In assessing technology’s role in distance education for adults, Gibson (2000) argues that four questions must be considered—what is being accessed, how are programs designed, who is being served, and with what results? At the time of Gibson’s article in 2000, these were valid concerns for study. After 8 years and significant advances in technology and the options available for distance learning, the question is whether these questions still valid and worthy of additional study.
Range of Programs
Gibson lists higher education, business and industry, military and government, health care, and adult and continuing education as the primary groups utilizing distance education. Within the business and industry sector, usage of technology-enabled learning continues to grow. Sugrue & Rivera (2005) reported that the percentage of learning hours provided via technology has increased from 8.8% in 2000 to a projected 32.5% in 2005 (p. 14). Similar industry reports show this trend continuing for the foreseeable future. In higher education, Allen & Seaman (2007) report that from 2002 until 2006 the percent of online enrollment versus total enrollment in degree-granting postsecondary institutions grew from 9.7% to 19.8% (p. 5). In 2006, 3.5 million students were taking at least one online course, up from only 1.6 million in 2002 (p. 5). Another interesting statistic is:
“…whether online degrees are as good as those granted by face-to-face programs. Overall, only about one-in-five institutions disagrees with the statement that “online degrees have the same level of respect as face-to-face degrees.” About one-half are neutral, and the remaining portion (27 percent) agree with the statement.” (Allen & Seaman, 2007, p. 15)
The question of reach and usage may be interesting to study, but the acceptance and credibility factor—to this author—would seem more critical to study.
How Programs Are Designed
The design of distance education has been evolving since the early days of interactive video, then computer aided instruction, then computer based training, then web based training, and now eLearning. Many early adopters tended to focus either on flashy multimedia “edutainment” programs, or on converting PowerPoint presentations or paper-based materials to an online format. Unfortunately, edutainment-type programs were beyond the economic reach of many, and the proliferation of “page turner” eLearning programs helped coin the phrase “bLearning” (as in boring learning). The design of programs, in terms of their engagement level, instructional integrity, and transference of skills and knowledge is something very worthy of continued study. Especially with the advent of many rapid-development tools becoming available on the market, many are tempted to sacrifice instructional integrity for quick results. Quantifying the impact of programs built on solid adult learning and instructional design principles versus those built with a more limited focus (perhaps on content only) could be very beneficial justification for the field of distance education.
Who Is Served
From my experience as a developer, student, and facilitator/professor of eLearning and distance education, I can anecdotally support Gibson’s (2000) claim that the majority of online learners are women. I have also observed that in higher education in particular, there often is greater racial diversity represented as well. This is a refreshing change versus many traditional universities. However, given Gibson’s alarming words regarding the risk of being perceived as “less well educated” if one selects distance education over traditional bricks-and-mortar institutions, I think it is imperative that this be studied over time. Again, as mentioned earlier in this paper, the acceptance and credibility factor of online learning would be important to study in order to help further validate it as a viable—and in some cases perhaps even preferable—method for education.
Results
Gibson (2000) raises a number of interesting questions in regards to what results may come from greater usage of distance education, particularly from the perspective of potential social impact and change and the democratization of learning access. This is an admirable, and perhaps idealistic, goal. The question, though, is this a matter for scholarly study or perhaps more of a political or policy question? In lieu of a definitive answer, perhaps we can all take whatever steps we can within our own spheres of influence toward Gibson’s ideal that all people are “ensured quality of access to and success in lifelong learning” (p. 436).
References
Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning Retrieved May 15, 2008, from http://www.sloan-c.org/publications/survey/pdf/online_nation.pdf
Gibson, C. C. (2000). Distance education for life long learning. In A. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 423-437). San Francisco: Jossey-Bass.
Sugrue, B., & Rivera, R. (2005). State of the industry Retrieved May 15, 2008, from http://www.astd.org/NR/rdonlyres/563C2472-1F53-4BEE-8213-7CC19BC532C5/0/ASTD_StateoftheIndustry_2005.pdf
- Robin
Copyright Robin Donnan 2008. All Rights Reserved.
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