A Systems Approach to the Exploration of Challenges of Online Distance Education - Saudi Arabia - Research Proposal Example

Chapter Introduction 1 An overview of Online Distance Education Online Distance Education (ODE) refers to the system of using technology in the process of creation, proliferation, accessing and exchanging ideas by many people, through a well-established framework of instructional delivery system (Anitha & Harsha, 2013:197). Thus, online distance education entails the delivery of education and instructions to the learners who are not physically present in a classroom setting, but who are able to participate in the educational learning process in real-time. In this respect, the system of online distance education fundamentally entails the access of education by learners, through a system where the source of educational information and instructions is separated from the learners, by either distance or time, and most often both (Phelan, 2012:77). Nevertheless, while online distance education is essentially defined by the distance and time separation of the learners and the instructions source, it may also entail on-site physical presence of the learners and the instructors, especially during the time of exam taking. The fundamental of online distance education is the formation of a union of participation between the distance learning instructor and distance learners, through the established technological network (Yeasmin & Murthy, 2012:162). Therefore, the comprehensive definition of online distance education is simply a system of education, where learners take instructions from their instructors through accessing information and communicating with the instructors asynchronously, over messaging, audio, video and networking technologies (Gurses, 2012:369). However, while there are still more technological developments being advanced in this area, innovation has brought about the use of either one or a combination of digital subscriber lines, satellite, wireless cable and cable modem as the networking system for implementing Online Distance Education process (Lenka & Kant, 2012:236). Thus, the two major aspects that fundamentally define online distance education are formalized teaching and learning on the one hand, and the electronic communication system, on the other hand (Hannan, 2009:42). The essence of these two components as the essential elements defining online distance education process emanates from the fact that; any form of sharing ideas and instructions over the networks between different people cannot be defined as education, where there does not exist a formalized system. Thus, for any sharing of education instructions and ideas to be considered as online distance education, a formal framework, such as that of educational institution-to-learners relationship is essential (Xin & Feenberg, 2006:24). Secondly, online distance education must essentially entail an electronic communication system, which connects the instruction source with the remote learners, either through on-site physical presence, or off-line communication linkages (Burgess & Caverly, 2009:42). Thus, online distance education is a system of education that is not affected by both geographical and time constraints, and thus seeks to overcome these limitations. The time and space limitations are associated with the traditional education system, which entails the physical presence of the learner and the instructor in classroom-setting (Falloon, 2011:187). In this respect, online distance education has been closely associated with e-learning, considering that both are systems that enhance the access of education remotely through breaking the geographical and time barriers, where traditional education system would have difficulties in delivery. Therefore, online distance education is a system of education that serves as an alternative to the traditional education system, through allowing students to learn at their places and time of convenience. 1.2 Research problem The delivery of online distance education and instructions face various challenges, necessitating the need for the continuous evolution of systems of education and instructions, to ensure that it becomes effective amid changing times (Haverila, 2012:177). A review of normative literature, in the field of education indicates that the learning process for students is one of the most important factors for the development of ODE in higher education institutions (HEIs), Berge (2013), Tunks (2012) and Tschofen & Mackness (2012). Thus according to (Anitha & Harsha, 2013), online distance learning is a planned teaching and learning experience that apply a wide spectrum of technologies to reach the learners at a distance, and it is devised to “encourage interaction and certification of learning” p197. Therefore, to a large extent, online distance education learning process can be thought as a communication process between people, and the same challenges and barriers that face communication can therefore also influence the effectiveness of education (Berge, 2013:377). From literature review in the education field, the learning process is different and based on learning approaches used (Istifci & Kaya, 2011:92). Further, literature showed that the most approaches used in ODE are social constructivism, Annand, (2011), Shackelford & Maxwell, (2012) and Yeasmin & Murthy (2012), Community of practice COP, Bolliger & Inan (2012), Gorsky, Caspi & Blau (2012) and Hannan (2009), Community of Inquiry COI, Annand, (2011), Burgess & Caverly (2009) and Phelan (2012) and Moore transactional theory, Moore (2008), Haverila (2012) and Falloon (2011). This study propose social constructivism as the most applicable learning approach in ODE because it offers practical and real-life experimental learning process, as the basis of creating knowledge, Yeasmin & Murthy (2012), Shackelford & Maxwell (2012), Annand, (2011) and Cordoba-Pachon (2010). This is a comprehensive approach to education and instructions, as opposed to the approaches applied by other approaches. The Community of practice (COP) education emphasizes on collective learning, while the Moore theory focuses on the learner’s isolation in structure and dialogue, and the Community of Inquiry (COI) focuses on knowledge as an embedment of a social context. This makes these approaches less applicable in ODE, for enhancing learning process for students. ODE initiatives in higher education institutions face different challenges that affect the learning process. These challenges are classified into organisational, technological, social and individual (students’ related issues) challenges. These challenges affect the viability of bringing education into a social setting, where different stakeholders can contribute towards the construction of an effective education and instruction delivery system. Further, there lacks studies that explore challenges facing ODE learning process from management perspective, considering that most of the studies in ODE have explored these challenges from specific stakeholders such as students, Oliver, et al. (2007), Maurino & San (2006) and Hardy & Meyer-Griffith (2012), teachers, Xin & Feenberg (2006) Lenka & Kant (2012) and Gurses (2012, or both of them, Cakiroglu (2012), Gurses (2012) and Maurino & San (2006). Therefore, there lacks adequate studies that cover the perceptions of different other stakeholders like managers, IT experts, teachers and students together, which would ensure a comprehensive approach to the ODE learning process. In addition, different stakeholders have different views and perceptions about the problems affecting the learning process and experience for students. However, the previous studies on social constructivism have done little to focus on the additional environmental challenges from the other stakeholders’ perspectives, thus creating a need for more research in this area, Istifci & Kaya (2011) and Berge (2013). It is this complex situation of different challenges, multiple stakeholders and different approaches to ODE learning process that results in the stakeholders facing ill-defined problems which require a holistic view that will address challenges and relationships from different stakeholders’ perspectives simultaneously. This would enhance the learning process in ODE initiatives in HEIs (Moore & Kearsley, 2011:36). Furthermore, thinking of ODE as a ‘whole’ requires ODE designers and managers to consider a variety of stakeholders’ perspectives. Through the application of the challenges identified from both the designers and management perspectives, it will be possible to create a comprehensive view to the stakeholders’ perspectives on challenges facing ODE learning process, which can effectively reduce chances of learning failure According to Moore and Kearsley (2011), a system view enables scholars and researchers in the field of education to understand the nature and management of ODE for more successful educational practices. In their functional system, they applied the perspective of the students and teacher, while neglecting the other stakeholders’ perspectives. Thus, this study will update this system view by taking into account multiple stakeholders perspectives, different challenges and their relationships to cultural contexts of ODE, resulting in the use of an interpretive system view in particular Soft System Methodology SSM (Jackson, M.C, 2000:17). The SSM provides a framework for addressing real-world problems, which is especially useful in offering support and structure for thinking, when the problems faced are complex (Checkland & Poulter, 2010:202). Thus, in this respect, SSM will provide a systematic structure of thinking through the complex multiple perspectives on the challenges facing the ODE learning process, and provide a thinking framework of applying the course of action that would help resolve the challenges (Jackson, M.C, 2000:12). Due to its ability to offer a systematic and structured way of thinking towards addressing real-life problems, SSM is the most suitable interpretive system approach to explore all challenges related to social-constructivism based ODE. This methodology would help to intervene in the area of concern, which is the social constructivism-based ODE initiative. This will provide possible changes that are systematically desirable and culturally feasible. This study will be conducted focusing on higher education in Saudi Arabia. 1. 1.5 Significance of the study This study aims at exploring the challenges facing social constructivism-based learning in ODE from different stakeholders perspectives, using systems methodology. Thus, the major relevance of this study is that it will contribute to the field of education theoretically, through enhancing social constructivism-based learning process in ODE. Further, this study will contribute to the theory of social constructivism by adding new factors (environmenta) as component challenges facing ODE, which will established from the fieldwork. The study will also demonstrate how the additional new factors affect the ODE learning process. Finally, this study is significant in that; it will contribute to the field of system thinking by updating Moore and Kearsley systems view, through adding another new systems view (interpretive- SSM) in ODE. This way, the study will have contributed significantly to the ODE learning process, by ensuring that the multiple perspectives of the different stakeholders in online distance education are incorporated. References Anitha, C. &Harsha, T. S. (2013). Ethical Perspectives in Open and Distance Education System’, Turkish Online Journal of Distance Education 14(1), 193-201. Berge, Zane L. (2013) ‘Barriers to Communication in Distance Education’, Turkish Online Journal of Distance Education 14(1), 374-388. Bolliger, U. & Inan, A. (2012) ‘Development and Validation of the Online Student Connectedness Survey (OSCS)’, International Review of Research in Open and Distance Learning 13(3), 41-65. Burgess, L. & Caverly, C. (2009) ‘Techtalk: "Second Life" and Developmental Education’, Journal of Developmental Education 32(3), 42-43. Cakiroglu, U. (2012) ‘Comparison of Novice Programmers Performances: Blended versus Face-to-Face’, Turkish Online Journal of Distance Education 13(3), 135-15. 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