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Distance education programs have
historically been viewed as providing educational
opportunities to learners who would otherwise
have no access to an organized learning environment.
Typically characterized by the separation of time
and/or space between and among learners and instructor,
it is generally associated with one or more forms
of electronic media and technology.
The ubiquitous nature of information
technology today allows for increased educational
access through the Internet, higher levels of
mediated instruction and the opportunity for increased
interaction among participants. This is particularly
advantageous to the individual seeking to pursue
graduate study. Often these individuals are working,
have family responsibilities and need the flexibility
that distance education brings to education.
Recently, distance education has come to include
a wide spectrum of learners with many diverse
academic goals and needs. To successfully address
the myriad needs of today's distance learner,
colleges and universities must adopt a holistic
approach to the design, development, implementation
and assessment of distance learning environments.
This approach is the foundation upon which every
aspect of a distance education program is built.
However, identifying the elements that constitute
a holistic approach to distance education can
be a challenging task, because these threads are
so subtly woven into the fabric that fortifies
an educational community. The challenge for educators
is to recognize these traditionally transparent
factors.
While quality is often difficult
to define, generally people know it when they
see it. Distance learning programs can be viewed
in much the same way - students know a quality
program when they see it, or better yet, when
they experience it. The whole of a distance learning
experience is greater than the sum of its parts.
Therefore, to identify a quality distance education
program from a holistic approach, the parts must
be examined in terms of the qualities displayed
by the whole. So, in a quality distance education
program, what are the qualities of the whole and
what are the parts that make it a quality program?
Organization
An organizational structure that
provides leadership via educational opportunities,
empowering its members to actively meet the needs
of the student is critical to the success of any
distance educational program. Nothing can be more
frustrating for a distance learner than to enter
a new learning situation without guideposts to
mark the way, or worse yet, conflicting guideposts,
or to be caught in the web of organizational bureaucracy.
A coordinated program that is designed with the
learner in mind is essential. Just as it is important
that a web site be easy to navigate, it is equally
important that the structure of the distance education
organization be easy to navigate. Single points
of contact, easy access to logistical information,
faculty and staff that have answers and are empowered
to make decisions in a timely manner, and a mindset
that is not only responsive but anticipates learner
needs are key traits of a quality distance organization.
A distance learning program's web site speaks
volumes.
Support
A quality distance education program
is about helping learners succeed. An essential
element of that mission is to support their learning
efforts. This inclusive enterprise covers technical
support of the administrative, instructional delivery
and interactive technologies used in a distance
education. It includes supporting the logistical
aspects of providing access to and assistance
with the application, registration, payment, and
financial aid processes for distance courses or
programs. Supporting the distance learner also
includes providing them with career and academic
counseling, access to tutoring and supplemental
educational assistance, and full access to library
and other educational resources.
Supporting communication mechanisms,
both synchronous and asynchronous, allowing learners
to interact with one another and with faculty
is also an essential part of maintaining a high
quality experience. While many distance learners
value the flexibility of an independent approach
to their distance courses, the importance of a
learning community should not be overlooked as
a vital part of a holistic approach to distance
education. In addition to the exchange of ideas
and knowledge that being a part of an organized
learning environment brings, a sense of belonging
is a powerful tool. A quality distance learning
program will encourage and provide opportunities
for learners to be part of a variety of learning
communities.
Programs of Interest and Value
Having a range of educational programming
available for study is important for a quality
distance program. What is more important, however,
is that these programs meet the needs and interests
of the distance learner, and that they have value
- the latter dependent on the learner and the
situation. Currently, programs in information
technology have tremendous value, because the
job market actively seeks out individuals with
this knowledge and skill set. Course and program
value is also determined by the college's or university's
reputation - a top tier school earns a reputation
because its excellence runs throughout the entire
university, not just in one area. When choosing
a distance learning program, individuals should
look at the portfolio of courses and programs
that the program offers. It is usually fairly
obvious to see what has real value!
Technology Infrastructure
The technology in distance education
is key to establishing a quality program. What
is important is that the program views technology
as a tool to assist in the teaching and learning
process, not the driver of the process. Mature
distance learning programs know that there is
no one 'best' technology, except that which works
best for the learner. What technology and a good
technological infrastructure does is provide options
and alternatives for faculty to choose from when
designing their course. Today's technology breaks
down many of the barriers of time and space, providing
faculty with teaching tools that allow the previously
unallowable to occur - such as in the case of
virtual reality over the Internet in veterinary
medicine.
The People
In a quality distance education
program, the most important part of the whole
is the people. A competent and caring faculty
and staff are essential ingredients for success.
Not that distance learners can't succeed without
a program's personnel - it is just not necessary.
There are too many institutions involved in distance
education to settle for a program that does not
value the critical roles of faculty, learner and
support staff. A quality distance program will
attract quality faculty - those who are superbly
knowledgeable, outstanding communicators, experts
in their field and talented researchers. A quality
distance program will also attract quality support
staff and administrators - those who are highly
skilled, who work as a team, and who place value
on the customer - be that student or faculty.
Growth in educational opportunities through distance
learning will continue to occur as people seek
more time, more flexibility and more knowledge.
For those pursuing these opportunities, it is
important that they find a program that meets
their needs and expectations.
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