Distance Learning: Possibility and Challenge - Essay Example

? Distance Learning Distance Learning Distance learning has existed for over a thousand years with the term ‘correspondence learning coined to define the term in the initial phase of its introduction. Different experts in the education sector have sought to define distance learning. One of the complete definition highlights that it involves a spatial difference between the teacher and the student, by a technological means. This eliminates the need for the student to avail himself at a specified place and time anticipating to receive instruction from the teacher. In distance learning, dissemination of learning materials occurs through audio and video streaming. Experts have established that distance depicts the impact of technology in the education system. Just as there are virtual societies formedan online technology has enabled the formation of virtual institutions where students in different parts of the globe can receive real time instruction through compressed video. This mode learning has become very common in different institutions including Simon Fraser University. This paper will address the possibilities and challenges of distance learning. Possibilities Distance learning has emerged as one of the latest mode of learning that presents multiple possibilities. One of the possibilities is that technology can form the link between the students and the instructor, without the students having to attend classes within the institution. Students can have an opportunity to study within the comfort of their homes. The logistics of having to move to school can prove to be a real struggle for the students (Rogers, 2009). However, distance learning saves the students the struggle of attending a specified venue at a specific time. Technology enables the students to access reading material in a virtual classroom environment. Without the necessity of attending classes, distance presents students with a high level of flexibility. Convenience is one of the outstanding aspects of this mode of learning. Learners who rely on this mode of learning have the assurance that they can engage in all the learning activities defined for a certain course in an institution in a different part of the globe. Institutionsenrol students from all the regions of the globe, granting the opportunity to access higher education, but saving the funds required for relocation go a foreign country. Foreign students face multiple challenges as they strive to adopt new learning environments (Rogers, 2009). Students usually need to adapt to a diverse learning environment, but distance learners save themselves from such a hassle. It is possible for students to obtain certifications from the institutions of their choice regardless of the location. Moreover, adopting distance learning helps a learner undergo a transformation to an autonomous learner. Contrary to the class setting, where the instructor offers motivation and reproaches to students depending on their progress, the distance learner is all by himself and knows the instructor in a virtual sense (Rogers, 2009). Whereas other learners engage in active interaction with fellow students and the instructor, getting re-energized and motivated to maximize the learning process, the distance learner needs to have a personal learning initiative and drive. The learner should exhibit a high level of autonomy and individuality, striving to remain focused on maximizing the virtual learning experience (Lau, 2003). Self –discipline and effective time management skills are of critical importance in developing autonomy. However, this attribute transforms the learner to people exhibiting interest in the learning process. Autonomous students are likely to learn more. The individual realization that an individual has course activities to complete enhances autonomy. In comparison to the full time courses offered by institutions, online courses are much cheaper, because most of the learning expenses catered for in the cumulative school fees do not apply in distance learning. Since the learner can work from home, the mode reduces the catering and accommodation expense incurred in full-time courses. Moreover, institutions are facing multiple challenges in acquiring sufficient physical space to host the surging number of students seeking higher education. Therefore, the distance-learning program proves to be cheaper to both the institutions and the learners. This mode of learning offers institutions chance to meet the learning needs of a diverse range of students irrespective of the location. It becomes possible for a great number of students to share the available resources owned by different institutions. Distance learning offers an opportunity for both institutions and learners to contribute towards maximizing the learning process. Learners can indulge in personal research to ensure that they attain an advanced level of understanding. Since personal responsibility is in urgent need than within the collective class setting, students can use their preferred learning style and liaise with the instructor on a personal basis. On the side of institutions, they can focus on registering a higher quality of the education offered through distance learning instead of focusing on the expansion of the available resources. Distance learning offers a learner an opportunity to pursue courses at his or her own pace depending on the situations that define their lives (Fenton & Watkins, 2010). For example, a learner can belong to the class, and have limited time to advance academically. In such a case, distance learning would prove to be a viable solution. With advancing technology, such individuals can receive live videos of the course content at their workplace, it at the appropriate time when they are not handling workplace activities (Syed, 2009). Distance learning can help resolve the challenge of balancing coursework and workplace activities. Evidently, distance learning has eliminated the challenge of relocating to new countries and undertaking language lessons to address the communication barrier. Many mono-lingual students face the compulsion of undertaking foreign language studies that conform to the country of interest. Although learning a new language and a new culture can be hectic, especially in cases where mastery of the stated language presents multiple challenge, distance learning has potential of addressing this issue since reading materials can reach the learner through a preferred language (Carr-Chellman, 2005). Moreover, distance can save the time taken by students to learn the new language and culture. Research reveals that technology has enabled the availability of multi-sensory presentations that can satisfy the learning needs of all the learners taking a certain course. Challenges Despite the perceived advantages and promises of distance learning, there are many drawbacks of the same, which reduces the quality of education gained by students through the process. Some of these problems or challenges includes, technology misuse, some incurred costs which are mostly not visible to the students, attitudes of students, lecturers and even the administrators on the aspect of distance learning (Howard, 2005). All these problems and many others cause distance learning not as effective as expected to be. First, the quality of instructions given by the lecturers all depends on their attitudes, which later affects the performance of the student. Many researchers have found it that the techniques used to guide non-distance learners is the same applied to distance learners and this makes the tutors depend on technology, which they assume it can improve the quality of delivery of which it is not the case. In distance learning, the students instructed on how to carry out their research and get their own sources of reference or supplied with few, this gives them hard work and yet they have deadlines to meet and many other works, they might end up overworking or even giving out other people to work for them and pay in return. This causes the student performance to degrade, as they might not even have done any of the assignments given and so no clear understanding of the work they are supposed to deliver and their final performance reduces which indicates low quality education (Howard, 2005). Furthermore, technical issues are the other problems faced by distance learning students in different destinations of the world. For one to participate in distance learning they must have a computer with speed internet connections for easy access to the portal used to deliver the materials for their study. If for instance, a student lacks the general knowledge of computer use and maintenance, which calls for an always up and running the operating system, as there are video conferencing, and participating in classes held online, students might miss the class and fail to get materials recommended for their study. This is a major problem as not all people are computer literate and ready to use the emerging technologies to gain access to information easily and faster (Willems, 2013). Lack of support is the other main challenge, which leads to poor delivery of the form of education offered through distance learning. Compared to the other form of learning where students can interact and mingle to get information from both tutors and fellow students, this kind of study does not allow for that interaction which leads to poor performance and even some students ends up dropping the courses as they are unable to counter some of the challenges found during their study. University of Southern Mississippi did a research and found that, distance-learning students need to search for portals, which offer online tutorials, schedulers and support of their own and not even with the help of their tutors. Failure to get any of these programs leads to frustration and many students end up dropping the learning, as it seems a hustle to them. Isolation from other students is a big challenge to many students under distance learning. The fact that these students do not have time to meet their fellow students makes them feel isolated and lack the capability to gauge their abilities and this leads to most of the doubting their capabilities (Willems, 2013). The degradation of the academic standards in this kind of learning is rampant. Lack of the formal way of teaching, instructing and guiding the students face to face reduces the formality and the quality of education gained by the student at the end of the course in distance learning. This proves that there is a lack of quality education input in the non-formal way of education commonly referred to as the distance learning. Some other issues related to the assignments given to the distance learners is that, they may be allocated a certain period for the submission and due to a tight schedule with other things, the student might end up delivering low quality work which at most of the times is criticized by the examiners. This affects the performance of the students. Since feedback provided by the tutors matters in the students' final examination performance, some critics used by these tutors as they do not provide any information on how to correct or get to the right point. This can lead to demoralization, and frustration of the students, affecting their final output. In general, the performance of these students reduces, and this proves that the low quality of education offered compared to formal education in schools (Rogers, 2009). Another challenge is the concerns of the students, it has been evident that not all students are capable of distance learning and not all subjects fit in distance learning. Maturity, flexibility, good time managers, autonomy are some of the characteristics students in distance learning are required to possess for them to perform well in their studies. These qualities lack in most students since not all mature and flexibility as much distance learners compete with working hours and class hours and thus find it hard to cope with the time for studying. Unlike in undergraduate students, most students who enrol in distance learning are already in their profession and want to gather a bit of their studies and this is what possesses a challenge to them as they find it hard to manage their time. This leads to poor and lower quality education delivered to them as compared to the formal type of teaching (Rogers, 2009). In conclusion, distance-learning techniques need improvement to cover most of these challenges and increase the quality of education offered to the student. Although many people perceive the profitability of getting access to education from a far distance and save cost, the quality of education becomes a priority and hence the need to boost the technologies used and avails then access modes for students to have full interaction with tutors and other students freely. This creates the sense of oneness and reduces the feeling of alienation, which is rampant in the current distance learning techniques. Materials for the study, examinations, and monitoring of the student progress should be the core work of tutors as the main aim is to improve the quality of education the student gets. Technical issues face can be reduced if during intake, the students are required to have a prior experience on the use and maintenance of computers, which enables them to maintain their computers and maximize material access times, which increases the quality of education, attained. References Carr-Chellman, A. A. (2005). Global perspectives on e-learning: Rhetoric and reality. Thousand Oaks [u.a.: SAGE Publ. Fenton, C., & Watkins, B. W. (2010).Fluency in distance learning. Charlotte, NC: Information Age Pub. Howard, C. (2005). Encyclopedia of distance learning. Hershey, Penns: Idea Group Reference. Lau, L. K., &ebrary, Inc. (2003).Distance learning technologies: Issues, trends, and opportunities. Hershey, PA: Idea Group Pub. Rogers, P. (2009). Encyclopedia of distance learning.Hershey, PA: Information Science Reference. Rogers, P. (2009).Encyclopedia of distance learning.Hershey, PA: Information Science Reference. Syed, M. R. (2009). Strategic applications of distance learning technologies.Hershey, PA: Information Science Reference. Willems, J. (2013). Global challenges and perspectives in blended and distance learning. Hershey PA: Information Science Reference. Read More