The Impact of the Internet on Distance Education

The Impact of the Internet on Distance Education 15 November 2001

The Impact of the Internet on Distance Education

This essay examines the transformation of multimedia learning facilities into online

learning environments and discusses the advantages and disadvantages of online learning. Individual learner and organizational requirements for successful online learning are analyzed and some conclusions are offered regarding the future outlook for online learning.

Advantages and disadvantages of online learning

Transformation of multimedia learning facilities into online learning environments:

Relatively recent developments in computer technology have gradually shattered the traditional geographic, temporal and pedagogic boundaries of formal education, enabling newly emerging models of distance education (Harasim, 1996). The first generation of distance education (DE) programs was patterned on the traditional forms of teaching and learning used in universities and relied on the technology of the times (Garrison, 1993; Peters, 1998). Multiple media (e.g., print, audio, video, film, radio, television) were used to deliver content, and people (i.e., instructor, tutor, mentor) or media (e.g., print) were used to deliver guidance. Communication occurred through face-to-face conferences. The second generation of DE continued to reflect the traditional forms of teaching and learning in universities, but added various teleconferencing technology to the model, enabling content and communication to be delivered virtually. In the third generation, networked personal computers (PCs) have been incorporated into DE, enabling computer-mediated communication (CMC) and providing easy access to vast amounts of information via the Internet. Initially, universities provided students with access to networked PCs and multimedia through special facilities either on campus or at specially designed centers. This place-based approach required students to be physically present at the facility to access these learning resources. In each of these three generations resources are centralized.

It has been suggested that a fourth generation of DE, rich in collaboration, multimedia

and interaction, is emerging (National Center for Education Statistics, 1999) in which technology

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Group 1: Ellen Blackmun, Donald Bunis, Annmarie Clattenburg, Josephine Deguara, Sheryl DiStefano OMDE 605

The Impact of the Internet on Distance Education 15 November 2001

enables virtual chat sessions, whiteboards, application sharing, desktop videoconferencing, computer telephony, multi-user simulation environments, and asynchronous communication. Coupled with this latest generation of DE technology is a shift in focus from knowledge transmission to knowledge construction (Harasim, 1996) wherein students engage in more collaborative and team-oriented activities and reflection, critical thinking, evaluation and decision-making are promoted.

Universities are increasingly moving away from this centralized, technology-focused

model to distributed, learner-centered models of DE that allow students access to all learning resources through an online learning environment (OLE). New DE models used in OLEs are derived from psychological principles in cognition, motivation, social factors, and individual differences and use available technology to produce resource-rich, learner-centric virtual

environments in which learning can take place “anyplace, anytime” (Bonk & Wisher, 2000). OLEs represent not just a new delivery mode for education, but also a new learning domain for both educators and learners (Harasim, 1996). OLEs have a different focus, represent new

approaches to learning (Barajas & Owen, 2000), and radically alter the relationship of the learner to the teacher as well as to the content of the curriculum (Harasim, 19).

With the advances of computer technology and the Internet, more and more distance

education programs are being offered online. Some of the advantages of online learning, as compared to other forms of earlier distance education methods, include interaction, speed, convenience and the ease of cross-referencing among diverse sources (Lemke, 1996). However, factors such as lack of access and high costs can be great barriers to learning online for certain groups of people.

Communication: Probably the main benefit derived from online learning is the

interaction it affords between learner and learning material, learner and teacher and especially the more recent dimension of student/student interaction. Learning is a social activity (Bates, 1995) and online learning, with special emphasis on computer mediated communication (CMC), allows students to come together to share ideas, thoughts, and feelings, discussing and/or

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The Impact of the Internet on Distance Education 15 November 2001

challenging ideas or opinions, thus modifying or confirming their beliefs (Lauzon and Moore, 19). This is a distinct advantage because interaction with others facilitates the higher order intellectual skills of analysis, synthesis and evaluation and “[c]ollaboration is among the most effective approaches to cognitive and social learning” (Harasim, 1996, p. 207). One may argue that this can also take place in face-to-face situations, but the benefit of online learning is that these discussions can take place among learners, teachers and specialists separated in time and place, bringing together people of different cultures, religious beliefs and ethnicity. These discussions can take place in real time, providing the possibility of brainstorming and immediate feedback in a dynamic virtual environment, for example through Internet Relay Chat (IRC) (Day et al., 1996). Moreover, unlike face-to-face communication, synchronous communication over the Internet is not ephemeral, since a transcript can be downloaded for future reference.

Alternatively, asynchronous communication permits quiet reflection as well as the

processing and organization of information before responding, facilitating “communication across time zones as well as increased control by the user over the time and pace of participation” with the classroom being open round the clock (Harasim, 1996, p. 206). This freedom is not totally unrestricted, however, as students often have deadlines not only for assignments but also for participating in particular discussions.

Asynchronous communication gives everyone the chance to have his/her say. Shy and

reserved students may find it easier to communicate through writing. Nonetheless, some learners may consider the demand for increased participation as an extra burden on them (Harasim, 1996) while others may lack communication skills. Teachers, on the other hand, while appreciating the interaction with students, are also faced with greater demands on their time as online teaching extends beyond class time and office hours.

Interactivity: Online learning can also be an independent form of study where the

student can interact with the learning material and, through the use of hypertext and multimedia, they can access information, databases, libraries and other sources. One of the theories concerning multimedia is that the more media used, the more beneficial it is for the learner;

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The Impact of the Internet on Distance Education 15 November 2001

however, this is not always the case as the use of inappropriate combinations of media lead to interference and/or overload. In fact Lehman (2000) states that adding unrelated pictures, rather than improving learning, may in fact be a distraction and decrease learning. Additionally, if instruction is in the form of self-teaching packages the student has the disadvantage of experiencing isolation (Brown, 1994). Moreover, using programs which are solely content-interactive risks making learning more private and, though independence is encouraged in distance education, such programs may throw too much responsibility on the learners themselves (Moore, 1983).

Individualization/Adaptability: A principal advantage of online learning is that many

teaching programs can be adapted to the individual’s learning style. Different students have different ways of processing and organizing information and online learning has the advantage that certain strategies could be used to accommodate different individuals. Some students may require more structured courses while others prefer to follow more flexible learning programs. Since “[h]ypermedia does not restrict the learner to fixed structures … [c]omputer applications can adapt to preferences, knowledge, and abilities of single students” (Hasebrook, 2000, p.3). However, many online programs have the disadvantage of being too rigid in form. This could be compensated for through individual interaction with the teacher. O’Connor (1997) suggests different ways in which technology can be adapted to different learning styles by developing supplementary materials to programmed instruction. Burgstahler (1996) speaks of the benefits of adaptive technology for students with disabilities that will enable blind students, for example, to have access to voice output systems, while deaf and house-bound students are on an equal footing with other students in online programs. McNulty (1996) identifies certain obstacles to access for disabled persons. He distinguishes these obstacles as input-based obstacles, such as complicated key-strokes, which motor-impaired users would find difficult to perform, and output-based obstacles, such as cluttered screen or menu designs, which would hinder print-impaired computer users even if they have adaptive devices.

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The Impact of the Internet on Distance Education 15 November 2001

Two additional disadvantages are implementation cost and lack of access to hardware

and/or the Internet. Costs can be quite prohibitive both for organizations offering the online courses as well as for students who have to invest in the hardware necessary to access these courses. Another disadvantage could be in the form of access either because the student cannot afford the hardware or because the country s/he lives in does not have the technological infrastructure required. In the final analysis, however, the advantages of online learning in this day and age appear to outweigh the disadvantages. To quote Harasim, (1996) “[o]nline education provides a model and approach to meet the challenges of the twenty-first century, enriching educational processes and resources beyond what has hitherto been possible” (p. 213).

The following matrix summarizes the advantages and disadvantages of online learning.

Advantages Disadvantages Teaching and Learning (without human/human interaction)

Dual coding (processing information through Interference/Overload (if used inappropriately) more than one channel)

Interaction with learning material Use of multimedia has little effect on learning Cross-referencing with other sources Some material could be unreliable

Not suitable for all styles (Ross, 1997) Suitable for many learning styles

Self-paced Isolation/Procrastination Independence Too much responsibility on learner Information more rapidly updated Difficult to read text on screen Supports only lower-order skills Teaching and Learning (involving human/human interaction)

Interaction with teacher and peers Text based interaction lacks visual and verbal

cues such as body language and intonation

Immediacy (Fast, immediate feedback) Possibly too much haste in responding Synchronous interaction provides immediate Different time-zones can be difficult for feedback synchronous communication Asynchronous interaction gives time for reflection before responding. Time and Place Independent Technology failure Supports higher order skills General

Convenience Costly Easy access especially in developed Not accessible to everybody because of costs countries or lack of technological infrastructure. Adaptive technology for disabled persons Not all adaptive devices are user-friendly for

disabled persons.

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The Impact of the Internet on Distance Education 15 November 2001

Individual and organizational requirements for successful online distance education

For delivery of distance education via the Internet to be successful, a number of

individual and organizational requirements must be met. Individual requirements:

Requirements for individual learner participants include:

Self-directed learning: Because the foundation of Internet online education is

knowledge building rather than knowledge transmission, students must be willing and able to participate in the process of directing and creating their own learning experiences (Barajas & Owen, 2000; Harasim, 1996). Online learning requires the student to participate to a much greater extent in the creation of the learning experience, and in return gives the learner greater control over that experience. Network learning “encourages, even requires, active rather than passive learning” (Harasim, 1996, p. 207). While studies have shown that learning is usually not facilitated by the use of multimedia techniques, multimedia can, to the extent it provides for interactivity, communication, individualization, creation of meaning by the learner, and adaptation to individual learner preferences, help learners become self-motivated and therefore become active learners (Hasebrook, 1999; Hasebrook, 2000; Lemke, 1996).

Technology and technical skills: To participate effectively in distance education on the

Internet, individual students must have access to the appropriate technology, specific computer skills for working with the technologies, and access to training and technical assistance for using the technology (Barajas & Owen, 2000). Technical assistance should include online, telephone, and email support on an ongoing basis, preferably 24 hours a day, seven days a week. While multiple media may not in fact influence learning, learners will nonetheless need to be able to understand and utilize the informational and navigational tools of the Internet, and understand texts, images, and videos, if they are to effectively access information (Hasebrook, 1999). As mentioned in the previous section, disabled learners will need access to special tools to enable online learning. In addition to the basic computer and Internet skills, learners will specifically need to be able to take advantage of the benefits of hypermedia for successful linking of information

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The Impact of the Internet on Distance Education 15 November 2001

and searching across various Internet sites (Dillon & Gabbart, 1998). To some extent, the learner’s ability to use hypermedia will depend on his or her ability and preferred learning style. While individual learners may exhibit varying abilities to use hypermedia, this still stands as a basic capability required by all Internet distance education learners, permitting them to visit the same material many times, rearranging the content for different purposes (Dillon & Gabbart, 1998; Lehman, 2000).

Communication and collaboration skills: Online education relies heavily on interaction

between students and teachers and between students and other students. Thus, in order to successfully participate in a collaborative learning environment, learners must possess appropriate communications skills and will need to be familiar with and able to use various distance based synchronous and asynchronous conferencing tools (Barajas & Owen, 2000). Networking technology expands the opportunities for student-to-student communication and provides students with the ability to collaborate with each other as part of the learning experience (Harasim, 1996). This requires not only self-direction on the part of the learner, but also cross cultural communications skills, including the ability to communicate in written form in a language which is understood by other students and the instructors (Barajas & Owen, 2000).

Research and information retrieval skills: In order for students to be able to utilize the

Internet for online education, they must be able to “maximize the potential of electronic resources” by having a knowledge of the structure of the database, being able to use procedures for searching databases, knowing the most useful databases and digital libraries to search, having familiarity with the most useful search engines, and understanding how various resources are linked together ( Ray & Day, 1998; Spink et al., 1998). Lack of information retrieval skills can in fact be a major barrier for online students. Furthermore, students should be able to utilize precision refining techniques in their searches, in order to improve the results of their searches (Ray & Day, 1998). While the electronic resources available on the Internet may be the primary source for online students, they must nonetheless retain an appreciation for the fact that “electronic resources and print-based resources complement each other” (Ray & Day, 1998). In

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order to provide students with the needed information retrieval skills, appropriate training will need to be embedded in the online curriculum (Ray & Day, 1998). This includes training for the less popular electronic sources, so that students can begin to see their potential (Ray & Day, 1998).

Organizational requirements:

To ensure success for the online learner, organizations that offer distance education

have to provide more than course materials alone. The system should provide extensive support for faculty and for learners. In addition, there are considerations for the organization itself, as online education differs from traditional face-to-face classes, and even from distance education programs of the past.

Pedagogical and instructor training and support: Organizations have an obligation to

the learner to design a pedagogically sound program, which is clear in objectives, process and evaluation. A properly designed course takes advantage of what the Internet has to offer (interaction, speed, convenience and cross-referencing among different sources) and combines them in optimal ways to meet the learning goals. One of the most important requirements of the organization is a well-trained faculty with an understanding of the pedagogy of distance education (Barajas & Owen, 2000). Instructors who are unfamiliar with online learning techniques and pedagogy will need extensive, ongoing training and support to enable them to design effective online learning and support the virtual classroom experience. Faculty members will need release time, so that they can develop these programs and devote additional time to interact with students and respond to their inquiries (Bates, 1995).

Learner empowerment: The system should allow learners opportunities for

collaboration, dialogue, practice, exploration, research, and evaluation. A well-designed system is flexible, adapting to the individual learner’s needs and abilities. The interface makes navigation simple, while engaging the learner. Taking the user’s perspective (Hasebrook, 2000) can help in the design process, as well. Organizations should strive to create an environment in which learners are empowered. As Lian (2000) points out, learners need to apply information to their

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own worlds, and be free to come to their own conclusions. In this constructivist approach, teachers function as mentors.

Interaction: Computer networks provide a means for learners to interact with the

instructor, as well as with each other. Through synchronous and asynchronous communication, students “share and create knowledge together” (Harasim, 1996, p. 206). Thus, the Internet has had a tremendous influence on distance education. Students are now supported in ways that were not possible prior to the advent of computer-mediated communication. Communication among students, teachers and administrators is not only faster, but stronger (Thomas & Carswell, 2000). Online learning environments provide more options for teachers and learners. In order to make the most of these opportunities, educators need to develop sound, thoughtful approaches, with solid support from their organizations.

Student technical support: A learning system also needs to ensure that learners can

receive assistance with and clarification of technical and non-technical aspects. Learners enter the system with varying levels of ability and familiarity with the materials and tools. They need to be provided with training at the outset that will help them understand the technology as well as study methods (Hasebrook, 2000). Support can be provided in a variety of ways (e.g., on-line contextual help, manual, live “chat” electronically or via telephone) and can reduce students’ frustrations (Barajas & Owen, 2000).

Online library services: One area that is sometimes overlooked is the library services.

Where the traditional university relies on physical holdings, the online organization needs to have digital databases at its disposal (Ray & Day, 1998). Digital libraries can provide the information a student needs, when s/he needs it. They offer all the speed and convenience that the Internet provides. Given the importance of research skills, use of the library is a technical skill that should be taught alongside use of the other tools.

Institutional commitment and support: Often, organizations do not wholly support

online learning programs; many traditional universities convey ambivalence toward distance education. Barajas and Owen (2000) advocate a “holistic” approach for institutions undertaking

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online educational projects, which involves the attention and involvement of a variety of institutional “actors” and a trans-disciplinary approach. This means that, in addition to providing the requisite equipment and staff, organizations need to examine current practices and consider widespread changes if they are to be successful. Online courses do not mimic face–to-face teaching, nor do they need to compensate for a perceived lack. Rather, distance education is creating new ways of teaching and learning that represent a paradigm shift in education (Wheeler, 2000). Such changes can be brought about by champions for change within the organization, usually at the upper levels (Bates, 1995). Organizational commitment can mean adjustments such as granting faculty release time, so that they can spend the additional hours required to respond to students’ online queries (Bates, 1995), and faculty development, so that teachers are prepared for the virtual classroom experience.

General conclusions and outlook for online learning

As we have seen, distance education has relied on the technology of the times to bring students and teachers together. As importantly, in its application of the technology, DE has reflected the zeitgeist of the various eras through which it has progressed. Peters (2001) traces three “generations” of development through which teaching and learning behaviors have changed. The progression can be seen to have begun with the leisurely pace of the late 1800s, when correspondence courses were delivered to individual learners by post. The pace quickened when the broadcast media of radio and television came into its own and masses of people received instructional content instantly and at the same time. In the latter part of this period, standardized course materials were developed by government-funded open universities, which made higher and further education available to vast new markets and classes of students. Now, in the post-industrial era, the Internet is empowering students to seek out the educational content they want, when they want it, and wherever they happen to be, regardless of where the content originates. If, indeed, the past is prologue to the future, what may we reasonably predict for the future of online learning?

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Learner-centeredness: With the recent emergence of the service economy and the technologies that support it, the individual consumer rules. As Peters (1997) has said, “The aim is no longer to produce the same goods of the same quality at the lowest possible price for as many consumers as possible with the same needs” (p.4). This thinking has certainly affected education. The highly structured courses that perpetuated the traditional teacher-centered model of received learning throughout the first century of DE are now regarded by many as anachronistic relics of a pedagogy designed for a manufacturing-based economy, “… hopelessly inadequate to meet many of the needs of the contemporary information society” (Wheeler, 2000, p. 1). The notion of learner-centered education fits well with the gestalt of the present information age. None of it would be possible without the proliferation of personal computers and the development of the Internet.

The influence of the Internet as a tool for learner-centered pedagogy is now evident in established distance education institutions as well as on traditional college and university campuses. The Internet has also become an indispensable medium for training throughout industry, where the knowledge and skills of the workforce are perpetually in need of refreshing (Hasebrook, 1, undated),

As access to the Internet becomes increasingly ubiquitous it can be effectively used to reach large segments of target populations who require education and/or training. Given the growing need for lifelong learning, this capability has become crucial. In the context of the information-rich, post-industrial age in which we now live and work, the challenge is to create information-literate citizens and workers who know how to manipulate and analyze vast amounts of data and to construct meaning of it for themselves over time as needs change. Digitized information in many forms, stored on servers all over the world and accessed through Internet portals, can be manipulated by individuals as needed to construct knowledge for themselves and for their employers. The use of networked multimedia and hypermedia also enables learners to interact with one another and with tutors/trainers wherever they happen to be. These capabilities facilitate the development of what Hasebrook ( 2, undated) calls, “self-regulated learners” (p.3) as well as

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The Impact of the Internet on Distance Education 15 November 2001

collaborative problem solving among teams of individuals in academic disciplines and organizations. The potential advantages are enormous, provided students who use new media develop the self-discipline to become self-regulated in addition to acquiring the knowledge and skills needed to navigate and communicate successfully in the online environment.

New Business models for training and education: All signs point to the Internet

driving the growth and development of DE and training. For instance, to save time and travel expenses, many businesses are reallocating their training and conference budgets to support online communication–synchronous and asynchronous (Hasebrook, 1, undated ND 1). Recent economic downturns and travel risks (associated with terrorist activities) have served to reinforce this trend.

The Internet is also changing the business model of higher education in profound ways (Wheeler, 2000). We have begun to see consortial arrangements between and among autonomous academic institutions to create degree-granting virtual universities with broad curricular offerings and worldwide reach through the Internet. Students can earn degrees by combining courses originating from any of the member institutions. Established educational institutions and new for-profit e-learning providers are teaming up with publishers, broadcasters, and government to provide specialized education and training programs for members of the workforce, delivered over the Internet. In addition, many traditional campus-based universities are mounting all or parts of their courses on the World Wide Web to reach new markets and to serve existing populations who cannot be on campus (Rumble, 1997). Doing so has helped some of these institutions compensate for the loss of enrollments from corporate contracts now that so many corporations are themselves developing in-house training and education operations. However, the adaptation to dual or mixed-mode education is not without its costs and challenges to the institution. We have previously referred to the need for these institutions to invest significantly in technology and training to help faculty, staff, and students to use the technology effectively. These challenges can also have substantial impacts on the culture of the institution

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The Impact of the Internet on Distance Education 15 November 2001

that provoke a great deal of resistance and resentment among established members of the organization.

Mass customization Given the way in which the Internet enables communication and access to information, we predict it will play a growing role in supporting distance education. Electronic library holdings are increasing rapidly bringing digitized text-based material and images directly to students at their personal computers, provided the students learn how to search the electronic holdings and access the digitized material. Textbook publishers are incorporating websites into their products. Electronic course authoring and presentation tools are readily available to individual faculty members. With these tools, surely web-based teaching and learning opportunities will proliferate.

Of great potential significance to the outlook for Internet-based learning and training, there is a growing partnership among public and private entities throughout the industrialized world to gather and catalog electronic learning objects (see information on the U.S. Department of Defense’s Advanced Distributed Learning Network initiative at www.adlnet.org). Existing animations, video clips, simulations, multimedia texts, etc. that were developed for use in one context are being assembled into huge repositories of learning objects to be meta-tagged according to their characteristics. The ultimate goal of these efforts is to reuse existing learning objects as components that can be recombined to create new Internet-based courses and training programs on the fly, saving significant amounts of development time and expense. Thus, the era of mass production in distance learning has yielded to a new era of mass customization, where one-off multimedia products can be produced economically and just in time for the intended application (McGreal & Roberts, 2001).

Interactivity and learner empowerment: As has been pointed out earlier, online multimedia is not necessarily a panacea for distance learning. Research on the effect of media on learning is inconclusive. We have even seen that poorly designed applications can make learning more difficult. Nonetheless, the Internet’s impact on distance education and training has been profound in no small part because it enables access to so much content and provides learners with so

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much control over when and where to access it, once they have mastered the techniques of using the sophisticated search engines, catalogs, and databases that are now available (WBT). This aspect allows the Internet to serve the needs of a population that is increasingly diverse and individualistic in its learning needs and styles.

However, access to content and user control is only half of the story. Of equal importance are the interactions the Internet enables. The Internet supports the communication that is essential to the teaching/learning process when those engaged in learning are distant from one another. It supports one-to-one interaction as well as one-to-many and many-to many. It supports the transmission of multimedia synchronously and asynchronously. As bandwidth issues are dealt with and increasing numbers of users gain access, the Internet will become even more effective in meeting society’s needs for learning anytime and anywhere.

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