DISTANCE LEARNING

DISTANCE LEARNING

A                   Distance learning is not a recent innovation in education, correspondence courses having been used for over 150 years, but new interactive technologies are providing new opportunities and strategies for teaching at a distance. Several studies have compared face-to-face classrooms to distance classrooms in order to evaluate differences in student performance and quality of instruction. A meta-analysis of these studies showed that distance-learning students performed equally well and some distance courses outperformed their classroom counterparts.

This result has been consistent over many studies across many disciplines; advances in communication technology and innovative methods of delivery of instruction at a distance have challenged the idea that laboratory courses can only be delivered in a face-to-face laboratory setting. In engineering, for example, virtual laboratories have been used to teach thermodynamics, electronic circuits, and other experimental courses as well. Programmes in nursing, engineering, technology and other sciences are beginning to use different technologies and innovative methods to deliver courses via distance-learning methodology in order to reach students in different locations and boost enrolment. A survey of online distance-learning programmes revealed a large increase in student enrolment. The availability of distance courses has made it possible for some people to attend college because courses are accessible within their locality or the time of course delivery is convenient for them.

This opportunity for learning has not been without its critics who keep a close eye on the quality of instruction, and rightly so as with any form of instructional delivery. Quality issues are a major concern for those who intend to pursue degree programmes via distance learning, especially with the proliferation of distance-learning programmes. Although it is difficult for academics to agree on specific standards that constitute quality in distance learning, nonetheless, attributes such as accreditation standards for programmes, evaluating students’ experiences, teacher-student interaction, student-to-student interaction, learning resources for the learner, learner assessment and performance, instructional resources for faculty, faculty training, and learner satisfaction are valid criteria. These and many other factors can determine the quality of delivery of instruction in both distance and face-to-face classrooms.

B                     Distance-Learning Technologies and Innovation in Laboratory Course Delivery

In a selected UK university, five departments that offered laboratory courses in Technology and Engineering via distance learning used combinations of a variety of instructional technologies. The technologies most used were Interactive Microwave TV (two-way audio and video), compressed video, the Internet, CDs, computer software (virtual software), and video tapes. At the selected university in the UK, interviews were conducted on-site with faculty and staff. A wide range of teaching materials, student portfolios, and a secure website were observed. In addition to the Internet, CDs, and video, the university used the following innovative ways to deliver laboratory courses.

Residential and Summer Schools

Residential and summer schools serve a similar purpose; the difference is the duration. The summer school is one week long and combines labs, lectures, and problem sessions. In general, these schools provide four key features, providing the opportunity for students to:

Some courses even arranged to take students on a study trip, perhaps to a company with special processes, or to a geographic site of interest.

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