastasios Christodoulou. The election of the new Conservative government under the leadership of Edward Heath, in 1970; led to budget cuts under Chancellor of the Exchequer Iain Macleod (who had earlier called the idea of an Open University "blithering nonsense").[30] However, the OU accepted its first 25,000 students in 1971, adopting a radical open admissions policy. At the time, the total student population of conventional universities in the United Kingdom was around 130,000.[31] Athabasca University, Canada's open university, was created in 1970 and followed a similar, though independently developed, pattern.[32] The Open University inspired the creation of Spain's National University of Distance Education (1972)[33] and Germany's FernUniversität in Hagen (1974).[34] There are now many similar institutions around the world, often with the name "Open University" (in English or in the local language).[28] The University of the Philippines Open University was established in 1995 as the fifth constituent university of the University of the Philippines System and was the first distance education and online university in the Philippines. Its mandate is to provide education opportunities to individuals aspiring for higher education and improved qualifications but were unable to take advantage of traditional modes of education because of personal and professional obligations. Most open universities use distance education technologies as delivery methods, though some require attendance at local study centres or at regional "summer schools". Some open universities have grown to become mega-universities.[35]
COVID-19 pandemic
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The COVID-19 pandemic resulted in the closure of the vast majority of schools worldwide.[36][37] Many schools moved to online remote learning through platforms including—but not limited to—Zoom, Cisco Webex, Google Classroom, Google Meet, Microsoft Teams, D2L, and Edgenuity.[38][39] Concerns arose over the impact of this transition on students without access to an internet-enabled device or a stable internet connection.[40] Distanced education during the COVID-19 pandemic has interrupted synchronous learning for many students and teachers; where educators were no longer able to teach in real time and could only switch to asynchronous instruction, this significantly and negatively affected their coping with the transition,[41] and posed various legal issues, especially in terms of copyright.[42] A recent study about the benefits and drawbacks of online learning found that students have had a harder time producing their own work.[43] The study suggests teachers should cut back on the amount of information taught and incorporate more activities during the lesson, in order for students to create their own work.[43] Though schools are slow to adapt to new technologies, Covid-19 required schools to adapt and learn how to use new digital and online learning tools.[44] Web conferencing has become more popular since 2007.[45] Researchers have found that people in online classes perform just as effectively as participants in conventional learning classes.[44] The use of online learning is becoming a pathway for learners with sparse access to physical courses so they can complete their degrees.[46] Furthermore, digital classroom technologies allow those living remotely to access learning and it enables the student to fit learning into their schedule more easily.
2. Technologies
Internet technology has enabled many forms of distance learning through open educational resources and facilities such as e-learning and MOOCs. Although the expansion of the Internet blurs the boundaries, distance education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning. In synchronous learning, all participants are "present" at the same time in a virtual classroom, as in traditional classroom teaching. It requires a timetable. Web conferencing, videoconferencing, educational television, instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP.[47] Web conferencing software helps to facilitate class meetings, and usually contains additional interaction tools such as text chat, polls, hand raising, emoticons etc. These tools also support asynchronous participation by students who can listen to recordings of synchronous sessions. Immersive environments (notably SecondLife) have also been used to enhance participant presence in distance education courses. Another form of synchronous learning using the classroom is the use of robot proxies[48] including those that allow sick students to attend classes.[49] Some universities have been starting to use robot proxies to enable more engaging synchronous hybrid classes where both remote and in-person students can be present and interact using telerobotics devices such as the Kubi Telepresence robot stand that looks around and the Double Robot that roams around. With these telepresence robots, the remote students have a seat at the table or desk instead of being on a screen on the wall.[50][51] In asynchronous learning, participants access course materials flexibly on their own schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are message board forums, e-mail, video and audio recordings, print materials, voicemail, and fax.[47] The two methods can be combined. Many courses offered by both open universities and an increasing number of campus-based institutions use periodic sessions of residential or day teaching to supplement the sessions delivered at a distance.[52] This type of mixed distance and campus-based education has recently come to be called "blended learning" or less often "hybrid learning". Many open universities use a blend of technologies and a blend of learning modalities (face-to-face, distance, and hybrid) all under the rubric of "distance learning". Distance learning can also use interactive radio instruction (IRI), interactive audio instruction (IAI), online virtual worlds, digital games, webinars, and webcasts, all of which are referred to as e-Learning.[52]
Radio and television
The rapid spread of film in the 1920s and radio in the 1930s led to proposals to use it for distance education.[54] By 1938, at least 200 city school systems, 25 state boards of education, and many colleges and universities broadcast educational programmes for the public schools.[55] One line of thought was to use radio as a master teacher.
Experts in given fields broadcast lessons for pupils within the many schoolrooms of the public school system, asking questions, suggesting readings, making assignments, and conducting tests. This mechanizes education and leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom.[56]
The first large-scale implementation of radio for distance education took place in 1937 in Chicago. During a three-week school closure implemented in response to a polio outbreak that the city was experiencing, superintendent of Chicago Public Schools William Johnson and assistant superintendent Minnie Fallon implemented a programme of distance learning that provided the city's elementary school students with instruction through radio broadcasts.[57][58][59] A typical setup came in Kentucky in 1948 when John Wilkinson Taylor, president of the University of Louisville, teamed up with NBC to use radio as a medium for distance education, The chairman of the Federal Communications Commission endorsed the project and predicted that the "college-by-radio" would put "American education 25 years ahead". The university was owned by the city, and local residents would pay the low tuition rates, receive their study materials in the mail, and listen by radio to live classroom discussions that were held on campus.[60] Physicist Daniel Q. Posin also was a pioneer in the field of distance education when he hosted a televised course through DePaul University.[61] Charles Wedemeyer of the University of Wisconsin–Madison also promoted new methods. From 1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated Instructional Media Project (AIM) which brought in a variety of communications technologies aimed at providing learning to an off-campus population. The radio courses faded away in the 1950s.[62] Many efforts to use television along the same lines proved unsuccessful, despite heavy funding by the Ford Foundation.[63][64][65] From 1970 to 1972 the Coordinating Commission for Higher Education in California funded Project Outreach to study the potential of telecourses. The study included the University of California, California State University, and the community colleges. This study led to coordinated instructional systems legislation allowing the use of public funds for non-classroom instruction and paved the way for the emergence of telecourses as the precursor to the online courses and programmes of today. The Coastline Community Colleges, The Dallas County Community College District, and Miami Dade Community College led the way. The Adult Learning Service of the US Public Broadcasting Service came into being and the "wrapped" series, and individually produced telecourse for credit became a significant part of the history of distance education and online learning.
Internet
The first totally online courses for graduate and undergraduate credit were offered in 1985 by Connected Education through The New School in New York City, with students earning the MA in Media Studies completely online via computer conferencing, with no in-person requirements.[66][67][68] This was followed in 1986 by the University of Toronto[69] through the Graduate School of Education (then called OISE: the Ontario Institute for Studies in Education), offering a course in "Women and Computers in Education", dealing with gender issues and educational computing. The first new and fully online university was founded in 1994 as the Open University of Catalonia, headquartered in Barcelona, Spain. In 1999 Jones International University was launched as the first fully online university accredited by a regional accrediting association in the US.[70] Between 2000 and 2008, enrollment in distance education courses increased rapidly in almost every country in both developed and developing countries.[71] Many private, public, non-profit and for-profit institutions worldwide now offer distance education courses from the most basic instruction through to the highest levels of degree and doctoral programmes. New York University and the International University Canada, for example, offers online degrees in engineering and management-related fields through NYU Tandon Online. Levels of accreditation vary: widely respected universities such as Stanford University and Harvard now deliver online courses—but other online schools receive little outside oversight, and some are actually fraudulent, i.e., diploma mills. In the US, the Distance Education Accrediting Commission (DEAC) specializes in the accreditation of distance education institutions.[72] In the United States in 2011, it was found that a third of all the students enrolled in postsecondary education had taken an accredited online course in a postsecondary institution.[73] Growth continued. In 2013 the majority of public and private colleges offered full academic programmes online.[73] Programmes included training in the mental health,[74] occupational therapy,[75][76] family therapy,[77] art therapy,[78] physical therapy,[76] and rehabilitation counseling[79] fields. By 2008, online learning programmes were available in the United States in 44 states at the K-12 level.[80] Internet forums, online discussion group and online learning community can contribute to a distance education experience. Research shows that socialization plays an important role in some forms of distance education.[81] ECourses are available from educational platforms such as Khan Academy and MasterClass on many topics and for students of all levels.
3. Paced and Self-paced Models
Most distance education uses a paced format similar to traditional campus-based models in which learners commence and complete a course at the same time. Some institutions offer self-paced programmes that allow for continuous enrollment, and the length of time to complete the course is set by the learner's time, skill, and commitment levels. Self-paced courses are almost always offered asynchronously. Each delivery method offers advantages and disadvantages for students, teachers, and institutions. Kaplan and Haenlein classify distance education into four groups according to "Time dependency" and "Number of participants":
- MOOCs (Massive Open Online Courses): Open-access online course (i.e., without specific participation restrictions) that allows for unlimited (massive) participation;
- SPOCs (Small Private Online Courses): Online course that only offers a limited number of places and therefore requires some form of formal enrollment;
- SMOCs (Synchronous Massive Online Courses): Open-access online course that allows for unlimited participation but requires students to be "present" at the same time (synchronously);
- SSOCs (Synchronous Private Online Courses): Online course that only offers a limited number of places and requires students to be "present" at the same time (synchronously).[1]
Paced models are a familiar mode since they are used almost exclusively in campus-based schools. Institutes that offer both distance and campus programmes usually use paced models so that teacher workload, student semester planning, tuition deadlines, exam schedules, and other administrative details can be synchronized with campus delivery. Student familiarity and the pressure of deadlines encourages students to readily adapt to and usually succeed in paced models. However, student freedom is sacrificed as a common pace is often too fast for some students and too slow for others. In additional life events, professional or family responsibilities can interfere with a student's capability to complete tasks to an external schedule. Finally, paced models allow students to readily form communities of inquiry[82] and to engage in collaborative work. Self-paced courses maximize student freedom, as not only can students commence studies on any date, but they can complete a course in as little time as a few weeks or up to a year or longer. Students often enroll in self-paced study when they are under pressure to complete programmes, have not been able to complete a scheduled course, need additional courses, or have pressure which precludes regular study for any length of time. The self-paced nature of the programming, though, is an unfamiliar model for many students and can lead to excessive procrastination, resulting in course incompletion. Assessment of learning can also be challenging as exams can be written on any day, making it possible for students to share examination questions with resulting loss of academic integrity. Finally, it is extremely challenging to organize collaborative work activities, though some schools[83] are developing cooperative models based upon networked and connectivist pedagogies[84] for use in self-paced programmes.
4. Benefits
Distance learning can expand access to education and training for both general populace and businesses since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments.[85][86] Devolving some activities off-site alleviates institutional capacity constraints arising from the traditional demand on institutional buildings and infrastructure.[85] Furthermore, there is the potential for increased access to more experts in the field and to other students from diverse geographical, social, cultural, economic, and experiential backgrounds.[77][86] As the population at large becomes more involved in lifelong learning beyond the normal schooling age, institutions can benefit financially, and adult learning business courses may be particularly lucrative.[85][86] Distance education programmes can act as a catalyst for institutional innovation[85] and are at least as effective as face-to-face learning programmes,[74][75][87] especially if the instructor is knowledgeable and skilled.[78][86] Distance education can also provide a broader method of communication within the realm of education.[86] With the many tools and programmes that technological advancements have to offer, communication appears to increase in distance education amongst students and their professors, as well as students and their classmates. The distance educational increase in communication, particularly communication amongst students and their classmates, is an improvement that has been made to provide distance education students with as many of the opportunities as possible as they would receive in in-person education. The improvement being made in distance education is growing in tandem with the constant technological advancements. Present-day online communication allows students to associate with accredited schools and programmes throughout the world that are out of reach for in-person learning. By having the opportunity to be involved in global institutions via distance education, a diverse array of thought is presented to students through communication with their classmates. This is beneficial because students have the opportunity to "combine new opinions with their own, and develop a solid foundation for learning".[88] It has been shown through research that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning", which can help students become knowledgeable of a wide array of viewpoints in education.[88] To increase the likelihood that students will build effective ties with one another during the course, instructors should use similar assignments for students across different locations to overcome the influence of co-location on relationship building.[89] The high cost of education affects students in higher education, to which distance education may be an alternative in order to provide some relief.[87][86] Distance education has been a more cost-effective form of learning, and can sometimes save students a significant amount of money as opposed to traditional education.[86] Distance education may be able to help to save students a considerable amount financially by removing the cost of transportation.[90] In addition, distance education may be able to save students from the economic burden of high-priced course textbooks. Many textbooks are now available as electronic textbooks, known as e-textbooks, which can offer digital textbooks for a reduced price in comparison to traditional textbooks. Also, the increasing improvements in technology have resulted in many school libraries having a partnership with digital publishers that offer course materials for free, which can help students significantly with educational costs.[90] Within the class, students are able to learn in ways that traditional classrooms would not be able to provide. It is able to promote good learning experiences and therefore, allow students to obtain higher satisfaction with their online learning.[91] For example, students can review their lessons more than once according to their needs. Students can then manipulate the coursework to fit their learning by focusing more on their weaker topics while breezing through concepts that they already have or can easily grasp.[91] When course design and the learning environment are at their optimal conditions, distance education can lead students to higher satisfaction with their learning experiences.[87] Studies have shown that high satisfaction correlates to increased learning. For those in a healthcare or mental health distance learning programme, online-based interactions have the potential to foster deeper reflections and discussions of client issues[76] as well as a quicker response to client issues, since supervision happens on a regular basis and is not limited to a weekly supervision meeting.[79][86] This also may contribute to the students feeling a greater sense of support, since they have ongoing and regular access to their instructors and other students.[76][79] Distance learning may enable students who are unable to attend a traditional school setting, due to disability or illness such as decreased mobility and immune system suppression, to get a good education.[92] Children who are sick or are unable to attend classes are able to attend them in "person" through the use of robot proxies. This helps the students have experiences of the classroom and social interaction that they are unable to receive at home or the hospital, while still keeping them in a safe learning environment. Over the last few years more students are entering safely back into the classroom thanks to the help of robots. An article from the New York Times, "A Swiveling Proxy Will Even Wear a Tutu", explains the positive impact of virtual learning in the classroom,[93] and another[94] that explains how even a simple, stationary telepresence robot can help.[95] Distance education may provide equal access regardless of socioeconomic status or income, area of residence, gender, race, age, or cost per student.[96] Applying universal design strategies to distance learning courses as they are being developed (rather than instituting accommodations for specific students on an as-needed basis) can increase the accessibility of such courses to students with a range of abilities, disabilities, learning styles, and native languages.[97] Distance education graduates, who would never have been associated with the school under a traditional system, may donate money to the school.[98] Distance learning may also offer a final opportunity for adolescents that are no longer permitted in the general education population due to behavior disorders. Instead of these students having no other academic opportunities, they may continue their education from their homes and earn their diplomas, offering them another chance to be an integral part of society. Distance learning offers individuals a unique opportunity to benefit from the expertise and resources of the best universities currently available. Moreover, the online environment facilitates pedagogical innovation such as new programme structures and formats.[99] Students have the ability to collaborate, share, question, infer, and suggest new methods and techniques for continuous improvement of the content. The ability to complete a course at a pace that is appropriate for each individual is the most effective manner to learn given the personal demands on time and schedule.[86] Self-paced distance learning on a mobile device, such as a smartphone, provides maximum flexibility and capability. Distance learning can also reduce the phenomenon of rural exodus by enabling students from remote regions to remain in their hometowns while pursuing higher education. Eliminating the distance barrier to higher education can also increase the number of alternatives open to students, and foster greater competition between institutions of higher learning regardless of geography.[100]
5. Criticism
Barriers to effective distance education include obstacles such as domestic distractions and unreliable technology,[101] as well as students' programme costs, adequate contact with teachers and support services, and a need for more experience.[102] Some students attempt to participate in distance education without proper training with the tools needed to be successful in the programme. Students must be provided with training opportunities (if needed) on each tool that is used throughout the programme. The lack of advanced technology skills can lead to an unsuccessful experience. Schools have a responsibility to adopt a proactive policy for managing technology barriers.[103] Time management skills and self-discipline in distance education is just as important as complete knowledge of the software and tools being used for learning. The results of a study of Washington state community college students showed that distance learning students tended to drop out more often than their traditional counterparts due to difficulties in language, time management, and study skills.[104] According to Dr. Pankaj Singhm, director of Nims University, "distance learning benefits may outweigh the disadvantages for students in such a technology-driven society, however before indulging into the use of educational technology a few more disadvantages should be considered." He describes that over multiple years, "all of the obstacles have been overcome and the world environment for distance education continues to improve." Dr. Pankaj Singhm also claims there is a debate to distance education stating, "due to a lack of direct face-to-face social interaction. However, as more people become used to personal and social interaction online (for example dating, chat rooms, shopping, or blogging), it is becoming easier for learners to both project themselves and socializes with others. This is an obstacle that has dissipated."[105] Not all courses required to complete a degree may be offered online. Health care profession programmes in particular require some sort of patient interaction through fieldwork before a student may graduate.[106] Studies have also shown that students pursuing a medical professional graduate degree who are participating in distance education courses, favor a face to face communication over professor-mediated chat rooms and/or independent studies. However, this is little correlation between student performance when comparing the previous different distance learning strategies.[75] There is a theoretical problem about the application of traditional teaching methods to online courses because online courses may have no upper size limit. Daniel Barwick noted that there is no evidence that large class size is always worse or that small class size is always better, although a negative link has been established between certain types of instruction in large classes and learning outcomes; he argued that higher education has not made a sufficient effort to experiment with a variety of instructional methods to determine whether large class size is always negatively correlated with a reduction in learning outcomes.[107] Early proponents of Massive Open Online Courses (MOOCs) saw them as just the type of experiment that Barwick had pointed out was lacking in higher education, although Barwick himself has never advocated for MOOCs. There may also be institutional challenges. Distance learning is new enough that it may be a challenge to gain support for these programmes in a traditional brick-and-mortar academic learning environment.[76] Furthermore, it may be more difficult for the instructor to organize and plan a distance learning programme,[79] especially since many are new programmes and their organizational needs are different from a traditional learning programme. Additionally, though distance education offers industrial countries the opportunity to become globally informed, there are still negative sides to it. Hellman states that "These include its cost and capital intensiveness, time constraints and other pressures on instructors, the isolation of students from instructors and their peers, instructors' enormous difficulty in adequately evaluating students they never meet face-to-face, and drop-out rates far higher than in classroom-based courses."[108] A more complex challenge of distance education relates to cultural differences between students and teachers and among students. Distance programmes tend to be more diverse as they could go beyond the geographical borders of regions, countries, and continents, and cross the cultural borders that may exist with respect to race, gender, and religion. That requires a proper understanding and awareness of the norms, differences, preconceptions, and potential conflicting issues.[109]
6. Educational Technology
The modern use of electronic educational technology (also called e-learning) facilitates distance learning and independent learning by the extensive use of information and communications technology (ICT),[86] replacing traditional content delivery by postal correspondence. Instruction can be synchronous and asynchronous online communication in an interactive learning environment or virtual communities, in lieu of a physical classroom. "The focus is shifted to the education transaction in the form of a virtual community of learners sustainable across time."[110] One of the most significant issues encountered in the mainstream correspondence model of distance education is the transactional distance, which results from the lack of appropriate communication between learner and teacher. This gap has been observed to become wider if there is no communication between the learner and teacher and has direct implications over the learning process and future endeavors in distance education. Distance education providers began to introduce various strategies, techniques, and procedures to increase the amount of interaction between learners and teachers. These measures e.g. more frequent face-to-face tutorials, increased use of information and communication technologies including teleconferencing and the Internet, were designed to close the gap in transactional distance.[111]
7. Credentials
Online credentials for learning are digital credentials that are offered in place of traditional paper credentials for a skill or educational achievement. Directly linked to the accelerated development of internet communication technologies, the development of digital badges, electronic passports and massive open online courses (MOOCs) have a very direct bearing on our understanding of learning, recognition and levels as they pose a direct challenge to the status quo. It is useful to distinguish between three forms of online credentials: Test-based credentials, online badges, and online certificates.[112]
