4.1. Perceptions of distance learning overseas
4.2. Perceived advantages of distance learning
4.3. Disadvantages of distance learning
It has taken some time for distance learning to be accepted and acknowledged in the UK as a credible alternative to full-time or part-time education. It is now a growth market, especially in the business and industrial sectors where it is perceived as an effective form of training. According to one respondent,
'All our clients think it's the most effective way of training: they've been sold the benefits of not losing man-hours, not missing opportunities.'
However, this recognition is not universal: in the US, distance learning is still viewed as a second class option, and in many developing countries, some people still need to be convinced of the benefits of this form of learning.
Perceptions of distance learning vary considerably across different regions of the world and are influenced by many factors; economic, political and social. Clearly a country's philosophy for education and the historical development of its educational systems play a significant part in determining how distance learning techniques are perceived and received. In many cases terminology is a barrier: many people who are not familiar with the philosophy of modern distance learning and the frequent use of educational technology presume that it is similar to a correspondence course. Central and Eastern Europeans for example tend to equate the old Soviet-style correspondence courses with modern distance learning techniques, to the detriment of the latter.
The potential importance of distance education in Eastern Europe is however borne out by the EC initiative PHARE, which, from its annual budget of 1105 million ecu, typically provides 70-80 million ecu to support distance learning. The PHARE programme applies to 11 eligible countries: Albania, Bulgaria, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, the Slovak Republic and Slovenia. The initiative aims to build a network for distance learning to support education.
Distance learning is rapidly gaining credibility overseas: in the countries studied, there was a high awareness of this form of learning. Indeed, amongst the industrial and business communities there was arguably a greater awareness of distance education in the three countries than amongst equivalent organisations in the UK. This was most obvious in Sri Lanka and Zimbabwe.
In all three countries, open universities/institutions are high on the agenda: Sri Lanka has had its own Open University for 14 years; in the Czech Republic a National Centre for Distance Learning was to be established in January 1995; in Zimbabwe a Presidential Commission is currently producing a report on how and when (nb. rather than 'if') an Open University should be established.
It will no doubt take time however for distance learning to be accepted in developing countries. Given the traditional conservatism of most established universities, it is unlikely that they would welcome its introduction (as originally happened in the UK when the Open University was established), and it would be some time before they lent their support. This would be particularly true in the Czech Republic.
A recognised qualification from a well-known and reputable institution is extremely important overseas. This is also true in terms of the acceptance of distance learning programmes; indeed foreign degrees from overseas distance learning institutions often have more cachet than an equivalent in-country degree.
The advantages of distance education were generally well known by the individuals and organisations consulted during the project. Particular features and benefits which were identified included:
For students:
· Flexibility in terms of time and location - students have more choice over where and when they study· Flexibility between modes of delivery-distance education tends to be delivered in a modular form which better accommodates systems for credit accumulation and transfer
· Opportunities for individuals to gain a qualification without loss of salary
· The performance of students on project work and continuous assessment are generally better for distance learning students than for those on full-time courses
· It is a form of study suitable for women and other groups or individuals unable to leave their families or homes to study. In view of the home-based role of many women in developing countries it is especially appropriate as a means of training.
For employers:
· Cost effectiveness - employers do not experience an 'opportunity cost' created from working-time being lost to training. The project showed that buyers of distance learning often perceive this as an advantage without necessarily having evidence· Students can apply newly-acquired skills to their work immediately they gain them rather than employers experiencing a time-lag between training and application
· Higher retention of acquired knowledge - the high level of interactivity between learner and course material which is designed into the best examples of distance learning produces better long-term retention of knowledge and skills
· Distance learning students are frequently more committed and more highly motivated than other students.
At higher levels, Bryner (1986) points out that (in Australia) through distance learning it is not possible to:
· provide close supervision of advanced project work
· present advanced papers to others
· access library resources (7)
Engineering also presents particular problems in the form of the practical requirements.
