Challenges That Accost Distance Learning - Essay Example

?Insert Thesis ment Despite the challenges that accost distance learning, this alternative model of learning should be improved by incorporating into it, desirable elements of traditional classroom that it lacks; instead of being annulled as a whole. Introduction The inevitability and inescapable nature of online learning has become so profound since the 1990s. This inability to wish away distance or virtual learning has its underpinnings in the advancement of Information Technology (IT), globalization and changing corporate trends. Of course, like any other human construct, online education has its weaknesses. However, merely citing the weaknesses of this alternative module as a way of forestalling its growth is to fail to grasp the very essence, purpose of education, IT technological development and globalization. The same approach also reeks of the absence of pragmatism since pragmatism may help to practically integrate desirable elements outside online learning modules. Body There are many who propose the disbandment of distance learning merely because of its alleged shortcomings. However, this approach is not only akin to throwing out the baby with the bathwater, but also fails to grasp the main purpose of distance learning, as shall be seen forthwith. First, it will be important to absolve high school and elementary level of education from the use of distance learning. This is mainly because elementary and high school going students are still too young to benefit from distance learning. The nature of distance learning on the other hand accords the subscriber a laissez faire condition in terms of time allocation, concentration and the degree of input. The corollary to this is that distance learning heavily relies on self-discipline on the side of the student. It is highly uncertain that high school students will have the degree of self-control to consistently steer clear of the allure of online social networks for instance. Likewise, it is very unlikely that high school students and elementary school goers have a strong grasp on foundational knowledge necessary for independently tolerating and grasping extensive and more complex distance learning discourse. The crux of the matter herein is that with concepts being taught without an actual instructor to give a blow-by- blow account or illustration of a concept, high school and elementary learners are likely to be left more confused than enlightened. On the other hand, students in tertiary level of learning are more intellectually mature, disciplined and self-accountable. The intellectual maturity of this group is one that is readily manifested by the qualification for college or university entry. Self-discipline is high in this group, when compared to high school and elementary students. The degree of self-accountability among learners in tertiary level of education is underscored by this group being self-reliant. For instance, this group is the most economically responsible. In the same vein, the failure to concentrate in education is bound to bear directly on the group’s economic success, career or the prospects of getting or securing a decent job. Therefore, it is better and more meaningful to engage adults in tertiary level of learning. Secondly, in order to make ameliorations on distance learning, regulating operations of universities and colleges must be taken seriously. The gravity of the foregoing is that community colleges that wish to offer distance learning should be restricted to the issuance of technical and trade certifications. All degree-issuing learning institutions that operate through distance learning must have a charter that belongs to a physical university, if they must issue these degrees. The gravity of this proposal is that no distance or online learning university operates on its own. The academic and nonacademic prerequisites that are to be used for admission must be uniform. The cutoff points that are being used to admit pupils into colleges or universities must also be applicable in distance learning modules. If universities are factoring ACT or SAT test scores alongside high school education performance in traditional modules, then the same case should apply for distance learning education. In the same vein, it is imperative that the GPA (Grade Point Average) is equitably observed to ensure fairness. For instance, if a foreign student is applying to enroll for a US distance learning program, then it is expedient that adjustments are made to reflect the American system of grading. However, it is important to note that there are some disciplines that must remain excised from distance learning. For instance, medicine and all its branches are too sacrosanct to be learned away from the practical aspect that the instructor is supposed to imbue the medical classrooms with. There is also a dire need to inject elements of traditional learning such as discussion groups, student-lecturer consultations and practical work. Formation of distance learning may be easier since it is very possible for the school, through faculty departments to form virtual study groups. These study and discussion groups can be closely-knit through the use of online social networks such as Facebook and forms of videoconferencing Web 2.0. To enforce this, participation in classroom or group debates has to be reflected in exam marks. Alternatively, distance learning can be complemented with physical discussion arrangements among students. In a closely related wavelength, for every subject or unit being taken, it is imperative that a time table, indicating among many things, the lecturer consultation time, is drawn. This can be done at the medial and terminal points of the topic, as a way of ensuring optimal comprehension of important concepts among distance learners. Research also plays a very central role in education, especially in degree programs. Thus, it is in order to rule that there is need to tamper distance learning with research activities. Distance learners are to be introduced to researching activities, approaches and types of referencing, right from the onset of the course. This research unit or course is to be advanced towards the end of the course. The research unit is to be succeeded by another one which will have learners choosing their own research topic which is pertinent to the course. Under the supervision of his lecturer, the student should investigate his topic and present it and its findings in the research paper. The research work should also be part of the student’s overall marks. Reasons That Facebook as a form of online social network is very popular among high school students is well underscored by statistics that were released by Noel-Levitz, OmniUpdate, NRCCUA and College Week Live, in January 2012. These four organizations surveyed 2,300 high school students and found that 95% of them were already enrolled and active on social media. While Noel-Levitz, OmniUpdate, NRCCUA and College Week Live were attempting to use these statistics to underscore the need to incorporate Facebook into college entry programs, yet, the number of high school students who are hooked on Facebook remains high. This may frustrate the purpose distance learning, especially if its module is taking an online form. On the other hand, because learners in tertiary level of learning are more responsible and self-accountable, distance learning should be restricted to them (Noel-Levitz, 1). Colleges that are issuing distance learning services should also restrict themselves to the issuance of certificates and diplomas due to credibility issues involved. Traditional colleges are not allowed to issue degrees in their own accord, and so should the regulation apply to distance learning colleges. The involvement of the university charter is important since it regulates the standard of education. For instance, the charter takes it upon itself to set the cutoff marks for university intake and graduation. Therefore, it is only logical and practical that the charter must be involved if a college is to issue degrees. This will ensure that the degrees being issued by distance learning colleges are commensurate with those that are being accorded by universities. Community colleges are not allowed to offer four-year degrees such as B.A. or B.S. Community colleges should only be allowed to offer technical and trade training and certifications, for the first two years. If traditional community colleges are restricted to the first two years of training and certification, then distance learning must also not purport to give community colleges the power to issue four-year degrees. That a module is new, fashionable and popular among the working class does not necessitate the sidestepping of rules and regulations of operation. Observing uniformity in the prerequisites to university or college intakes between distance learners and their traditional counterparts will go a long way in consolidating meritocracy, fair competition and competence. Because courses in tertiary level of learning are competitive and need to be standardized, cluster points (the number of points needed for a certain discipline) must not be fluid in both traditional and distance learning modules. Failure to observe this proposal is likely to set in unfair competition where students who do not meet enough marks for a certain course resort to distance learning. In the same token, maintaining uniformity in admission requirements is necessitated by the need to entrench a culture of competence in the entire country. If distance learners are admitted with grades different to those in traditional setting, for a given course, then it is very possible that the degree of competence among the two groups will be at variance. The disparity will have been further aggravated by the failure to integrate group discussions, research activities and lecturer-student consultation into distance learning models. Also, the need to have some courses exempted from distance learning is necessitated by their practical nature. Medicine is one among these subjects that should be exempted from distance learning since it is highly practical and directly involves human life. Likewise, engineering, though not directly relating to human life, is still too practical to be taught through distance learning. Incorporating interactive programs into distance learning modules is important since discussions, research undertakings; extracurricular activities and lecturer-student consultation also form an important part of educational curriculum. Any curriculum that does not support these forms of interaction is therefore not wholesome. Describing a system that incorrigibly fails to capture these facets of learning as an alternative learning system is therefore a misnomer. Any system or program providing tertiary learning must recognize research activities and competence as an integral part of learning. Researching has everything to do with seeking the truth or information about a subject matter, interpreting it and presenting it for further interpretation. Any student in tertiary level of learning who graduates without the necessary skills for systematic investigation of information can be truthfully spoken of as having coming out of the system prematurely. Rebuttals Personal responsibility and self-accountability are not virtues or values that are universally distributed among adults as is being advanced. It is possible to have a responsible high school student and an irresponsible tertiary level student who is hooked on Facebook and vice versa. Therefore, distance learning should be provided to both high school and tertiary level of education; otherwise, there is a subtle admission that it is not an equivalent rival of traditional classroom. At the moment, there are exceptions to the rules that bar colleges from issuing degrees. The rationale that colleges cannot match up the quality of university education has its legitimacy being neither here nor there, as is exemplified by the Massachusetts Institute of Technology (MIT). MIT is an express testimony to the possibility of colleges issuing degrees without watering down the integrity of degrees. Maintaining uniformity in university and college intake for traditional and distance learning models may not act as a one-to-one solution to the problem of unfair competition. This is because, cases where those who got enrolled into a learning program outshone those with higher high school marks abound. If some disciplines are too sacrosanct or too practical to be provided in distance learning programs, then it is obvious that distance learning is inferior to the traditional or physical learning model. This is because, unlike distance learning, traditional classroom model supports all courses, including technical ones such as medicine and engineering. Interactive programs do not necessarily translate into comprehension of new concepts. There are instances where some students are able to join discussion groups without necessarily making meaningful contributions. Traditional learning models are after all dotted with discussions, research undertakings, extracurricular activities and lecturer-student consultations, but there are still cases of stunted academic performance among individual students. In almost the same wavelength, mastering research skills does not necessarily translate into competence. It is possible to master research skills and fail in the core subjects that are being provided in a specific discipline. Conclusion All the propositions that have been divulged above are tenable enough to present the potent panacea that can diffuse the problems and inconsistencies that accost distance learning, on one hand. The rebuttals on the other hand present alternative views to both those who are friendly and inimical towards distance learning. However, the rebuttals do not adequately discount the possibility of using the previously discussed proposals to improve distance learning. The rebuttals in anyway do not give adequate grounds for wishing away distance learning. On the contrary, the rebuttals only present stakeholders with the chance to critically analyze the proposals and to modify them for the better. It is only by sifting through the proposals that have been tabled and considering the rebuttals that the pitfalls of distance learning can be comprehensively identified and a sustainable solution crafted for the same. Works Cited Noel-Levitz. “Mobile Social Media Use among College-Bound High School Students.” Noel-Vitz, January, 2012. Web. 20 July 2012. Read More