Running head: HIGHER EDUCATION IN AMERICA WRITING 1
Higher Education in America - Writing Assignment 1
William Houder
University of South Florida
Higher Education in America Writing Assignment 1
Long before the arrival of the telephone, telegraph, and even Ben Franklin’s postal system, there was only one primary way of receiving a formal education. Students would have to attend a schoolhouse and receive a synchronous lesson that would be taught using basic resources such as slate, chalk, and a few books to learn how to read, write, and perform mathematics. As the world has evolved, so have the definition, practice, and technology in education. One modern method of learning that is growing rapidly is distance education. This paper will discuss the definition, history, and some current issues of distance education. It will also examine different forms of distance education and what we have learned over time from various organizations that have made an impact in this niche and whether or not distance education is right for you.
Unlike basic mathematical equations, where an individual knows that you have one concrete answer, the definition of distance education is constantly evolving and changing as the various mediums of communication advance over time. According to Gunawardena and McIsaac (2004), distance education has traditionally been defined as “instruction through print or electronic communications media to persons engaged in planned learning in a place or time different from that of the instructor or instructors”. However, the rising popularity of computer related technologies to accommodate students with distance learning has spawned several different interpretations and definitions for distance education. As Sherry (1995) states, the terms distance education or distance learning have been applied interchangeably. Two key components she writes about include the separation of teacher and learner in space and/or time and communication between student and teacher mediated by print or any other form of acceptable technology.
One particular definition stands out because it encompasses a very broad approach to the definition of distance education. Schlosser and Simonson (2002) define distance education as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors”. Schlosser and Simonson outline the following four concepts to support the validity of their definition. First, distance education is institutionally based which differentiates it from a self-study program. Second, to be defined as distance education, there must be a separation of teacher and student. Third, interaction between student and teacher can be either synchronous or asynchronous. The final concept revolves around the connections between learners, resources, and instructors.
Distance education is not a new concept. Throughout history, many countries have had an integral role in the development of distance education. The earliest form of distance learning took place through correspondence courses in Europe during the late nineteenth century. One establishment in particular has been at the forefront of distance learning. In 1969, the establishment of the British Open University in the United Kingdom marked the beginning of the use of technology to supplement print based instruction through well designed courses. The Open University model has been adopted by many countries in both the developed and developing world (Gunawardena & McIsaac, 2004). Examples of organizations that have been committed to offering distance education at the collegiate level include Vancouver's Open Learning Agency, Norway's NKS and NKI Distance Education organizations, and Florida's Nova University (Sherry, 1995).
Before cable television and interactive instructional television, there was broadcast television and radio. While these forms of distance learning were effective, they had limitations. Live broadcasts were difficult to record and playback for future use. Also, students were limited in that they had to rely heavily on self study with no assistance from a teacher or ability to ask an instructor for additional clarification. Other popular options were Interactive Instructional Television, Recorded Audio and Video Media, and Teleconferencing, both audio and video. This was the common practice until television technology in the late 1950's and early 1960's, introduced live broadcasts. Through these broadcasts, master teachers conducted widely-broadcast classes (Sherry, 1995).
As the United States moved into the 1990’s, came the emergence of the internet and computer-based technology to connect students all across the country. College institutions and the emerging for-profit institutions began to offer web-based options in lieu of traditional programs. These web-based courses benefited self-motivated individuals who could not attend a traditional class due to geographic or financial limitations, or those who preferred this medium of learning instead of a synchronous lecture. In the fall 2009 term, over 5.6 million students took at least one online course. This was an increase of nearly one million students from 2008 (Allen & Seaman, 2010).
Currently, the most popular methods of distance education are computer-based communication through laptops, cell-phones, and various internet capable devices. These tools provide students with immediate access to electronic mail (E-mail) and bulletin board systems such as Blackboard (Sherry, 1995). This recent technology, along with emerging products, such as Apple’s Ipad, gives students the opportunity to access supplied course materials, print-based media, conduct teleconferencing and videoconferencing all while being a short phone call or email away from the support of their instructor. We have also seen over time the barriers to communicate and educate adults and students across the globe are becoming easier. We are in the midst of a 21st century that will have the opportunity to enhance our cross-cultural understanding, break down old barriers between countries, and enhance the opportunities to seek an education in any subject or skill set. One exciting example of this is GLOSAS (Global Systems Analysis and Simulation). They have worked to develop models of the Global University and the Global Lecture Hall, which will provide resources allowing less affluent countries to keep up with advances in global research and education (Gunawardena & McIsaac, 2004).
While computer supported platforms are the fastest growing, they are still emerging and can be quite expensive depending on the necessary software or infrastructure necessary to make sure they operate without a problem. This requires to student to make sure they have the latest upgrades, antivirus software, and familiarity with the operating platform to be able to participate in distance education. On another note, some professionals have questioned whether distance education quality has kept pace with the rapid growth in popularity. Others have voiced their confusion of having students attend a college, pay for room and board, and have them sitting in their residence halls taking classes instead of attending actual classes. A recent article found that over half of the 1,055 college presidents surveyed in two-year and four-year colleges believe that online courses offer a value to students that is equivalent to a traditional classroom lesson. However, a lower percentage of adult Americans, only 29 percent of 2,142, believe that online learning measures up to traditional teaching environments (Young 2010). These perceptions, along with a current recession, continued higher education funding cuts, and working to comply with the Americans With Disabilities Act to name a few examples, will keep distance education issues a top priority for our administrators and faculties and challenge them to find answers for.
Distance education is revolutionizing the way we can educate people. The technology and training exists that any student can seek an education customized around their specific needs and wants. For some, distance education may not be the preferred method of learning but it will certainly serve as a valuable supplement to their favored process. To find what works best for each individual, they must have a solid understanding to which medium they would desire and take the time to educate themselves as to what they believe will work best for them. It would be recommended to speak with their peers, faculty members, and classmates to gain proper guidance, opinions, and impressions about distance learning. With a favorable experience and support, one may find that distance learning could potentially become their favorite form of education. For institutions of higher learning, it will be a priority to continue to evolve and invest in distance learning as more students demand and have a preference for this learning style.
References
McIsaac, M. S. & Gunawardena, C. N. (2004). Distance Education. In D.H. Jonassen, ed.
Handbook of research for educational communications and technology, Second Edition: a project of the Association for Educational Communications and Technology. 355-396.
Schlosser, L. A., & Simonson, M. (2002). Distance education: definition and glossary of terms.
Bloomington, IN: Association for Educational Communications and Technology, 1-7.
Sherry, L. (1996). Issues in Distance Learning. International Journal of Educational
Telecommunications, 1 (4), 337-365.
United States Distance Learning Association. (2010, November). Class differences: Online
education in the United States, 2010. (Sloan-C Report). Allen, I. E. & Seaman, J.
Young, J. (2010). College Presidents Are Bullish on Online Education but Face a
Skeptical Public, The Chronicle of Higher Education. Retrieved on September 9,
2011 from http://chronicle.com.ezproxy.lib.usf.edu/article/College-Presidents-Are
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