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Introduction
Distance learning (distance education) is one of the fields in education that deals with teaching methods using technology with the objective of delivering teaching without face to face contact between students and their instructors. In most cases this system is based on individuals, along with students who are not able to physically attend normal classes.
People have described it as being a process of creating as well as providing “access to learning when the source of information and the learners are separated by time and distance or both” (Moore& Kearsley 2005). Courses in distance learning that need physical on-site presence all times including exam times are called hybrid or blended courses of study.
Distance learning dates back as early as 1728; in the 19th century, the process relied on postal services. Distance learning degrees however seem to have been initiated by the University of London. It established its external programs at around 1858. To date, this program is called ‘University of London International Programs’ and it has expanded so much to an extent that it includes postgraduate programs. In United State, distance learning programs were initiated by University of Chicago.
In the recent times, there have been developments in the field of distance education, as technology has moved the system from postal services to advanced communication technologies like instructional media projects. However, the most advanced technology that has really boosted this field of distance learning is the development of computers and internet. These two technologies have ended up making distributions and dissemination of information much easier and faster.
Uses of distance learning
Distance learning is mainly used in adult education particularly those in rural settings. It was mainly used for short courses in helping farmers as well as small scale business people to learn new technologies. However, this has remained being the most common use of distance learning in the current times.
Distance learning is also used in providing K-12 education. Distance learning is gaining application in the pre-University age group education in the U.S. This is used as program enrichment as well as ongoing communication projects. Due to these programs, middle schooled students are getting advanced courses for which their local schools lack enough resources to offer.
Distance learning has also gained usage in disabled and homebound persons. This group of people might be having some difficulties in travelling to attend traditional classes. Such people receive their education while in their homes. Distance learning is also being used by those who are not native speakers of a particular language.
This is particularly due to high rates of human migrations which have made many people to live in areas which they are not native speakers. As a result, such people are not in a position to attend traditional classroom lessons where the local communities speak native language (Moore& Kearsley 2005).
The impact on Universities and older people
According to Honeyman & Miller, 1993 distance learning has various impacts on Universities as well as older people. Through distance learning, Universities have been in a position to expand their accessibility. This is because distance learning has been in a position to help in meeting increasing demand for education and training from the general public along with business people.
Tabor (2007) argued that, the concept has allowed Universities to be very flexible in accommodating the many time constrains as a result of personal daily duties and commitments. As a result, older individuals having family commitments are also given an opportunity to continue with their education.
On the same note, admission to University has increased since the chances of accommodating more students is possible hence offering them education negating the traditional concept of admitting students based on bed capacities and available infrastructure such as classrooms.
Universities have been saved from the expenses of purchasing larger spaces for classes, accommodation facilities and offices. This is based on the fact that, distance learning does not require large infrastructural capacities, hence alleviating constrains arising as a result of such capacities. This is because distance learning activities are conducted online. As a result, institutions do not require infrastructures like buildings and pavements. Generally, availability of lands for infrastructural development have reduced and their prices very high.
Distance learning has made Universities to receive a lot of cash from the distance learning emerging markets. Honeyman & Miller (1993) stated that, many people especially the old, working class as well as business people have started to appreciate and accept distance learning programs as a means of providing lifetime education. Even after attaining an age which is beyond attending traditional classes, older people can still continue with their education through distance learning.
As a result, Universities can still get money in the name of fees from such people. In addition, Casey & Lorenzen (2010) sees distance learning as being an opportunity which has increased University sources of finance as it “creates new graduates who might be willing to donate money to the school who would have never have been associated with the school under the traditional system” (Casey & Lorenzen, 2010).
Learning institutions have also been transformed at a very high speed as a result of distance learning, which has been acting like a catalyst. This is because, due to stiff competition at the modern education marketplace, institutions are forced to change, be innovative and creative in their marketing strategies.
One of the strategies that most Universities are using to attract students is offering distance learning. People who might be committed somewhere else and those living far from Universities and overseas can be attracted to distance learning program (Distance Learning College Guide, 2005).
Though most people have only viewed positive impacts of distance learning on older people, according to Casey & Lorenzen (2010), older people undertaking distance learning have been affected negatively in one way or the other. For instance, the program exposes them to domestic distractions particularly if they still have children to take care of.
In addition, some older people are using technology systems which are unreliable; hence they have not been completing their courses. In addition, some of them are not acquainted with the current technologies hence face a lot of difficulties in the course of their education.
Advantages of distance learning
The first advantage is that distance learning does not need travelling; money and time that could have been wasted during travelling to and from Universities can be saved through this program. The program also allows participants to schedule their learning programs in a manner that they do not collide with other personal responsibilities and commitments.
As a result, one will continue living normal life while still undertaking his or her studies without sacrificing time scheduled for other responsibilities such as caring for children. It is stated by Moore & Kearsley (2005) that, distance learning offers an opportunity for students to complete their classes at their own conveniences.
It is worth noting that most classes in distance learning are asynchronous, meaning that there is no need for the student to attend lectures at a specified time and venue. Moreover, distance learning program allows students to review assignments and tests at their own free time and do them whenever they are free or even at their homes.
Distance learning program also allow participants to stay and study from anywhere. Due to the fact that there is no specific venue and time of attending lectures, distance learning participants can pursue education of their choice and in the University of their own choice. It is not a must that one has to stay near, in the same city or even country hosting a particular University to attend the University’s education programs; provided that they can access a computer and the internet (Distance Learning College Guide 2005).
Distance learning programs also offer extra knowledge as well as skills as compared to traditional classroom programs. During distance learning, individuals have to gain computer and internet skills, which they can apply in different areas including career life.
The program offers a self-paced learning opportunity; students differ in their understanding capabilities as there are those who understand faster, while others take time to understand. Due to the fact that in distance learning students are given an opportunity of studying and doing assignments at their own time, it reduces learning stresses as well as increasing learning satisfaction (Dickey 2005).
Accessibility is another advantage of distance learning. Since distance learning can be offered online, the issue of physical accessibility to individuals with mobility difficulties are considered. Participants have no worries about attending classrooms or even sitting on desks which sometimes are uncomfortable. In its place, participants can just use their comfortable furniture in their houses or offices while enjoying lessons (Distance Learning College Guide 2005).
Disadvantages of distance learning
The program calls for expensive and complex technologies. There are lots of hidden costs in distance learning, for instance one has to own a computer and connect to the internet. Moreover, involved technologies might be very complex to some users, for instance video communication requires technology acquaintance.
Additionally some of technologies being applied in distance learning might not be accessed by some people. On the same note, due to technological advancement which is very rapid, softwares that are currently in use are rendered useless so to speak within a short period of time. This translates to constant budgeting for new software and hardware.
Another issue is that, the program needs advance planning. Lecturers and students engaged in distance learning have to make sacrifices sometimes to ensure that the program succeeds in time; otherwise, students might not complete the course.
In distance learning programs, there is no immediate feedback as compared to traditional classroom system. In classroom set up, the performance of students can be assessed immediately through questions along with informal tests. However, in distance learning students are forced to wait till their work has been reviewed by the lecturer and make response to it before receiving feedbacks. According to Dickey (2005), this is not the best way to assess students because assessment is only based on exams and assignments.
There are also some courses which cannot be offered through distance learning; as a result, distance learning does not offer all necessary courses. This is for example, though history lessons can be learned through distance learning, it would be quite challenging for a clinical nurse student to accomplish the same online especially regarding practical sessions. Such classes need physical class attendance (Moore & Greg 2005).
Though students might complete distance learning program, some employers do not recognize distance learning certificates. As a result, students aspiring to work for certain organizations or companies have to ensure that they are aware of their prospective employers’ perception towards distance learning.
Students undertaking distance learning might lack oral communication skills because their program does not offer them an opportunity for interaction. This is because the program does provide very little verbal interaction opportunities among students and between lecturers.
Social isolation is another disadvantage of distance learning. In most cases, students undertaking distance learning do study alone; as a result, they might be isolated or even miss physical socialization that comes as a result of direct interaction among students in classrooms which is vital in developing social interaction skills important in future lives especially in work environment.
Problems arising as a result of distance learning
Most students have been failing to complete their courses because of technological failures. This is based on the fact that completing distance learning relies heavily on technology. It is worth noting that technology accessibility imposes extra costs and expenses.
Moreover, some students are uncomfortable or even not familiar with the ever changing technologies used in distance learning; as a result, they have been avoiding or even concentrating more on technology, other than the course content. At the end, such students end up not understanding the course concepts.
This program is faced with a lot of cheating during exams. Though technology has advanced to the level that examiners can monitor students while undertaking exams, this is not adequate to avoid cheating during exams as compared to traditional classroom environment.
There are times when students use their notes or even being directed on what to write by others who might be around the student or even outside the ‘classes.’ In addition, in case exams were sent through postal services, it is very difficult to deal with the issue of cheating in exams (Honeyman and Miller 1993).
Along this kind of cheating there is high chance of learners especially adult learners to engage in academic dishonesty. Due to the fact that every thing is done on-line and assignments sent in soft copies, students learning though distance learning are more prone to engage in plagiarism as compared to those in traditional classroom environment.
Another problem that arises as a result of distance learning is the lack of face to face or one on one contact between teachers or instructors and their students. It is a fact that there is no any other best approach than the traditional classroom setting that can help instructors clearly understand the needs of each of his or her students and craft ways to help such student improve.
On the same note, although there are individuals who are willing to enrol in such programs, lack of infrastructural development (power, computers and associated software) may not be available hence disadvantaging those who are especially in developing world.
Another problem is about the quality of instructions. As compared to traditional classroom education, the instruction quality provided through distance learning is comparatively low. Many instructors or lecturers perceive distance learning as being inefficient in the provision of required quality. Most instructors lack the will of inputting more efforts in distance learning.
As a result, students who have undertaken distance learning do not receive quality education as compared to their counterparts who have learned through traditional classroom sessions.
In addition, for distance learning to be effective, students are needed to have self motivation; however, the problem is that most students lack this quality. Most students lack the ability to schedule themselves and lack the will to take some responsibilities for their studies. As a result, such students do not achieve the broad objective of attaining education (Moore& Kearsley 2005).
Basic cases and statistics
In the U.S, around 66 percent of institutions offering postsecondary programs offer distance learning. It is stated that, “The overall percentage includes 97 percent of public 2-year institutions, 18 percent of private for-profit 2-year institutions, 89 percent of public 4-year institutions, 53 percent of private not-for-profit institutions, and 70 percent of private for-profit 4-year institutions” (Steven 2010).
It is reported that, around 65% of institutions offering collage level credit accomplish this through distance learning. On the other hand, 23% of such colleges do not offer distance learning. In general, a total of 12 million individuals in the whole world had enrolled for distance learning by the year 2007. Amongst them, 77 percent were undertaking it through online, 12% undertaking hybrid courses online, while the other types of distance learning recorded 10% of total students (Steven, 2010).
Conclusion
The paper has thorough looked into the concept of distance learning. Issues relating to basic cases and statistics, advantages and disadvantages, uses as well as the impacts on universities and older people have been succinctly covered. Distance learning is attributed to changing the manner with which education is being offered. The two major factors that pushed for this concept is the development of computers and internet.
References
Casey, A. & Lorenzen, M. (2010). Untapped potential: Seeking library donors among alumni of distance learning programs. Journal of Library Administration, 50(5): 515–529.
Dickey, Michele, D. (2005). Three-dimensional virtual worlds and distance learning. British Journal of Educational Technology, 36(3): 439–451.
Distance Learning College Guide. (2005). Advantage and disadvantage of distance learning. Web.
Honeyman, M. & Miller, G. (1993). Agriculture distance education: A valid alternative for higher education? Proceedings of the 20th Annual National Agricultural Education Research Meeting: 67–73.
Moore, M. &Greg K. (2005). Distance education: A systems view. Belmont, CA: Wadsworth.
Steven, P. (2010). How many postsecondary institutions offer distance learning programs? Web.
Tabor, S. (2007). Narrowing the distance: Implementing a hybrid learning model. Quarterly Review of Distance Education, 8(1):48–49.
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