OMDE 0601--Describe and explain to which extent distance learning and net-based learning are likely to change learning at universities drastically

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.

2 The 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.