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Definition of Online Education as Distance Learning Sabri g. Bebawi, Ph.D. Online education is defined as the creation and proliferation of the personal computer, the globalization of ideas and other human acts, and the use of technology in exchanging ideas and providing access to more people. Audio, video, computer, and networking technologies are often combined to create a multifaceted instructional delivery system. The fundamental method to unite the distance learning instructor with the distance learner is the network. Networks suitable for distance learning implementations include satellite, cable modem, digital subscriber lines (DSL), and wireless cable, (Collins, 2002). Greenberg (1998) defines contemporary distance learning as “a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning” (p. 36). Teaster and Blieszner (1999) say “the term distance learning has been applied to many instructional methods: however, its primary distinction is that the teacher and the learner are separate in space and possibly time” (p. 741). Desmond Keegan (1995) provides another definition. He states that distance education and training result from the technological separation of teacher and learner which frees the student from the necessity of traveling to “a fixed place, at a fixed time, to meet a fixed person, in order to be trained” (p. 7). From these definitions we can see that the student and teacher are separated by space, but not necessarily by time. There are many terms for on-line education. Some of them are virtual education, internet-based education, web-based education, education via computer-mediated communication. The web-edu project uses a definition of online education that is based on Desmond Keegan’s (1988) definition. It is by:
Historical Background A few years ago, online education was unthinkable; now it is a reality and it has expanded beyond imagination. The Internet has allowed us to cross boundaries that took a long time to cross; technology has allowed us to learn and grow with people from around the world. It has given access to new opportunities in work, learning and in socializing. We are now witnessing a transformation in the way people learn. The future of education in general, and college education in particular, will be of more access, more educational choices, and new fields in educational research.
Figure 1: Historical Background of the Internet (ABC.COM) Expansion of Online Education In the last 20 years, with the advancement in technology, independent study has become more accessible for distance education students. The ease with which modern communications technologies can link educational institutions to homes, work-sites, and community centers has made college, adult education and lifelong learning matters of national policy. Figure 2, page 6, illustrates such growth. Figure 2: Expansion of Online Education (ABC.COM) At the same time, the loads and responsibilities of adults have become of interest to experts and educators in distance learning. Feasley (1983) stated that individuals who must learn at a distance have ongoing obligations such as employment, family responsibilities, handicaps, or live in geographically isolated area. The 1970s and 1980s introduced the related concept "distance education" which posed new challenges to traditional independent study, forcing a reexamination and redefinition of the place of independent study in this new international movement (Wright, 1991).
In the late 1970s and early 1980s, cable and satellite television came into use as a delivery medium for distance education courses. During the 1980s, many quality telecourse offerings were available by using cable and satellite delivery. But as Munshi (1980) said, "Unfortunately, systematic efforts to evaluate telecourses have been the exception rather than the rule." In the fall of 1991, eighteen institutions, including the University of California , the University of Oklahoma , Penn State , and Washington State , used the Mind Extension University (MEU), Educational Network to deliver video course materials for independent study courses (MEU catalog, 1991). Women’s desire and participation in distance education helped the growth of distance education in the 1980s and 1990s. The report of the survey of telecourse enrollments in five states showed 67% of the participants in the distance education were women (Instructional Telecommunication Consortium, 1984). Participation of women in distance learning was directly related to political and social changes in women’s position within the family and society, technological changes in the work place, and the economic necessity of participation, and the job market and new job opportunities, (Vision Quest Team: Lopez, Milon and Bebawi, The Future of Educational Institutions, Capella University, 2003). With the recent development and expansion of new technology, it has become expected that computers will play an integral part of the process of education. The future of education lies within the capabilities of this new and growing technology. Critical Components in Distance Education For a distance education program to succeed, some critical components need to be observed. Depending on the type of DE program and on the method of delivery, these concepts may vary. Because of my extensive involvement in online education, I will focus on some of these critical components as they pertain to online programs.
For a DE program to start, all involved should have sufficient knowledge of how technology can be applied. Lack of knowledge may promote resistance and deprive the institution from its ability to develop strategic plans. Availability of Viable Information Technology Infrastructure Unless the institute provides the access and the support needed, a DE program is doomed to fail. I had this experience at Long Beach College in Southern California many years ago. After I developed and designed the course, there was no support for it to launch. Access For a DE program to meet its objectives, access must be available to all involved. Institutions ought to recognize this “new circumstance” and do what they can to provide access to available technology. Competent Educators Not only that an instructor be competent in the subject matter s/he is teaching, but also competence in technology is essential (Khan, 2001, p.25). In order for an instructor to provide an effective course, s/he must be able to utilize new and available technologies. Not all teachers make effective distance educators. A distance educator has to be able to give up some of his/her control and traditional role as the sole provider of information. In DE, the instructor is a facilitator who provides challenging objects and who guides the learner to think critically. Effective Content Organization Because of the nature of DE, course materials must be clear, well organized and easily accessed. Content must integrate available technologies to enhance learning and to improve the chances of meeting course objectives. It is essential that learners surf through course materials with ease. A complex and cumbersome design will impede learning. Thus, how a course platform is designed may play a significant role in outcome. Motivated Partners Both the teacher and the students should be motivated and self-disciplined. The instructor must may available to provide feed back. The learners must not be intimidated and must be eager to participate. Individualized Learning Teachers in DE ought to know the various learning styles and attempt to accommodate some individualized instructions using available technologies such as chat rooms. Assessment is crucial for the success of a DE program. Assessment here does not refer only to the learner’s performance, but also to the program itself. |
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COURSE EVALUATION
Course Title: ____________________
Instructor: Sabri g. Bebawi
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1. What do you like about this course so far regarding content and structure?
2. What are your suggestions for improving the content and structure of the course?
3. On a scale of 1 (low) to 10 (high), how would you rate this course so far in terms of the following factors:
___ Overall quality of the learning experience
___ Relevance to your professional aspirations and work
___ Feedback and encouragement from the instructor
___ Availability of out-of-class contact with instructor
___ Quality of Course Room interaction with instructor
___Quality of Course Room interaction among learners
___ Quality of Course Room postings from other learners
___ Relevance and quality of learning materials: texts, readings, instruments:
___ Degree to which you feel challenged
4. On a scale of 1 (low) to 10 (high), how would you rate your behavior in terms of the following:
___ Commitment and effort to making this course an enriching learning experience
___ Substance and depth of your postings to assignments
___ Interactions with other learners in this course
___ Identification of a course paper/project with instructor
5. Are you struggling with any aspect(s) of this course? If so, please identify _______
6. What is the single most important action the instructor can take to improve your learning experience in this course?
*****This survey is gathering data for course improvement only. Thanks for your time in providing feedback
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Critical Components in Distance Education 
Sabri Bebawi, Ph.D.
For a distance education program to succeed, some critical components need to be observed. Depending on the type of DE program and on the method of delivery, these concepts may vary. Because of my extensive involvement in online education, I will focus on some of these critical components as they pertain to online programs.
- Knowledge of Technology
For a DE program to start, all involved should have sufficient knowledge of how technology can be applied. Lack of knowledge may promote resistance and deprive the institution from its ability to develop strategic plans.
Availability of Viable Information Technology Infrastructure
Unless the institute provides the access and the support needed, a DE program is doomed to fail. I had this experience at Long Beach College in Southern California many years ago. After I developed and designed the course, there was no support for it to launch.
Access
For a DE program to meet its objectives, access must be available to all involved. Institutions ought to recognize this “new circumstance” and do what they can to provide access to available technology.
Competent Educators
Not only that an instructor be competent in the subject matter s/he is teaching, but also competence in technology is essential (Khan, 2001, p.25). In order for an instructor to provide an effective course, s/he must be able to utilize new and available technologies.
Understanding the Nature of DE
Not all teachers make effective distance educators. A distance educator has to be able to give up some of his/her control and traditional role as the sole provider of information. In DE, the instructor is a facilitator who provides challenging objects and who guides the learner to think critically.
Effective Content Organization
Because of the nature of DE, course materials must be clear, well organized and easily accessed. Content must integrate available technologies to enhance learning and to improve the chances of meeting course objectives.
Effective Course Platform and Course Design
It is essential that learners surf through course materials with ease. A complex and cumbersome design will impede learning. Thus, how a course platform is designed may play a significant role in outcome.
Motivated Partners
Both the teacher and the students should be motivated and self-disciplined. The instructor must may available to provide feed back. The learners must not be intimidated and must be eager to participate.
Individualized Learning
Teachers in DE ought to know the various learning styles and attempt to accommodate some individualized instructions using available technologies such as chat rooms.
Valid and Reliable Assessment
Assessment is crucial for the success of a DE program. Assessment here does not refer only to the learner’s performance, but also to the program itself.
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Training Models –
Sabri Bebawi
In teaching at a distance, the teacher must understand that the basic principles for any teaching and learning from a distance are the same as those for any teaching and learning environment (Williams et al., 1999, p.105). Just like other kinds of teaching, teaching at a distance requires planning and organizing; however, teaching at a distance, whether synchronous or asynchronous, requires greater emphasis on the initial planning phase (Simonson et al., 2003, p.144).
Some important elements need to be observed in order to prepare a training model to support and prepare instructors in the design and delivery of instruction. First, meaningful learning must be defined. Meaningful learning is defined as “learning in which individuals are helped to acquire needed information, attitudes, and skills to help solve real-life problems” (Williams et al., 1999, p.106). This correlates to both models of teaching and modes of learning.
Once meaningful learning is defined, and the relationship between what is taught and how it is taught is established, preparation occurs. Administrators would then train instructors to prepare themselves, prepare the students, and prepare the materials to be presented.
Guidelines for Training Instructors:
Administrators will help instructors in defining the following:
1- Who the learners are
2- What the target audience characteristics are
3- What are the goals and objectives of the content area
4- What teaching strategies should be used: what media to use
5- What the learning environment is, and what kind of resources are available
Models of Delivery
Because of the nature of the program I am involved in, writing for ESL, the preferable model in this case is linear-designed instruction. Dividing instruction into modules and modules into topics and topics into instructional events, learning experience and assessment is the most workable design, (Simonson et al, 2003, p.158).
Other Consideration
In delivering training to distance educators, and in addition to the above, the teacher’s role, instructional methods, and structure of the class ought to be discussed. Also, a discussion of available technologies and application of visual instruction must be addressed.
Furthermore, administrators must devise a policy that relates to distance education. Policies provide a framework for the operation of distance education, (Simonson et al, 2003, p.198). Policy development includes academic, philosophical, technical, legal and fiscal areas. They also include areas related to teachers and students, (Simonson et al, 2003, p.199).
Support for teachers who teach or plan to teach at a distance is crucial for the success of any program. Hence, devising a solid and sound training model, and providing continuous support and guidance are essential.
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Key Questions for Online Courses
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Feedback
Media Selection
Leveraging Technology
- How can I use communication tools, such as: email, listserv, chat rooms and bulletin boards, Web pages, graphics, streaming media (video/audio) and interactive multimedia tutorials- so the students will achieve the learning objectives?
- What can I do on the Internet that I can’t do in other mediums?
- How do I utilize Internet to create a context for learning?
- The Internet is a huge resource for data, but how can I help students transform data into knowledge?
- What is the most difficult aspect of teaching online for me? How can I make that easier?
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