Disadvantages of distance learning:

While thinking about the advantages and disadvantages of distance learning, pros and cons, one may wonder if there are any distance learning disadvantages. Yes there are various disadvantages of distance education (or online learning), among them:

• Costly and complex technology. Despite the many opportunities of distance education, there are inevitable accompanying costs. Live video communication for example, requirescareful planning of the equipment and facilities. For online learning, you must own a computer (with access to the Internet). This required technology is not always available. Some learners may also be afraid (technophobic) of technology.
• Advance planning. Both the instructors and students involved in distance learning may need to make sacrifices at times to get things done in time.
• Hidden costs. If you work for the military for example, and you are on the ship, how do you get your materials? They may need to be mailed in advance incurring extra shipping and handling costs.
• Distance learning does not offer immediate feedback. In a traditional classroom setting, a student's performance can be immediately assessed through questions and informal testing. With distance learning, a student has to wait for feedback until the instructor has reviewed their work and responded to it.
• Distance learning does not always offer all the necessary courses online. Students pursuing a specific certificate or degree program may not have all the necessary courses available through distance learning so it is not suited for all subjects. While you can study a history lesson completely online, you cannot perform nursing clinicals online. Thus physical classroom attendance will be necessary to complete the course.
• Distance learning may not be acknowledged by all employers. Although most employers do acknowledge distance learning, certain employers do not. Students who want to work for a specific employer upon graduation should be sure of that employer's perspective about online education.
• Distance learning does not give students the opportunity to work on oral communication skills. Students in distance learning courses do not get the practice of verbal interaction with professors and other students.
• Social isolation. Most often you'll be studying alone. Distance learners may feel isolated or miss that social physical interaction that comes with attending a traditional classroom. However this impersonality has been lessening with advances and use of communication technologies such as bulletin boards, threaded discussions, social networking, chats, email and video conferencing.

Advantages of distance learning, online education or e-learning

• Distance learning does not require commuting. This saves you money and time that you’d otherwise spend on travel back and forth to school. You can schedule learning around other aspects of your personal and professional life.
• You can complete most of the classes at your convenience. Most of the classes are asynchronous, which means you don’t have to attend a lecture at a particular time and place. You can review the assignments and do your homework during off-hours or from home.
• Live anywhere, study from anywhere while pursuing the education of your choice. You don't have to live in the same city or the same country to attend the learning institution of your choice. You can study wherever you have access to a computer and Internet connection.
• Gain extra knowledge. You can transfer the computer and Internet skills that you'll gain in the process of your distance learning experience to other facets of your life.
• Self-paced learning. For slow and quick learners. This reduces stress and increases satisfaction.
• Accessibility. Online classes address physical accessibility issues that some people with limited mobility encounter when taking traditional classes. You don't have to worry about gaining access to a classroom or sitting on uncomfortable desks. Instead, you can use your comfortable furniture in your home while enjoying free movement and a chance to further your education.

A Comparative Study on Current Trends in Distance Education in Canada and India

The emergence of DE in Canada is generally considered to coincide with the rise of the mail service. It arose in Canada to provide access to education across the vast expanses of the country. In Canada, Queen’s University in Kingston, Ontario, was the first to offer correspondence courses in 1889. The Canadian North West Mounted police was used for delivery of courses in areas without mail service. (Sauve, 1990). In 1907 DE off campus courses were introduced by the University of Alberta. Soon after several institutions opted for DE to serve populations living away from major centers of learning such as : Francis Xavier University (1935) and, University of British Columbia (1950). Such sporadic growth of distance education continued in Canada with the adoption of DE by Memorial University in 1967 and University of Waterloo in 1968 (CADE et.al., 1999).

A major landmark in the history of DE in Canada was the establishment of Athabasca University (AU) in 1972. AU was Canada’s first Open University and also the first autonomous DE institution to be set up in Canada.. The 1970s and 1980s saw a real spurt in the growth of DE institutions in Canada. In 1972 another open university(OU), namely Tele-universite in Quebec and Open Learning Institute(1978) later known as Open Learning Agency, introduced distance education programmes. The momentum caught on and there were many more players in the field by the 1990s. Today post secondary education in Canada is provided by degree granting institutions, called universities and by non-degree granting institutions which are referred to as colleges, CEGEPs or institutes of technology. Universities offer bachelor’s, master’s and doctoral degrees, whereas colleges typically offer career oriented technical training and general education leading to diplomas or certificates. Presently there are about 90 university level institutions in Canada and more than 200 colleges. About 70 of these grant degrees in all of their own programmes. A small number grant degrees in only one or two fields – usually theology and others do not grant degrees at all, but are associated with universities that do (CMEC, 2002). Canadian universities are generally publicly supported. For demographic reasons, more than half of the universities are located in the two most heavily populated provinces – Ontario and Quebec and also Nova Scotia for historical reasons.

Virtually all provinces have developed various communication media which universities are using to offer students an opportunity to study part time through DE. In 1999-98 there were 826361 learners were enrolled in Universities, 580376 full time and 245985 part time. 494955 were enrolled in colleges, 403516 full time and 91439 part time. (See Table-1 CICIC, 2002).

Table-1 Enrolment by levels in the Canadian Educational System

Year	Schools, Elementary & Secondary	Colleges			Universities
		Part time	Full time	Total	Part time	Full time	Total
1990-91	5141003	NA	NA	NA	NA	NA	NA
1994-95	5362799	90810	379961	470771	283257	575713	858970
1998-99	5369716	91439	403516	494955	245985	580376	826361

The Growth of Distance Education

Higher Education continues to see strong growth in the number of courses and programs offered online. In their 2010 Sloan-C report, Allen & Seaman confirm that more chief academic officers than ever (63.1%) agree that online education is critical to their long term strategies.  In addition, they found that the percentage of students taking at least one online course has increased from 9.6% in 2002 to 29.3% in 2009. “Three quarters (74.5%) of all institutions say that they are seeing an increase in the demand for online courses and programs as a result of the current economic downturn” (Allen & Seaman, 2010, p.14). DE is growing much faster than the overall higher education growth rate with public institutions witnessing the highest impacts (Allen & Seaman, 2009). Cuts in state funding and the current economic downturn have exasperated this increase. “The economic impact has been greatest on demand for online courses, with 66 percent of institutions reporting increased demand for new courses and programs and 73 percent seeing increased demand for existing online courses and programs” (Allen & Seaman, 2009, p.1). Distance education is and will continue to be an increasingly important part of higher education.

International Journal of Distance Education Technologies (IJDET)

The International Journal of Distance Education Technologies (IJDET) is a forum for researchers and practitioners to disseminate practical solutions to the automation of open and distance learning. Targeted to academic researchers and engineers who work with distance learning programs and software systems, as well as general users of distance education technologies and methods, IJDET discusses computational methods, algorithms, implemented prototype systems, and applications of open and distance learning.

Reasons for Popularity of Distance Education Prog. in India

Along with distance learning management programs, executive and part time MBAs becoming increasingly popular, another important trend seen in the past decade is stabilization of the number of students opting for traditional career options while more and more students taking up vocational and off beat careers. The latter is the cause for the former.

A number of other factors are contributing to the popularity of correspondence and executive MBA in India.

Technology and Teaching

Most educational technologists do link distance education to technology (Garrison, 1987) and may view it as different from other forms of education. Claims about the affect of new technologies on learning have caused many people to suggest a change in the way new technologies are evaluated for distance learning (Clark, 1989). Although Salomon (1981) and Clark (1991) make the point that instructional strategies and not the medium are the key to effective learning, technology and production considerations rather than teaching-learning theory or the instructional development process are often the driving force behind distance education programs.

The interest in utilizing "instructional technologies" to accomplish a variety of educational delivery needs has grown to the point where "preparing teachers to use technologies is assumed to be the main function and primary intellectual interest of the educational technologist" (Heinich, 1982). While Heinich feels that teacher preparation is needed, he points to this as a problem in defining the field of educational technology. Romiszowski (1981) suggests that the educational field "has been plagued with more than its fair share of solutions looking for problems" and suggests that developers often reflect a vested interest in technology or make premature decisions to the instructional solution before fully understanding the problem.

Studies on the use of various media in distance education have supported Schramm's view that "learning seems to be affected more by what is delivered than by the delivery medium" (1977, p. 273) and Clark's analogy of media "not influencing learning any more than the truck that delivers groceries influences the nutrition of a community" (1983, p. 3). Also, studies comparing education in the classroom with technologically-deliveredclasses (Beare, 1989; McCleary and Egan, 1989) showed no significant differences in academic performance.

Recent developments in technology are believed to be removing some of the disadvantages associated with media in distance education. Bates (1984) suggests that new technologies promise "a wider range of teaching functions and a higher quality of learning, lower costs, greater student control, more interaction and feedback for students" (p. 223). In fact, the 1990s are experiencing the emergence of digital media which has the potential to blur the lines which separate various media, as predicted by Baltzer (1985).
The issue of media vs. method is likely to continue to be debated in relation to distance education, but there is no doubt that distance education is different from other instructional approaches. A study by Gehlauf, Shatz and Frye (1991) on the reaction of teachers to the teaching experience in the traditional classroom compared to interactive television shows teachers wanting to cling to more traditional approaches but finding these methods not as effective, teachers feeling the need to be better organized, and feeling the need for training for distance education teaching.

Teachers in Distance Education

The likelihood of significant increases in distance learning enrollments within the next decade will have a profound impact on faculty members' instructional roles, according to Beaudoin (1990). The changes that he envisions are tied to distance education's more learner-centered system, and he predicts that teachers accustomed to more conventional teaching modes will have to "acquire new skills to assume expanded roles not only to teach distance learners, but also to organize instructional resources suitable in content and format for independent study" (Beaudoin, 1990, p. 21)

A key player in the distance education team should be the teacher since the use of telecommunications inhigher education requires faculty acceptance (Dillon, 1989). But "negative faculty attitudes, ranging from apathy to open antagonism, remain a major barrier" to implementation of distance education programs (Brock, 1987, p. 40). A growing acceptance among university faculty is acknowledged by Brock and he blames faculty attitude on a resistance to required changes in familiar teaching patterns and the faculty having to relinquish a degree of control over the teaching-learning process.

A survey of Oklahoma administration, faculty and telecourse coordinators led Dillon to suggest expanded rewards and more faculty development efforts, and to express the belief that the success of distance education will "require changes in the practices and attitudes of faculty in an environment that is still suspicious of or threatened by the nontraditional. Only the system which effectively rewards it will succeed at change" (1989, p. 42). A survey of teachers using satellite delivery methods showed a significant growth in credit course delivery since 1984, but it also identified several problem areas. According to Albright (1988), needs assessments were rarely conducted prior to course development, interactivity was minimal due to the practice of uplinking videotaped lectures, the visual components of most courses were underutilized, faculty training was limited to technical considerations, and faculty efforts were largely unrecognized for promotion and tenure. A study by Clark (1993) has also attempted to measure faculty attitudes toward distance education and specific media used in distance education. Among Clark's finding were: 1) that university faculty who were slightly positive about the concept of distance education were more negative about their personal use of distance education, 2) faculty who were more familiar with distance education were more receptive, and 3) faculty was more positive toward telecourses and video conferencing, and less positive toward correspondence and audio conferencing. Respondents expressed the normal concerns about course quality, student-teacher interaction, and faculty rewards for teaching distance education courses. Clark suggests that, with faculty still being ambivalent about distance education, a cautious optimism regarding the future of distance education in the U.S. is appropriate.

Roles in the Instructional Process

A team approach to the development of learning materials is often considered the most appropriate for distance education. The team would be responsible for assessing adult needs, designing learning packages, providing guidance, and assessing performance, and it would include academic content specialists, instructional designers, writers and editors, media specialists, and specialists in adult learner behavior and curriculum development (Verduin & Clark, 1991). These instructional development activities should support the institution's philosophy and goals, and the mission of the distance education program.

If anything is evident in this team approach, it has the potential to be complex and open to interpretation. The roles of academic content specialists, instructional designers, writers and editors, media specialists, and specialists in adult learner behavior and curriculum development can be seen to overlap and to not be very clearly defined. An educational technologist may have skills in instructional design, as a media specialist, in adult learning behavior and in curriculum development, and their job may begin with assessing program needs and end with product implementation. But their role may be perceived as someone working primarily to implement electronic technology into the learning system or simply be misunderstood. The counter problem is that "use of computers, television, teleconferencing, and other means of transmission does not make one an educational technologist" (Wagner, 1990, p. 62).

The relationship between distance education and educational technology is viewed as strong, but the problem of defining roles for instructional designers/ developers is difficult. And the role of the educational technologist may be defined, not by the field, but by the organization's philosophy of education and their broader educational goals. Wagner (1990) suggests that an issue to consider is whether "distance education can afford to emphasize technology" or whether "it must emphasize instruction" (p. 62). Wagner suggests that educational technology can serve as a holistic approach where process and product are both components of the system.

Philosophy and Organization of Distance Education

The organizational pattern and operating practices of a distance education facility are generally based upon the educational philosophy of that institution as well as economic and political restrictions (Verduin & Clark, 1991). Most educators would prefer a more student-centered model while politics and economics might dictate a more institution-centered approach with greater control and a larger number of students.
Three different modes of operation under which distance education can operate are identified by Rumble (1986), including:

Sole responsibility - where the institution and its administration have distance education as their sole responsibility and purpose, such as with the Open University in the United Kingdom. Administration and faculty focus on distance education teaching methods and student needs, and are not controlled by other programs or purposes. Development of teaching techniques and innovative practices are seen as primary benefits.
Mixed mode - institutions where both distance and conventional education occur, such as the University of New England in Australia and most traditional American universities. Organization may fall under a single department with university administration being responsible, several departments may offer distance education with each department administering its own program, or a distinct unit may offer distance education in a variety of areas and be solely devoted to this purpose. The mixed mode approach may have the advantage of being able to draw upon the resources of the resident faculty and services, but a disadvantage is that some faculty and administrators may consider distance education to be less effective and less important than campus-based instruction.
Consortium - a group of institutions or distance education programs devoted to distance education as a means of broadening or sharing distance education programming. Students may register with their own institution and use centrally-developed learning materials with credits being easily transferable. This is one of the fastest growing segments of distance education (Verduin & Clark, 1991) but it also experiences administrative problems when it comes to collaboration between universities and conflicts in philosophical differences, teaching resources, and cost sharing. The University of Mid-America failed in its attempt at a consortium but efforts such as the Mind Extension University(r) are viewed as a success.

Any organizational or administrative structure must have effective communication for it to succeed. Distance education, with its diversity of activities and staffing, the nature of its students, and externally based instructional programming, requires very effective communication. According to Verduin and Clark (1991), information must flow in such a manner that all involved are aware of common goals, activities and procedures, and the appropriate feedback is possible whenever necessary.

Kaye and Rumble (1981) cite the problems of educational institutions in introducing distance learning programs, and suggest that a major issue confronting many universities is how to resolve the conflict between distance education, which often requires the management and structure of a business enterprise, and traditional academic areas which have a completely different style of governance. These differences "often find expression in a conflict between academic 'freedom of action' and the necessity for maintaining effective production mechanisms" (p. 179) necessary for distance education course development and distribution.

The separation between innovation and organization can "converge" as the innovation moves toward institutionalization through boundary expansion and resolution of conflicts (Levine, 1980, p. 14). It is this integration process which is the goal of most distance education programs at traditional universities, but studies suggest that there are often institutional barriers to the convergence of distance and mainstream education.

To focus on technologies without considering their role as a catalyst for change can adversely affect the ability of technologies to enact change (Heinich, 1982). Heinich suggests that we tend to treat all technological innovations almost the same, yet technologies such as television can affect the power structure in education, and faculty prefer the power structure the way it is.

Power and politics are primary forces in the implementation process; and school systems, like other social systems, have to be viewed in terms of the seeking, allocation and use of power (Meyer & Rowan, 1978). According to Sarason (1990), the communication network, which is dependent on personal contact and on who knows whom, often identifies the path for implementation of an innovation.

Innovators have been accused of being so passionate about their innovation that their reality is distorted and they fail to consider the importance of building constituencies to help support their cause (Sarason, 1990) and Rogers (1983) even identifies a "pro-innovation bias" which often appears in the implementation of an innovation and any related research which follows. Educational innovations seem to receive strong support from a relatively small segment of adopters but may have limited support from the group effected. Bardach (1978) suggests that even when an effort is made to develop support from constituents, it is difficult to find a cause with "a broad commonality of interest that would form the basis for coalition building" (p. 42).

Educational change is technically simple and socially complex, and definitely not a linear process. Educational innovations such as the early distance education programs were probably motivated by a "vision" that Fullan (1991) would suggest "permeates the organization with values, purpose, and integrity for both the what and how of improvement ... its formation, implementation, shaping and reshaping in specific organizations is a constant process" (p. 81-82). For a vision to become a reality, Miles stresses that it must be "shareable" and be shared with others; "it provides direction and driving power for change, and the criteria for steering and choosing" (1987, p. 12). And this vision must include a shared vision of the change process which can provide a strategy for implementation.

Although there are clear strategies for implementing innovations, change is often at the mercy of organizational culture. "Attempts at innovation in schools have usually ignored the cultural and structural traditions of the sociocultural system ... If a school has a culture in place, and there is ample evidence to suggest it does, those involved in the rigorous maintaining of the status quo are not going to be eager candidates for innovation" (Schrum, 1991, p. 37).

A case study of Athabasca University in Alberta, Canada by Shale (1985) showed some surprising results. Although the university was an "open" distance education facility and with a commitment to trying innovative educational approaches, over time it had become more and more traditional. In the beginning, the core of the academic program was the instructional designer with few academic staff, and multi-media was used heavily. But this emphasis on innovation changed and now the role of the instructional designer is not as important as that of the teacher, courses follow a more traditional lecture approach, and little use is made of media except to enhanced written materials.
Shale suggests that understanding this shift back to the traditional lies "in a deeper understanding of what a university is" (1985, p. 11) and whether a traditional university allows for change and innovation. The educational technology point of view appears to regard education as "packageable" while universities are traditionally characterized by process, academic staff, and research. Costs andthe time required to produce distance education courses are two factors suggested for this tendency to the traditional, but Shale also feels distance education has not dealt with some of the natural boundaries such as jurisdiction and coordination, factors which impact on the institutionalization of distance education programs.

Directions in Research
Much of the research done to date has centered around the use of new technologies for teaching and distance education's effectiveness as a teaching medium. A predominance of this research has used survey questionnaires with closed-ended questions with the range of options determined by the researcher (Morgan, 1984). This empirical research is useful for studying drop-out rates, learning about student preferences, and attempting to compare the variety of media used for delivery, but Morgan (1984) has urged that qualitative research methods be used to study distance education as a whole. Coldeway (1988) acknowledges that the focus of most distance education institutions is on the technology but suggests that the research is shifting to "the more human side" of the system as the programs age.

Holmberg (1984), as an international authority on distance education, strongly urges undertaking inductive studies of distance education "organization" to look at administrative framework, processes of developing and distributing learning materials, interaction between system members, and other activities required by society and the educational establishment. This type of study has not been done and seems to have value for establishing new distance education programs or making comparisons with other traditional and nontraditional programs.

Defining Distance Education

"Distance education is beset with a remarkable paradox - it has asserted its existence, but it cannot define itself." (Shale, 1988, p. 25).

How distance education is best defined or differentiated from other educational approaches has been the subject of much debate. From the perspective of many educationaltechnologists, distance education is "inexorably linked to the technology" (Garrison, 1987) and seems to be viewed as different from other forms of education, a factor which may contribute to course development and acceptance problems.
Focusing on the distance factor and on technology takes the emphasis off the "dialectical relationship between teacher and student" which Shale feels is the foundational principle in the educational process (Shale, 1988, p. 25). To Shale, "distance" (and the technology which accompanies it) is an incidental consideration and not a "defining criterion" for education.

A broadening of the definition of distance education is urged by Barker, Frisbie and Patrick (1989) who acknowledge correspondence study as the historical foundation of distance education but suggest that there is really two forms of distance education. One is the traditional correspondence- based distance education which is independent study oriented and the second is telecommunications-based distance education which offers the teaching and learning experience simultaneously (1989, p. 23).

The Garrison and Shale definition of distance education (1987a, p. 10-11) offers a minimum set of criteria and allows more flexibility. They suggest that:

• distance education implies that the majority of educational communication between teacher and student occurs non contiguously
• distance education involves two-way communication between teacher and student for the purpose of facilitating and supporting the educational process
• distance education uses technology to mediate the necessary two-way communication.

The History of Distance Education

Understanding the history of distance education is valuable in that it shows there was more than one historical path to distance education and that the evolution of distance education has not been easy. Many of the same problems facing implementation and acceptance of educational innovations today have been faced by distance education throughout its history.The history of distance education could be tracked back to the early 1700s in the form of correspondence education, but technology-based distance education might be best linked to the introduction of audiovisual devices into the schools in the early 1900s.  The first catalog of instruction films appeared in 1910 (Reiser, 1987) and in 1913, Thomas Edison proclaimed that, due to the invention of film, "Our school system will be completely changed in the next ten years" (Saettler, 1968, p. 68).  This dramatic change didn't occur, but instructional media were introduced into many extension programs by 1920 in the form of slides and motion pictures just as they were in the classroom.  In tracing the history of distance education, the introduction of television as an instructional medium appears as an important entry point for theorists and practitioners outside of the correspondence education tradition, and marks parallel paths for correspondence study and instructional media. Although instructional radio failed in the 1930s, instructional television was viewed with new hope. In 1932, seven years before television was introduced at the New York World's Fair, the State University of Iowa began experimenting with transmitting instructional courses.  World War II slowed the introduction of television, but military training efforts had demonstrated the potential for using audio-visual media in teaching (Wright, 1991). The apparent success of audio-visual generated a renewed interest in using it in the schools and in the decade following the war there were intensive research programs (Reiser, 1987). Most of these studies were directed at understanding and generating theory on how instructional media affected classroom learning. The 1940s saw great interest in television by educators but little action (Adams, 1958), and by 1948 only five U.S. educational institutions were involved in television with Iowa State being the first on the air. Early studies by educators tended to show that student achievement from classroom television was as successful as from traditional face-to-face instruction. A study by Parsons (1957) showed only borderline differences in achievement, and Lapore and Wilson (1958) offered research showing that learning by television compared favorably with conventional instruction. By the late 1950s, 17 programs used television in their instructional materials. The use of educational television tended to grow slowly but by 1961, 53 stations were affiliated with the National Educational Television Network (NET) with the primary goal of sharing films and coordinating scheduling (Hull, 1962).  Although instructional television would never realize what many thought was its potential, it was having limited success and had, unlike instructional radio, established a foothold in the minds of educators. In 1956 the Correspondence Study Division of the NUEA conducted a study of the use of television to support correspondence instruction (Wright, 1991). The survey report recommended research to measure the effectiveness of television as an educational tool and, with a grant from the Ford Foundation, Gayle Childs studied television instruction in combination with correspondence study.  In one of the earliest education vs. media studies, Childs concluded that television is not an instructional method, but an instrument for transmitting instruction. He also found no appreciable difference in the achievement level of students taught in regular classrooms by means of television or by a combination of correspondence study and television (Almeda, 1988). In the early 1960s, the innovative Midwest Program on Airborne Television Instruction (MPATI) launched its "flying classroom" from an airfield near Purdue University in Lafayette, Indiana to broadcast instructional programs to school systems and the general public in Indiana and five surrounding states (Smith, 1961). At its peak, MPATI would transmit educational television programs to nearly 2,000 public schools and universities reaching almost 400,000 students in 6500 classrooms in Indiana and five surrounding states (Gordon, 1965).  This experiment in learning was the culmination of an educational vision for some educators and the result of a $7 million grant from the Ford Foundation (Carnegie Commission, 1979), a small part of the $170 million spent by the foundation. Although the airborne teaching experiment came down in 1968, the MPATI project succeeded in several ways, including stimulating enough interest in educational television (ETV) in its region that new ETV stations were started. Many schools began using their own closed circuit television (CCTV) systems, and others began experimenting with Instructional Fixed Television Service (ITFS) microwave systems.  An even greater accomplishment (Wood and Wylie, 1977, p. 209) was that the MPATI project got educators from the six-state region to work together to select curriculum and to design and produce "the best example of an agreed-upon body of inter-institutional curriculum materials." And finally, it succeed in organizing hundreds of autonomous school districts to work together for a common educational goal. The number of educational television stations grew more rapidly in the 1960s and, by 1972, 233 educational stations existed (Carnegie Commission, 1979). Ohio University, University of Texas and the University of Maryland were among the earliest universities to create networks to reach for both on-campus and off-campus student populations (Brientenfield, 1968), and many universities were considering how to bring distance learning to select student populations. By the mid 1960s, much of the interest in funding instructional television had abated, and the Ford Foundation shifted its support to public television. Much of the blame was placed on the mediocre quality of the instructional programming which was often little more than a teacher delivering a lecture (Reiser, 1987).  The 1967 Carnegie Commission on Higher Education concluded that "the role played in formal education by instructional television has been on the whole a small one... With minor exceptions, the total disappearance of instructional television would leave the educational system fundamentally unchanged" (pp. 80-81). Reasons given for instructional television not being adopted included teacher resistance to television in the classroom, the expense of the television systems, and the inability of television alone to meet the various conditions for student learning (Reiser, 1987). In the late 1960s and early 1970s, microwave technology developed, costs went down, and universities began to set up microwave networks to take advantage of the Instructional Television Fixed Service (ITFS) authorized by the Federal Communications Commission. The Carnegie Commission on Higher Education predicted that, by the year 2000, more than 80 percent of off-campus and 10 to 20 percent of on-campus instruction would take place through telecommunications (Carnegie Commission, 1972). Systems utilizing ITFS technology were able to reach regional campuses and other universities, but it remained a closed circuit concept (Wood and Wylie, 1977) reaching only the sites linked to the system and not the general public. It did appear that, for the first time, distant students were considered part of the extended classroom, and television existed to access those not able to come to campus (Dean, 1982).

Educational Experiments and Change

Alternatives to traditional higher education emerged in the U.S. in the 1960s and 1970s. Trends such as escalating college costs, a renewed interest in nontraditional education by a more mobile population, and success of Britain's Open University paved the way for numerous experiments in higher education (Gerrity, 1976).Programs such as the University Without Walls, external degree programs, and imitations of the British Open University were encouraged by large grants from the Carnegie Commission on Higher Education. The instructional technology movement was defining its purpose during the late 1960s and moving further away from equating instructional technology with audio-visual devices (Reiser, 1987). In 1970, the Department of Audiovisual Instructional changed its name to the Association for Educational Communication and Technology, and defined educational technology as "a field involved in the facilitation of human learning through the systematic identification, development, organization, and utilization of a full range of learning resources ....(AECT, 1972, pp. 36-37). The same period saw an increased attention to instructional technology and "systems" approaches to the design of instruction based on theories of cognitive psychology and individualized instruction (Reiser, 1987). Distance education programs which exist today have a wide range of approaches. The CALS program offers independent study courses through computer networking and relies heavily on computer-based student contact and feedback. Nova University offers computer-delivered instruction; and the students communicate with instructors through electronic mail, attend some concentrated centralized class sessions, and meet in weekend cluster groups. The Mind Extension University offers undergraduate and graduate degrees through cable networks, and it supplements video courses with texts and other collateral materials. In summary, the history of distance education shows a field that appears to be in a constant state of evolution, that is supported by theory, but in need of research which can fill many unanswered questions. The historical view of distance education shows a stream of new ideas and technologies balanced against a steady resistance to change, and it often places technology in the light of promising more than it has delivered. History shows nontraditional education trying to blend with traditional education while striving to meet the challenge of constantly changing learning theories and evolving technologies.

Six Reasons Why Distance Learning Makes Sense

More and more people are finding that knowledge really is power, and that they can accomplish their education goals online.

Best of all, these online learners are finding that degrees from accredited colleges and universities are increasing their earnings potential, giving them greater responsibility in their professions, and best of all – giving them the chance to accomplish a key goal without completely interrupting their existing lives.

There are many reasons to consider distance-learning programs for your goals. Instructors who have taught distance-learning courses originating in the United States to Eastern Europe, Asia, Africa and Europe, report these as the top reasons distance learning makes sense:

• Make a strong future from investing time today - Many of distance learning students are on assignment in foreign countries, and while working full-time on their jobs, they use their evenings and spare time to earn bachelors and masters’ degrees that have a direct impact on their future job opportunities and professional advancement.
  
• Certify your knowledge - Many distance learning students have years of experience in their professions, and just lack of college degree that proves their knowledge. Distance learning gives these working professionals a chance to share their in-depth knowledge while at the same time earning degrees that illustrate their expertise.
  
• Get to your educational goals on your timetable - While distance learning programs have scheduled classes online and you interact with instructors, you can move as quickly as you want through many courses. Likewise, many instructors will work with you if something comes up in your life that takes time away from school.
  
• Pick up more marketable skills- The depth of distance learning courses has become impressive in recent years, thanks to the Internet’s performance increasing in many parts of the world – and most importantly – schools offering courses that deliver skills immediately marketable.
  
• Start a new career - Distance learning is great for anyone looking to get into an entirely new field – one that they have been looking at for years, or one that has sparked their interest lately – in either case distance learning gives anyone the flexibility to take their careers in entirely new directions without stopping their lives in the process.
  
• Connecting one-on-one with instructors - Learning online gives students the opportunity to interact with their instructors to a greater depth than is typically possible in larger, more traditional classroom settings.
  Bottom Line: Distance Learning is growing by 33% a year worldwide according to market estimates from International Data Corporation and the U.S. Department of Education. Universities worldwide are working to tailor their programs for this exciting new approach to learning. Chances are there are programs available today that will get you to your educational goals.

Rose is the editor of http://www.distance-learning-college-guide.com where you find answers, information and advice on distance learning colleges, accredited online degrees and online courses. See more related information on distance learning benefits and advantages and disadvantages of distance learning

What's Behind The Explosive Growth In Distance Learning?

There is a ground swell of support globally to support the growth of distance learning. Market research firms, government agencies, public and private companies, and even venture capital firms – those companies that invest in new and emerging businesses – all agree that distance learning’s future is very bright, and a good investment opportunity as well.

All this translates into a bright future for anyone looking at distance learning to accomplish their career, educational, and learning objectives. Chances are if there isn’t a program in place today for your specific needs, there will be one – soon. This article explains how the perfect storm is brewing for distance learning, in a very positive way. Several market factors are presented here, along with research from research and government agencies that show that distance learning is here to stay and may someday surpass traditional classroom attendance approaches to learning. 

What’s driving Distance Learning growth?

Consider the following statistics from International Data Corporation on the market for distance learning – these figures and others are making many traditional colleges and universities re-vamp their courses and degree programs to make them available online.
 

• There are 133 million U.S. adults or 66% of the adult population, which have Internet access today. That’s over half the entire U.S. population and serves as a strong incentive for colleges and universities to re-vamp their programs to support this untapped educational market.
   
• According to International Data Corporation, over 90% of college students access the Internet, with 50% accessing the Web daily, and this is on a global scale. Colleges and universities have also found that to stay relevant to their traditional students, they have had to create online and distance learning programs quickly to stay up with their learning needs.
   
• 87% of four-year colleges will offer distance-learning courses in 2004, up from 62% in 1998. According to International Data Corporation, 25% more colleges and universities added distance learning programs between 1998 and 2004.
   
• By 2004, 2.2 million degree-seeking students are enrolled in distributed courses – CAGR of 33%. The growth of distance learning on a global scale has the attention of companies as well – they plan on spending $272B in the next five years on in-house training and education programs, according to International Data Corporation.
   
• 51% of all online courses worldwide have online discussion forms in 2001, growing to 65% in 2005. This is a sign of how quickly the Internet’s performance is improving around the world. The bandwidth required to support online discussions is great news for distance learning. Now even the most geographically remote student can get the education they want.

Summary

The implications are clear. Distance learning is growing rapidly and has been fortunate that many countries teach English in addition to their own native langauges. What’s next on the horizon of distance learning is offering courses and degrees in multiple langauges. International Data Corporation predicts that by 2006, 65% of all Internet users will be international. 

Rose is the editor of http://www.distance-learning-college-guide.com where you find answers, information and advice on distance learning colleges, accredited online degrees and online courses. See more related information at distance learning defined and distance learning benefits.

Testing The Waters Of Online Education: Reasons To Give Distance Learning A Try

Online learning is still a relatively new format for the delivery of classroom instruction. And while the benefits of attending a virtual classroom instead of a physical classroom are many -- ranging from convenience and affordability to better collaboration and accessibility -- there are still a number of potential students out there who are reluctant to give it a try.

Yet, there is a way to test the waters of online learning to figure out if online study is right for you. Unlike, say, parachute jumping or becoming a heart surgeon, you can find out without taking a big scary plunge.

While traditional colleges and universities normally require you commit to a full semester or even year of courses, that is anything but the case with most online schools. Without any commitment, and very little (if any) expense, you can decide firsthand whether or not online education is a good fit for your unique learning style. After all, nothing ventured, nothing gained.

That being said, online learning isn’t just about earning a degree any longer -- far from it in fact. There are countless certification courses out there -- offered by top-tier and accredited universities -- that can be taken to learn a new skill or brush up on an old one. From graphic design to massage therapy, certification courses can lead to a new hobby and even a new career.

‘Personal growth’ courses also abound, and range from discovering your inner peace and improving your positive thinking to photography and screenwriting. While these kinds of online courses might not enhance your resume, necessarily, the impact they have on one’s life can be profound. You won’t find a more convenient or affordable way to pursue some serious -- and seriously fulfilling -- self-improvement.

So why not give online learning a try -- or try online learning to test that career path you’ve always dreamed of?

Here are some reasons to give online learning a try.

Dream Big

You only live once, so why not look into the true dream job or career you would want most out of life? With today’s countless options online, anything is within your grasp – whether you’ve considered becoming a private eye, trial lawyer, or heart surgeon.

No one wants to be wondering years down the road whether they should have taken the chance on a career that they really would have loved. You never know what’s possible until you try!

Get Creative

Online learning isn’t just about getting a degree or improving your technical skills. It’s now an educational arena more and more people are turning to for art, music, photography, and other creative endeavors.

At the very least, you’ll liven up your current life with a fulfilling creative release. And who knows, your creative passion might even lead to a whole new career!

Try Something New

As we mentioned, distance learning can be a convenient and affordable way to investigate a new passion, learn a new skill, or sample a new career direction -- with no risk and little expense.

Maybe you’re a receptionist that’s always wanted to try graphic design? Or a paralegal itching to get into IT? Statistics show that most people change careers at least once in their lives, and gaining expertise in a new field is a great way to test-drive a new career. Online courses let you sample a new field without leaving your current one, and can generally be worked into your busy schedule with ease.

Take a Step Up

On the other hand, maybe you’re already happy with your job and chosen field, but would like a quick career boost. You’d likely be surprised at how much learning one new skill can impact your job standing. An accountant learning a new bookkeeping program, for instance, or a graphic designer getting a grasp of the newest cutting-edge software, can make all the difference in the world when a promotion is at stake.

Additionally, your employers will almost certainly be impressed with your drive and initiative -- not to mention your tangible new skill. Some businesses will even cover the cost of your tuition if the course directly applies to your work with them.

Help Yourself

If you’re a small-business owner, or just aspire to be, there’s a perfect online course just waiting out there for you. What shopkeep, e-commerce seller, or innkeeper couldn’t stand to improve their bookkeeping skills, know more about saving on their taxes, or gain crucial knowledge on business management?

Imagine the money you could save by handling your own financial ledgers, or dealing with your own tax filing at the end of the year!

And for the aspiring entrepreneur, your only challenge will be choosing the right business to explore. Whether you’re considering opening a B& B, restaurant, import-export service, or other small business, there’s likely an online course available to show you the ropes.

Strengthen a Weakness

It’s safe to say that everyone has at least one weakness -- from the technically handicapped, to the financially clueless, to those who struggle to communicate better or run their office in a more organized manner.

That monkey on your back has been there too long, but you can give him the boot with one thorough online course. You’ll feel a weight off your shoulders and won’t feel so much at the mercy of your bookkeeper or office IT staff.

Satisfy Your Curiosity

Maybe you’ve always wondered what it was like in the world of graphic design, or how those computer gamers come up with such amazing results. Everyone has something they’re curious about but never looked into. Our pragmatic side, or fear of failure, tells us “that’s not for you,” or “you’re an accountant, not an interior designer, darn it!”

With the accessibility and affordability of distance courses, you can now satisfy your curiosity without breaking the bank, or even a sweat. Even if you don’t end up making a career change, you’ll get to see how the other half lives – and gain expertise in a brand-new area.

Stop Waiting!

Regardless of your choice with distance learning, there’s no time like the present to give it a try. The field as a whole has grown to be so extensive there is literally no end to your online options.

For someone who's unsure whether or not they want to start pursuing a full degree online, a certification or personal development course can be ideal for getting a true feel for what online learning is all about. If you like it and feel you can succeed at it, then you can take the plunge and move on to a legitimate degree program. If it’s not your cup of tea, no big deal, since the monetary and time commitments are fairly nominal.

But the fact is, you won’t know how you feel about online learning, or that dream career you’ve always thought about, or learning a new skill, until you give distance education a test-run.

You have little to lose and a world of possibilities to gain.

Online Distance Learning Programs

Distance learning has become extremely appealing and widely attended because of the many educational options it offers through an educational format that caters to students who require flexibility in pursuing a degree. If you have decided that you need to jump-start your flagging career, want to change careers, or reach higher for an education that can increase your earning potential, then a distance learning online school is for you!

Anything from the traditional undergraduate and graduate degrees to certificates, diplomas and other certification is available in the wide world of distance learning. If you plan to study business, education, religion, math or any of the other traditional educational disciplines, you can find a distance learning online school offering exactly what you need. If you prefer a vocational education such as computer technology, culinary arts, mechanics or fashion design from an accredited certificate or diploma program, then you will find an abundance of options through the distance learning school format.

Some distance learning schools can be completed in as little as a few months in order to be qualified for the career you choose and some will require as much as 3 to 4 years if enrolled in an undergraduate or graduate program. The options are limitless as to the profession or skill that a distance learning school may offer providing you a chance to find the dream job or satisfying career you have always wanted. With the flexible distance learning online format, a distance learning school provides you with all the instructional materials you will need to study in the comfort of your own home and around your own work schedule. Unlike traditional on-campus studies, distance learning schools are more likely to attract those that are already in jobs and have settled in particular locales with a family. The distance learning online school format usually draws more 'mature' students and some distance learning schools have a required age limit to whom they will offer their services especially among the university educational community. Personal accountability and motivation are imperative to the learner's success in a distance learning school even with all the instructional monitoring provided by the schools.

If you are interested in exploring a distance learning online school education, a wide array of choices can be found throughout the Internet with informative sites on every imaginable interest. Decide what amount of time that you can devote to studies, how much financially you can invest in a new skill or degree and what format of distance learning you prefer. Some distance learning online schools offer curriculum mostly by video instruction, others use a totally computer-based format, and still others instruct completely by mail. Many art instruction schools use the correspondence by mail format while some technical schools offer total computer-based instruction. Thoroughly investigate the distance learning online school of your choice as to its instruction format, distance learning policies, financial aid, and accreditation status. If you can imagine it, you can find it through distance learning online educational websites!

Bogus Distance Learning Degrees - How Can You Tell?

With the rise in demand for online distance learning degrees, many bogus learning institutions have mushroomed over the Internet with the sole intention of taking advantage of innocent students looking for a genuine degree. These so-called “Colleges” often attract applicants with their attractive degree programs which are boasts of easy graduation, low tuition fees, no examinations and credit given for life experience, all of which just sound too good to be true. Some of them even go to the extent of prospecting for customers by sending out bulk email citing university degrees for sale.

Therefore, with all the confusion generated, how can students sieve out the genuine from the bogus? This may be especially difficult for distance learning programs when students practically make their choices based on what is shown on a website. In many cases, especially for international students, it may not be feasible to visit the physical site of a college before enrolling. With this, making choices will really depend on the appearance and content of a website, which sometimes may not be an accurate judge of the creditability of a college.

One of the qualifying factors that can be utilized by students to make correct enrolment decisions is by determining the type of college accreditation that has been received by their college of consideration. If the college vaguely states itself as having “nationwide or worldwide accreditation” without stating specifically which regional accreditation body it is accredited with, then most likely this college does not possess legitimate accreditation.

In the U.S., college accreditation is awarded by one of the following six accreditation agencies which are all appointed by the National Board of Education - New England Association of Schools and Colleges (NEASC), North Central Association of Schools and Colleges (NCA), Middle States Association of Schools and Colleges (MSA), Southern Association of Schools and Colleges (SACS), Western Association of Schools and Colleges (WASC) and the Northwest Association of Schools and Colleges (NWCCU). Each agency has been allocated responsibility for providing accreditation for schools in specific states. Therefore, it would be best to run checks on a particular online degree institution with the agency offering college accreditation for the state in which the college is registered in.

Another tell-tale sign of bogus degrees offered is when the university advertises itself through mass-mailing email featuring university degrees for sale. Many bogus distance learning institutions prey on people who are desperate for a degree, but don’t have the time and money to go for proper education. That is why these colleges boast of degrees without any examinations, classes, studying or even waiting. There are even websites that offer degrees for just a few hundred dollars which can be ordered and received within 7 days. Furthermore, some of them also have dubious URLs, stating accreditation from agencies which are not any one of the six listed above. Additionally, they offer fixed prices for their Master’s, Bachelor’s, and even Doctorate Degrees. Their justification for awarding degrees will be for giving credit to life experiences such as any type of work experience, any educational background, any workshops or community services attended as well as travel experience, hobbies and even on the number of books that a person has read!

In conclusion, as the awareness on bogus degrees increases among prospective employers, degrees obtained through a legitimate avenue of education can sometimes be mistaken for bogus degrees too. Therefore, the best approach to select a college would ideally be based on legitimate college accreditation awarded by the appointed authorities to the respective colleges.

Distance Learning: How To Work And Study At The Same Time?

Distance learning students seem to enjoy the best of everything. They get their education without actually needing to attend classes, and at the same time are able to keep their jobs and get a paycheck. In fact, this is one of the more prominent distance learning benefits that attract many students to make this their choice of education. In addition to that, distance learning students also gain the advantage of flexibility where they are able to study at their own pace without adhering to class schedules.

However, amidst these perks, distance learning requires a lot of discipline and motivation from students. When we are juggling between a job and studies, it is very easy to lose track of our priorities and fail to keep up to mark. Moreover, distance learning students do not have the advantage of getting their learning drive renewed whenever they interact with lecturers or peers in classes.

Therefore, how can distance learning students then overcome this challenge? The first thing that a student must have is good time management. Everyone has 24 hours and it is up to us to utilize our time in the best way possible. Set up a daily or weekly plan for yourself and ensure that you set aside time for your studies daily. If you have a family, let them know about your schedule so that they know when you should not be disturbed. Divide your time appropriately between your work, your family and your studies. Of course, discipline is important here as any schedule will not do any good if it is not followed.

Getting yourself motivated is also essential towards distance learning success. One of the ways to do this is to stay in contact with your classmates. With the Internet today, it is often easy to stay in touch through email, instant messenger as well as Internet phone. Discussing projects or assignments with your teammates will help you stay on track and keeps you and your teammates accountable for one another.

Setting goals and rewarding yourself when you attain them are great self-motivating habits. Start by drawing a chart on the milestones that you need to reach in order to complete your course. Strike out each goal as you complete them and reward yourself accordingly. There is a certain satisfaction whenever we see ourselves progressing and this becomes a motivating force for us to face the next hurdle.

Additionally, it is ever essential for a distance learning student to set up a quiet place for study away from home life distractions, such as the television, phone calls or other family members. Organize an off-limits study area or lock yourself in a quiet room to ensure optimum focus. Apart from that, a good chair, a strong table and adequate space are also essential elements in creating a conducive environment.

Finally, although distance learning is a great and effective learning concept, much of its effectiveness is dependent on the habits and determination of the individual. The full advantages of distance learning can only be gained through hard work, discipline and determination for success.

7 Strategies For Success With Distance Learning

Distance learning has opened doors for many students, especially for those who cannot afford to pay for the high fees of full-time courses. Although online distance learning courses have many advantages over on-campus degree courses, many factors come into play in order to make this a success for students. Due to the differences in the way that education is being delivered and acquired, adjustments and changes in approaches need to be undertaken.

Selecting the right distance learning school

The first element for success is to choose the right distance learning school. There are many unscrupulous “degree mills” around in the market that are only keen to sell their degrees without providing good education and ample student support. As a result, the degrees offered by these institutions may not be recognized, or may sometimes even be regarded as bogus degrees. In order to prevent this, do the proper background check on the institution you are considering with the relevant authorities to verify on their accreditation and authenticity before registering.

Cost-benefit analysis

Some students enroll in an online distance learning course without doing a cost benefit analysis of taking the course in the first place. It is a known fact that obtaining an education requires a hefty sum of investment. However, this should be compared with the potential additional income that can be generated from the degree that is earned. Only then can the full rewards be reaped from gaining an online degree.

Degree positioning to employers

There have been many cases where employers were wary of the validity of online degrees. With so many online institutions selling degrees, it is justified for employers to exercise caution. Although a distance learning degree may be 100% legitimate, it would help if you provide adequate explanation on the accreditation of the degree in order to avoid misunderstanding. By stressing that the accreditation body which accredited your institution or your program is recognized by the US Department of Education as well as CHEA, you can then eliminate any doubts that employers about the validity of your degree.

Exercise discipline, determination and time management

In the actual course of study, many students lack discipline and focus and therefore are unable to keep up with online lessons and assignments. It is very important for distance learning students to have great determination to succeed, as it is very easy to get de-motivated and distracted when you are alone with no peers. Good time management along with communication with other students would make excellent measures for success.

Make full use of facilities provided

Many distance learning online courses offer online lectures and email correspondence to facilitate communication with lecturers, tutors and other students. These facilities should be utilized as much as possible as it provides a link back to the education institution. Furthermore, this would be a great source of motivation in order to keep progressing through the course of study.

Utilize credit transfers

Most distance learning institutions allow students to transfer their credits from other courses that they had taken from other universities or colleges. This way, students will not have to repeat what they have already learned. In order to do this, it is important for distance learning students to obtain transcripts and results from their previous schools and send them to their distance learning online university to obtain credit transfers.

Good utilization of technology for education

The final element for distance learning success it the ability to make full use of the conveniences that technology has to offer. Many online universities provide students with online research resources that are valuable for completing assignments or producing research papers. The cost of facilities such as virtual libraries and online books has probably been factored into the fees paid and therefore it makes good sense to utilize these facilities to the fullest.

What Are The 5 Qualities Of Successful Distance Learners?

Before you enroll to take classes through an online school, check to make sure distance learning is really right for you. While some people thrive on the independence and freedom offered through such classes, others find themselves regretting their decision and wishing they had enrolled at a traditional school instead.

Successful and happy distance learners have a few characteristics in common. Do you?

1. Successful distance learners do just as well, if not better, without people looking over their shoulders. While some people need teachers to keep them motivated and on- task, distance learners are able to motivate themselves. They realize that they will never be face-to-face with the people who give them assignments and grade their work, but they don’t need others to encourage them. The most successful students are self-motivated and set their own goals.

2. Successful distance learners never (or at least rarely) procrastinate. You’ll rarely find them putting off assignments or waiting until the last moment to write their papers. These students enjoy the freedom of working at their own pace and appreciate the ability to complete their work in as much time as it takes them, instead of waiting for an entire class. However, they understand that putting off their work too often can end up adding months, if not years, to their studies.

3. Successful distance learners have good reading comprehension skills. While most people learn by listening to lectures and taking notes, the majority of distance learners are expected to master material through reading alone. Although some distance learning courses offer video recordings and Audio clips, most programs require that students understand a large amount of information that is only available through written text. These students are able to comprehend texts at the college level without the direct guidance of a teacher.

4. Successful distance learners can resist constant distractions. Whether it’s the phone ringing off the hook, the kids screaming in the kitchen, or the allure of the TV, everyone faces distractions. Successful students know how to filter out the constant disturbances that threaten their progress. They feel comfortable turning down an invitation or letting the machine pick up the phone when they know there is work to be done.

5. Successful distance learners feel okay about missing the social elements of traditional schools. Sure, they realize that they’ll miss out on a lot, but they’re convinced that the independence is worth it. In place of classroom discussion, they explore the issues with their peers through email and message boards or discuss what they’re learning with spouses or coworkers.

If you have few of the qualities of these students, you may want to reconsider applying to an online school. Remember that online learning is not for everyone and, while it is an excellent choice for some, others will always struggle with learning independently.

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