On the Potential of Distance Education in the Age of Information Technology
Börje Holmberg
(Sjögräsggatan 2, S-234 33 Lomma)Abstract:
In any distance-education situation students and tutors are at a
distance from each other at least in the sense that they are not in
the same room while learning and teaching. This means that distance
education relies on media. It has two constituent elements, on the one
hand the presentation of learning matter, which can be described as
one-way traffic, on the other hand interaction between students and
tutors, which represents two-way traffic. Both are brought about by
media. This was so a hundred years ago, when print, the written word
and, occasionally, phonograph recordings exhausted the media
repertoire, and does so now that a wealth of more and less
sophisticated media are available. What, equipped with media of
various kinds, distance education is capable of is the theme of this
essay. Keywords:
K3 Computers and Education - K3.1 Computer Uses in
Education; H5 Information Interfaces and Presentation - H5.1
Multimedia Information Systems
1 Requirements
Any mode of education,
instruction or training is expected to cater for reproductive
learning, i.e. the learning of facts and the reproduction of what has
been presented. The effectiveness of distance education in this
respect has been shown to be outstanding [Childs 1965] and [Granholm
1971]. This is of very limited importance, however, as it is evident
that students need more than such instructions as make them capable of
providing the correct answers to factual questions asked. Students
must acquire the capacity to abstract meaning from various more or
less complicated presentations, they must learn to analyse and
interpret phenomena, bring together relevant information from
different sources, combine and synthesise what they learn in varying
contexts. In the so-called psychomotor domain little is usually
expected of distance education. In a number of cases manual skills
nevertheless have to be catered for (handling instruments, typewriting
etc.). To what extent distance education should endeavour to identify
and meet objectives in the affective domain, i.e. such as concern
emotions and attitudes, is a contentious issue. The socialisation that
is Page
usually expected of education seems much less important in adult
education, the prime field of distance education, than in the
education of youngsters as it is usually brought about in job
situations and other parts of adult life. What is acquired is a kind
of academic socialisation concerned with such things as the use of
research sources, the conventions of intellectual discussions,
presentations of investigations and similar matters. A moral
upbringing, which can never be ignored in education, should probably
be primarily focused on intellectual honesty, unbiased presentations
of work done, proper references to sources used, the rejections of
"cooked" data, etc.
2 Means and Media
To meet these requirements
distance educators use the two constituent elements of their mode of
teaching, a presentation of matter to be learnt, thought about, used
and assimilated with the learner's intellect (and, often enough,
emotions) as well as mediated interaction with students. Discussion
must and can be catered for, not only in the sense that students are
caused to mull things over individually but also as a real exchange of
questions, ideas and arguments with a tutor. This is by no means a
new approach. It has been practised by responsible correspondence
schools for at least a century. Nevertheless, there are new ways to
bring it about. While a printed course (still by far the most common
mode of presentation) and postal communication used to be the only
really important media, students can now draw on computerised data
bases for relevant items of information. There are possibilities for
each student to find his/her own way through a subject area by means
of so-called hypertext approaches, audio and video recordings can be
used, interaction between students and tutors need not be delayed by
assignments being sent by post but can benefit from telefax and/or
electronic mail and, in the cases when students wish to work together
with fellow-students, interaction between them can be brought about by
teleconference or computer conferencing. Teleseminars are a reality
of significance. To meet limited psychomotor aims experimental kits
and construction models combined with detailed written instructions
have proved useful. TV and video recordings have been shown highly
effective means for influencing attitudes [Sparkes 1982], page
7. On attitude change by means of distance learning see further
Rogers 1986. If student autonomy is seen as a desirable objective the
possibility for each student to select information and find his/her
own way through an area of study by means of hypertext systems is
highly relevant, although free navigation may not suit learners with
poor prior knowledge. The importance of this possibility is
illuminated by the fact that many distance-teaching organisations
consciously endeavour to promote a high degree of autonomy
[Weingartz 1990]. Experience shows that in ''courses aimed at making
students more independent as learners a degree of control is placed in
their hands; students learn control by practising control``
[Isaacs 1990], page 86. Page
For student autonomy personal tutoring and counselling
are evidently essential.
3 Student-Tutor Interaction
Helping
students to apply deep-level processing of what they read usually
requires personal interaction with a tutor. This is by no means a
controversial statement, but nevertheless it includes a bone of
contention. It is sometimes taken to be an argument in favour of
face-to-face sessions while it is evident to anyone aware of the
potential of distance education that the interaction can, is and in
many cases must be brought about by non-contigous means. Assignments
for submission can, if developed in a way encouraging students to
analyse, summarise, draw conclusions etc., be effective educational
means which challenge them to think and judge
independently. Assignments of this kind are no mini-examinations; they
do not ask for information contained in the course materials but
require students to use the subject matter presented for operations of
the kinds indicated, i.e. to practice cognitive skills such as
producing new forms of knowledge out of existing knowledge
[Chang, Crombag, van der Drift & Moonen 1983], page 15. It is evident that assignment tasks of these
kinds cannot be developed as an add-on routine matter; they require
much thought and creative imagination. It is equally obvious that the
distant tutor's work is important, indeed, and thus must be allowed to
be relatively costly. We do have experience of excellent assignment
quality, first-class tutoring and other kinds of effective student
support, but I am afraid we must recognise the sad fact that the
opposite is equally well known. We need not look far to find types of
distance education that represent little more than one of its
constituent components, viz. one-way traffic through course
development. Here the course ''package`` conveying information is
practically all, whereas the two-way traffic through which
student-tutor interaction is brought about is reduced to a checking
instrument which requires the services of correctors rather than
tutors. This deplorable practice seems mainly to cater for knowledge
transfer "from one vessel to another" and largely neglects focusing
"attention on the intellectual and emotional development" of the
distance student [Fox 1983], p. 151. Dispensing with really
educational non-contiguous student-tutor interaction seems to reflect
lack of belief in distance education. It invariably causes insistence
on supplementary face-to-face sessions also in cases when neither
skill training, nor social considerations demand the physical presence
of tutors and students on the same premises. High-quality distance
education without any doubt requires stimulating non-contiguous
student-tutor interaction. It is brought about by postal
correspondence, by telefax and/or electronic mail, on the telephone
etc. What is always important in this communication - independently of
medium/media used - is that tutors use a friendly and personal tone
making students feel that they are Page
accepted partners. Mediated student-tutor interaction has proved a
valuable means to support students' learning and develop their
cognitive skills. This is of decisive importance for the potential of
distance education. A new dimension has been added during the last
couple of decades through the introduction of teleconferences-and
a-synchronous computer conferencing. They open new possibilities for
non-contiguous group interaction. The former has proved particularly
useful for seminars, the latter also for informal contacts between
fellow-students [Mason & Kaye 1989]. However, what in the context of
student-tutor interaction is above all typical of the potential of
distance education is its almost unique one-to-one relationship
between one student and one tutor (along the lines of Oxbridge
tutorials).
4 One-way Traffic - Presentation of Learning Matter
Naturally also the other constituent element, the presentation of
learning matter, is crucial for the potential of distance
education. The quality of this one-way traffic is in most cases
superior to that of the communication component. Here several of the
distance-teaching universities excel (which may be rightly said also
about the student-tutor interaction and other student support
emanating from, for instance, the Open University of Israel and the
United Kingdom Open University). The question arises, however, if the
all-embracing, self-contained, printed (and, possibly, recorded)
courses are the ideal forms for presentating subject matter in
distance education. While their effectiveness has been shown to be
great, their suitability for engaging students in examining
conflicting approaches has been queried. A self-contained course
usually covers everything the student has to learn and practice and
does not cause him/her to consult other sources. It can easily become
autocratic, telling students not only what to do but also what
conclusions are the proper ones, and deprive them of the exercise of
criticism and personal judgement. Course writers have to be
particularly careful here and make sure they engage their students in
scrutiny of arguments and/or other activities that develop thinking
and skills. An alternative approach that can be regarded as a step on
the way towards more academic study implies developing courses that
function as study-guides to set texts. These may consist of articles
and extracts from books through which students get into direct contact
with authoritative specialist writings. Such texts are often
reproduced in so-called readers. Sometimes photocopies of recent
contributions to learned journals are also distributed to
students. The study-guide approach is likely to promote plurality and
can be used to support students' independence, but it is not
intrinsically superior to traditional course development. If only one
textbook is used there is merely a technical difference between the
study-guide course and the self- contained variety. The study-guide
approach is particularly useful in cases when Page
conflicting theories and arguments are to be studied. Then extracts
from original texts are usually better than reports written by course
writers who may be tempted to summarise the different views and then
tell students what to accept and what to reject instead of underlining
arguments pro et contra and causing students to consider and come to
conclusions on their own. This approach illuminates how the intrinsic
potential of distance education can be applied to academic skills and
socialisation. In the age of information technology study guides
helping students to use data bases may serve academic ends by causing
them to search for, compile and evaluate information, to analyse and
use it in its proper contexts.
5 Overarching Aspects
High quality
can be attained by exploiting the potential of distance education as
far as possible. This primarily means giving would-be students a wide
choice of possibilities. These can include permission to start,
interrupt and finish study at any time that suits the individual,
which needs must lead to flexible arrangements for examinations,
i.e. several examination periods per year. It also means that students
are allowed to study at their own pace and that individualised study
is welcomed as well as peer-group interaction to the extents that
individual students prefer. Computer conferencing paves the way for
this. Modern technology offers valuable approaches today and promises
a series of new possibilities. Tony Bates, a leading distance educator
specialising in modern media, forsees that within the next ten years
the following developments will apply to everday life in developed
countries:
* integration of television, telecommunications and computers, through digitisation and compression techniques;
* reduced costs and more flexible uses/applications of telecommunications, through developments such as ISDN/fibre-optics/cellular radio;
* miniaturisation (tiny cameras, microphones, small high-resolution display screens);
* increased portability, through use of radio communications and miniaturisation;
* increased processing power, through new micro-chip development and advanced software-techniques;
* more powerful and user-friendly command and software-tools, making it much easier for users to create and communicate their own materials
[Bates 1995] Multimedia networks are expected to lead to
or facilitate educational innovations. Page
Various methodologies promote the exploitation of the possibilities
inherent in distance education. Instructional design may indicate
useful procedures and suitable choice of media [Parer 1988].
However, what is useful and practical always depends on the
prevailing circumstances, on the students, subjects, levels, study
conditions and various frame factors. Apart from what has been said
above I wish to point out two lines of thought which may be fruitful. The first is the realisation that students learn different things from
the same course. We all interact with what is presented to us in
different manners. This is really nothing remarkable. When we read or
in other ways come across information, theories or arguments we
automatically relate them to what we already know, think or
believe. When we learn something new we include it in the cognitive
structures we have already developed. These are widened by new
knowledge. Present-day psychologists often stress that each learner
constructs his/her own knowledge by individual interaction with
subject matter, but there is also a social dimension as human beings
influence one another [see Educational Technology XXXI, a special
issue on the implications of constructivism for educational
technology]. One consequence of this contructivist view is that
teaching, which really means facilitation of learning, must be
characterised less by control and authoritarian intervention than by
the creation of conditions conducive to learning, which, following
Jonassen's definition of knowing, we may regard as ''a process of
actively interpreting and constructing individual knowledge
representations`` [Jonassen 1991], page 5. These conditions, which
can influence results strongly, have practical, administrative as well
as ideational elements. Here belong on the one hand such things as
suitable learning materials, easy communication, practical media and
helpful administration, on the other hand a spirit of intellectual
search and pleasure, friendly interaction and cooperation. The second
line of thought I wish to call attention to is closely related to the
first. It is what I have called the empathy approach. In agreement
with common sense and everyday observations I assume that feelings of
personal relations between student and teacher promote motivation,
study pleasure and effectiveness. Such relations can be fostered not
only by personal interaction, i.e. real communication, but also by a
kind of simulated communication which can be brought about by a
personal style of presentation that attempts to involve the student
emotionally in the study and by a conversational manner of writing
which consistently addresses the individual student and asks for
his/her reactions, views and experiences. The gist of this thinking is
that empathy between on the one hand the student, on the other hand
the writer, the tutors and others in the supporting organisation
should be developed and made visible. A theory to this effect with an
operalisation of the concept I have called simulated didactic
conversation has been developed and empirically tested [Holmberg,
Schuemer & Obermeier 1982]; [Holmberg 1989], page 44 ff.,
and [Holmberg 1991].
This theory primarily bears on course development; another study,
Rekkedal 1985, indirectly testifies to the relevance of the empathy
approach to student-tutor Page
interaction. There can be no doubt about its value for both
constituent components of distance education. It thus contributes to
our estimate of the potential of distance education.
6 Conclusion
The potential of distance education can be described in terms of
- flexibility and student autonomy
- academic quest, use of sources, analysis, interpretation and synthesis
- methods and media.
It
basically depends on the communicative character of distance
education, which can be said to include both real and simulated
communication. Communication in both its forms serves intellectual
development, deep-level processing, the activation of cognitive skills
and other truly educational purposes. The potential of distance
education is enhanced by the use of information technology and modern
media. It is exploited to varying degrees. Flexibility as to pacing
etc., hypertext approaches, suitable media, courses functioning as
guides to selected texts, discourse and empathy, assignments training
cognitive skills, undelayed student-tutor interaction (by fax or
e-mail, for example), teleconferences and computer conferencing,
aspects of conventional instructional design and constructivist
approaches encouraging students to build their own knowledge
representations contribute to the full exploitation of the potential
of distance education.
References
[Bates 1995] Bates, A.W.:
''Technology, open learning and distance education`` London and New
York: Routledge
[Chang, Crombag, van der Drift & Moonen 1983] Chang,
T.M., Crombag, H.G., van der Drift, K.D.J.M. & Moonen, J.M.:
''Distance Learning: On the Design of an Open University`` Boston:
Kluwer-Nijhoff
[Childs 1965] Childs, G.B.: ''Research in the
Correspondence Instruction Field`` Seventh ICCE Proceedings
79-84. Stockholm: ICCE
[Fox 1983] Fox, D.: ''Personal Theories of
Teaching`` Studies in Higher Education 8, 2, 151-163
[Granholm 1971]
Granholm, G. : ''Classroom Teaching or Home Study - A Summary of
Research on Relative Efficiency`` Epistolodidaktika 1971: 2, 9-14
Page
[Holmberg 1989] Holmberg, B.: ''Theory and Practice of Distance
Education`` London and New York: Routledge
[Holmberg 1991] Holmberg,
B.:`` Testable Theory Based on Discourse and Empathy`` Open Learning
6, 2, 44-46
[Holmberg, Schuemer & Obermeier 1982] Holmberg, B.,
Schuemer, R. & Obermeier, A.: ''Zur Effizienz des gelenkten
didaktischen Gespräches`` Hagen: FernUniversität, ZIFF
[Isaacs 1990]
Isaacs, G.: ''Course and Tutorial CAL Lesson Design: Helping Students
Take Control of their Own Learning`` Educational & Training Technology
International 27, 1, 85-91
[Jonassen 1991] Jonassen, D.H.:
''Objectivism versus Constructivism: Do We Need a New Philosophical
Paradigm?`` Educational Technology Research and Development 39, 3,
5-14
[Mason & Kaye 1989] Mason, A. & Kaye, A.:
''Mindweave. Communication, Computers and Distance Education`` Oxford,
New York etc.: Pergamon
[Parer 1988] Parer, M.S.: ''Textual Design
and Student Learning"; Churchill, Victoria (Australia): Gippsland
Institute, Centre for Distance Learning
[Rekkedal 1985] Rekkedal, T.:
''Introducing the Personal Tutor/Counsellor in the System of Distance
Education`` Oslo: NKI
[Rogers 1986] Rogers, W.S.: ''Changing
Attitudes through Distance Learning`` Open Learning 1, 3, 12-17
[Sparkes 1982] Sparkes, J.J.: ''On Chosing Teaching Methods to Match
Educational Aims``; ZIFF Papiere 39. Hagen: FernUniversität
[Weingartz 1990] Weingartz, M.: ''Selbständigkeit im Fernstudium``; Hagen: FernUniversität, ZIFF For parts of this paper I have drawn on a
lecture of mine given at the AECS conference in Stockholm in May 1994
and published in Epistolodidaktika 1994:1 under the title
''Communication and Study Success - Quality in Distance Education``. Page
|