Distance and Online Education... Not a Second Best Option

Before starting to look into this topic, my knowledge about the methods of learning and technologies used in distance education was very limited. I had no idea about how much of an interactive experience distance learning could be, and how technology was not only being used in many cases to make learning more effective and fun, but also to reduce feelings of isolation through the use of synchronous technology such as videoconferencing. Students enrolled in distance education schools around Australia (and other developed countries) use technologies including CDs, DVDs, videos, telephone, email, online lessons, podcasting, videoconferencing and student online forums as well as old fashioned written materials. Even in rural locations, students are able to take advantage of these technologies due to satellite technology. This page from Broken Hill's School of the Air describes how this technology is being used. Of course, some schools offer more technology based learning than others, but from the level of importance placed on technology and online learning that my research has revealed, I expect increasing emphasis will continue to be put on the use of technology at all levels of learning.

I would also not have guessed that the outcomes being achieved by distance education students would be so impressive. While the direct impact of increased use of technology on distance education students’ academic outcomes is hard to quantify, it seems clear that there is a correlation. In The Impact of Digital Technology, A Review of the Evidence of Digital Technologies on Formal Education, the author states that "though previous summaries from pre-internet studies of distance learning concluded that learning at a distance was at best as effective as classroom, when learning moved online there were positive gains" (Underwood, 2009, p.11).

The sheer number of schools in Australia offering distance education either as their primary focus or as an option was news to me as well. To see how many schools are involved in distance education visit the Australasian Association of Distance Education's website for links to schools in each Australian state.

I came into this assignment with a positive view on distance education despite my ignorance, and that view has been solidified. While the risk of technology being used for technology's sake is an issue in general these days with so many new and exciting technological options being created, from my reading it really seems that the technology used in distance education settings is actually relevant and appropriate, and that the schools not utilizing ICTs fully and well are possibly short-changing their students.

Underwood, J. (2009, November).The Impact of Digital Technology: A review of the evidence of the impact of digital technologies on formal education. Becta. Retrieved from University of Canberra E-Reserve.

Is Online Distance Education as Effective as Face to Face Learning?

A Summary of Research on the Effectiveness of K-12 Online Learning by Susan Patrick and Allison Powell

This Summary of Research on the Effectiveness of K-12 Online Learning looks at many of the studies that have been carried out on the effectiveness and academic outcomes of distance online education compared to face to face tuition. While focusing on K-12, it also looks at the results of some studies on the outcomes of adult learners in higher education situations. The findings are similar across studies, concluding that on average, students engaging in online learning perform as well as, if not better than, students in traditional classroom environments. Some of the benefits of online learning found in the studies are mentioned, including more time spent on tasks, high level of effectiveness for different learner types, enhanced teacher student interaction, more highly developed thinking skills and technology skills. The summary concludes that ‘online learning has the potential to transform teaching and learning by redesigning traditional approaches, personalising instruction and enhancing the quality of learning experience’ (Patrick & Powell, 2009, p.9).

It is disappointing that I couldn’t find any Australian studies looking at the outcomes achieved by students learning primarily online and by distance, compared to those in traditional settings. Looking at some of the websites for distance education schools in Australia, it does seem that high quality results are being achieved by students of these institutions. It’s worth checking out the Sydney Distance Education High School’s website to see some of the outstanding results achieved by students across a range of disciplines.

Patrick, S. Powell, A. (2009) A Summary of the Effectiveness of K-12 Online Learning. Retrieved from http://www.k12.com/filefolder/NACOL_ResearchEffectiveness-hr.pdf

Quality Language Learning by Distance – Is Relevant Technology Being Fully Utilised?

Synchronous Distance Education: Enhancing Speaking skills via Internet Based Real Time Technology by Yuping Wang and Chengzheng Sun

In this paper the potential of using web based, synchronous technology for language learning is explored. The paper puts forward the case that without conversation and real time interaction, frustration and inferior results are likely to occur among distance language learning students. Using technology such as video conferencing is the answer to overcoming these problems. This way the learner can actively engage in conversation, have their speech errors instantly corrected and see and hear the tutor speaking in the language – essential factors in effective language learning. Despite the fact that this paper was written 10 years ago, the type of technology it refers to is still very relevant for today.

Interactive learning technology, particularly video conferencing is being used in many distance learning situations around Australia and other developed nations (in fact all Department of Education and Training schools in NSW will soon use this technology as part of the Connected Classrooms initiative). It is curious to note that The Open High School in NSW does not utilize this particular technology, despite being an institution teaching solely languages. Phone calls, limited online programs and CD and text based materials make up its learning methods. This is an example of a school not implementing technology that would greatly enhance student learning.

Yang, Y., Sun, C. (2000) Synchronous Distance Education: Enhancing Speaking Skills via Internet-based Real Time Technology. Proceedings of the 1st International Conference on Web Information Systems Engineering. 168-172. Retrieved from http://www98.griffith.edu.au/dspace/handle/10072/1170

Online Distance Education in Developing Countries – Possibilities and Problems

Technology-Enhanced Leaning in Developing Nations: A Review by Shalni Gulati

This paper (from 2008) explores the potentials of distance education and e-learning in developing nations as well as the realities of what is currently happening. While e-learning and a greater emphasis on ICTs is occurring in these countries, in general, the attempts to improve IT access have given the rich, upper middle classes and urban dwellers the benefit, only increasing the divide between these and the poor and rural populations. The paper focuses on the challenges of implementing e-learning for disadvantaged, rural and poor communities. While the potential of e-learning may be great for helping to bring greater educational opportunities to disadvantaged and poor communities, and act as a means of overcoming economic and class barriers, poor policy, lack of funding and infrastructure, and lack of trained teachers are just some of the factors which severely limit any realistic or widespread implementation of the type necessary to effect meaningful change.

This paper was somewhat depressing! It makes sense as during my research I’ve found many articles and websites about University level initiatives designed to promote increased emphasis on e-learning and distance education in developing countries, but not on progress being made in increasing this type of learning for younger and poor and disadvantaged students. Inter country distance learning at University level is increasing as is the number of Universities within developing nations using these methods, but the worrying divide between the ‘haves’ and ‘have nots’ is increasing as well.

Gulati, S. (2008)Technology-Enhanced Learning in Developing Nations: A review.
The International Review of Research in Open and Distance Learning, 9(1) Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/477/1012

Myths Surrounding Online Learning... Distance Education’s True Potential

Five Myths Surrounding K-12 Online Learning by Guadalupe Vadillo

A great one to start off with! This article challenges some of the myths around distance and online education. The author asserts that:

1. Courses need not be delivered in a conventional way. If the necessary learning outcomes can be achieved using educational games, blogs and other creative technology based methods instead of traditional ones, why should these not be fully embraced?

2. Online learning is not second best to face to face instruction. The most recent study by the US Department of Education (Patrick and Powell, 2009) showed that on average, students in online learning situations actually had better performance than their face to face counterparts.

3. In an online environment, educators should trust that learners can deal with a variety of tasks and technologies. Keeping programs and tasks similar unit to unit is underestimating the intelligence and skills of students.

4. Not all activities need to be graded. Using the potential of online education to create a great learning experience without the emphasis always being on academic achievement can develop internal motivation and a greater desire to learn.

5. Virtual courses can and often should be rapidly implemented. Students’ online literacy in this digital age is generally high. Gradual implementation of online programs is unnecessary and could limit progress.

Vadillo, G. (2010). Five Myths Surrounding K-12 Online Learning. Distance Learning, 7(2), 61-63.
Retrieved from http://zh9bf5sp6t.search.serialssolutions.com.ezproxy1.canberra.edu.au/?sid=CentralSearch:EDJ&genre=article&atitle=Five+Myths+Surrounding+K-12+Online+Learning.&volume=7&issue=2&title=Distance+Learning&issn=1547-4712&date=2010-06-01&spage=61&aulast=Vadillo&aufirst=Guadalupe