Holly Denney
OMDE 0601
Section 9041
July 2, 2000
3. Describe and explain to which extent distance learning and net-based learning are likely to change learning at universities drastically.
Introduction
Through technological advances, learning options exist that were unimaginable
a few years ago. There are learners for whom a virtual university is a desirable
option, and their choices for studying in that format will only improve and
increase in the future. However, I believe universities of the future will combine
the best features of distance, net-based, and traditional learning (Campion
and Renner, 1992: 11, as quoted in Peters, 1998: 118). The resulting mixed-mode
universities will offer learners a structured flexibility unknown today, which
will help learners achieve successful completion of a course of study.
Mixed-mode Universities
Learners will have the option of distance or on-campus classes and will be
able to move freely between the two formats. For learners desirous of synchronous
contact within a distance format, options will include virtual conferences (Peters,
1998: 152) or participation in symposia (Peters, 1998: 83), which may be held
at a location appropriate to the topic being studied. All classes will have
net-based elements; one difference will be either a virtual or face-to-face
tutor.
Learners will communicate with a more precise written language, which will
enable all participants to understand the mood, inflection, or intention of
the writer.1 At present, less formal
mediated communication includes "emoticons," but learners at all levels
will develop the conscious use of carefully structured writing.
In a virtual laboratory, learners will select the equipment needed to perform
an experiment, conduct the experiment, and experience both successful and unsuccessful
outcomes (Peters, 1998: 137). For more advanced work, learners will engage in
"research experiences," short-term courses in actual lab or studio
settings with faculty or recognized experts in the field.2
Responsibility for learning will shift to the individual learner (Peters, 1998:
145), and a support system will exist to ensure that learners "[learn]
how to learn" (Peters, 1998: 106). Learners will develop self-discipline,
responsibility, and trust. All learners will engage in group work (Paulsen,
1997: 120 as quoted in Peters, 1998: 83), and distance learners will develop
the additional skills necessary to work with co-learners whom they may not have
met (Peters, 1998: 135).3 A learner
will have flexibility in selecting the timeframe in which he learns, either
accelerated or more slowly, and he may skip over sections already learned and
proceed to new concepts (Peters, 1998: 29). On-line self-checking exercises
will enable a learner to verify his understanding; for any missed questions,
hyperlinks will return him to the appropriate section in the text for additional
study; then, a different self-checking exercise will be accessed.4
All classes will be pre-planned, with course materials developed by a team
of specialists who will ensure that optimal presentation media are used (Peters,
1998: 70 & 137). No longer will course materials be printed in large quantities;
instead, the materials will be stored on a computer, allowing for as-needed
updates and just-in-time delivery (Peters, 1998: 114 & 115). Instead of
paper copies, materials will be produced onto a CD-ROM or available on-line
(Peters, 1998: 83). These materials will incorporate text, audio, video (Peters,
1998: 147), and hypertext links, and they will be used in an on-line environment
(Peters, 1998: 83). Learners will make notations,5
browse, search for defined information units, and follow a 'guided tour' (Peters,
1998: 132) much as they do with books. More important, learners will shift materials
around on screen to create unique juxtapositions to facilitate learning (Peters,
1998: 137). In addition, learners will create data files of research material
to access as needed (Peters, 1998: 131-2).
Learners will be able to access learning and resources from wherever they are
and at times that fit their individual schedules (Peters, 1998: 153). Consortia
will enable learners to move freely among universities and to learn with the
most qualified tutors.6 Some institutions
are including individual computers into the cost of a learner's tuition, with
the cost amortized over four years, and can provide off-campus web access for
learners.7 Costs of technology are
declining, and subsidies will eliminate the egalitarian/elite division in ways
not previously possible.8 Batteries
and wireless technology will continue to expand the reach of learning opportunities.
Summary
The opportunities for enhancing learning through a mixed-mode university are limitless. If our interest is to produce educated individuals, the above scenario should be exciting to everyone fortunate enough to participate in both the change process and the resultant universities.
Bibliography
Campion, M. and Renner, W (1992) 'The supposed demise of Fordism: implications
for distance education and higher education', Distance Education, 13(1),
7-28.
Paulsen, M. F. (1997) 'Teaching methods and techniques for computer mediated
communication', in the 18th ICDE-World Conference: The New Learning Environment.
A Global Perspective. International Council for Distance Education. The
Pennsylvania State University. Abstracts.
Peters, Otto. (1998). Learning and teaching in distance education: Analyses
and interpretations from an international perspective. London: Kogan Page.
________. (1967). Distance education and industrial production: a comparative
interpretation in outline [posted in "Course Content" section
of OMDE 0601]. In Keegan, Desmond (Ed.) (1994) (pp. 107-127) London/New York:
Routledge.
________. (1999). A pedagogical model for virtual learning space [posted
in "Course Content" section of OMDE 0601].
Simonson, Michael & Schlosser, Charles & Hanson, Dan (1999). Theory and distance education: A new discussion. In: The American Journal of Distance Education, 13(1), 60-75.
Endnotes
1 The comment is based upon the discussion
in the conference, in particular Gene's comments about how writing evolved to
include punctuation marks. I believe we will all learn to write / communicate
more precisely, particularly as the digital environment will cross language
and cultural boundaries.
2The concept is borrowed from the
National Science Foundation's Model Institutions for Excellence initiative.
3 I modified the discussion in Peters
to include the consideration of working collaboratively with learners who are
unknown to each other. In the scientific community discussed, the participants
would have had knowledge of each other's reputations, at a minimum.
4 The concept is borrowed from the
UMUC library course.
5 The comment about notations is assumed
as being done on the pages of the virtual book, which is possible in some file
formats.
6 There is a discussion about consortia
in Peters, 1998: 204 and the cost-sharing advantages that can be attained. My
comment is an extension of the consortia concept as exists where I did my undergraduate
degree - there were six institutions participating, among which learners could
move freely and have earned credits fully accepted at their home institution.
7 Technical institutes have been engaged
in this practice for several years.
8 Part of the institution's investigation
includes how to structure the program to have it come under various federal
and state assistance programs. One concern is that the increased used of technology
will only form another barrier to keep lower-income groups out of higher education.