Using Distance Education to Enhance the Curriculum
The purpose of this paper is to present an analysis of the theme of enhancing the curriculum through the use of distance education. Distance education refers to a way of communicating with geographically dispersed individuals and groups (Ohler & Schrum, 2005). It is an important theme because with all of the advances in technology; distance education is becoming an important part of any student’s educational experience. According to Ismail, Ali and Azman (2012) the rapid development of technology opens the door to higher education to further enhance the level of national education. Online learning in higher education has grown exponentially in recent years, with an increase of nearly 430% in online course enrollment over the past decade (Madrigal & Schreiber, 2011).
Organization of the paper
This paper begins with a methods’ section that describes how the analysis was conducted. The findings section looks at the results of 10 studies and all are associated with the theme of distance education and how it can be used to further enhance a student’s educational experience. The discussion section will provide a more in-depth analysis by looking at and critiquing the findings of the selected studies. The conclusion section will then highlight the major findings around the area of distance education and the limitations that are associated with it.
Methods
The ten sources were selected from forty peer-reviewed technology journals. Because all sources were selected from educational technology journals, all included an electronic medium. The analysis only included sources with the words distance education, distance learning, online learning, e-learning, and information and communication technology (ICT) as part of the title. To figure as part of the analysis, the journal sources had to include research participants. This means that meta-analyses, book reviews etc. were excluded. The studies selected ranged from 1995 to 2012. The selected journals were the following:
International Journal of Emerging Technologies in Learning
Electronic Journal of e-Learning
Journal of Distance Education
Open Learning: The Journal of Open, Distance and e-Learning
Educational Technology& Society
International Journal on E-Learning
American Journal of Distance Education
Journal of Distance Education
These studies were conducted in a wide variety of countries which spanned several continents. Four of the articles were written in the United States of America, two came from Canada, two from the United Kingdom, one from Malaysia, and one from Turkey. The studies selected for this theme employed a combination of both quantitative and qualitative research methods. Four of the ten where quantitative in nature, they include the research studies conducted by Ismail, Syahid Mohd Ali, & Azman (2012), Madrigal & Schreiber (2011), Hijazi, Bernard, Plaisent & Maguiraga (2003), and Bentley, Shegunshi & Scannell (2010). Four other studies were strictly qualitative, Ross, Crane & Roberston (1995), Duranton & Mason (2012), Luppicini (2008) and Schrum& Ohler (2005). The other two studies used both quantitative and qualitative research methods to develop their conclusion. They include Hismanoglu (2012) and Mathieson (2012).
Findings
The analysis of the 10 studies revealed many issues that are important in the area of distance education. A re-occurring theme in many of these studies was the problems associated with distance education and the issues faced by many students. Even though these problem or issues associated with distance education may cause much frustration for students, the benefits more than outweigh these problems.
Schrum et al. (2005) examined the perception, problems and opportunities experienced by the students, faculty and staff of the University Of Alaska (UAS). In this study, the faculty reported that they had positive interactions with their students and that the students were somewhat committed to their learning. The only negative perception identified by the faculty was the lack of support.
Students identified several concerns that were associated with their distance education experiences. One major concern was related to being self-motivated, self-disciplined, and organized to be successful when participating in distance courses. A second major concern mentioned by students is that instructors often noted lack of interaction or good interaction with their professors. A third problem cited by students was concerned with being able to access and understand how to actually use the computer networking services. The staff, the majority of which worked as support personnel, voiced concerns dealing with the lack of a strategic plan and a shared vision for distance education. Some concern was also mentioned when it came to lack of technical skill training and support and student mentoring.
Bentley et al. (2010) evaluated the impact of distance learning support systems on the experiences of MBA students. In completing their study, they conducted two surveys to help determine the impact that specific changes made to the MBA program support system. The first survey indicated the areas which needed improvements while the second survey was conducted after the implementation was actually made. The initial survey showed a high level of satisfaction with the MBA program. In saying that they were just satisfied, implies there were areas where improvements needed to be made. The study points out seven areas where improved could be made. They included; improved customer services, improved communication and collaboration between all educational partners, consistent and comprehensive module information and guidance along with clear assignment instructions, more face to face interaction, immediate confirmation of their assignment was important to reduce stress, the Voice café could be utilized more efficiently, and inadequate teaching facilities at local colleges need to be improved. After the second survey and the implantation of some of the key suggestions, research found that the changes made had a positive impact and this confirmed that these changes were necessary to help support distance education.
Luppicini (2008) study examined the academic development of Educational Technology in Canada. From this study one main category, namely challenges, that is connected to the academic field of Educational Technology. In this category, the research pointed to seven sub-categories which included; identity, standardization and professionalization, university politics, external;
influences, competition, funding and teaching and learning. These seven sub-categories can all have a dramatic effect on the
effectiveness of one’s distance educational experience.Through-out this article the author elaborates on how each of the seven sub-categories will negatively affect the students experience with distance education.
Duranton & Mason (2012) looked at the loneliness of the long-distance learner. The results of their study showed that a very high percentage (90%) of respondents to their student survey expressed that the mode of delivery was an important factor in making their decision between face-to-face (f-2-f) and distance education. The researchers also pointed out that this high percentage is not only related to the idea of using technology, but other factors need to be considered when deciding which method of instruction would be chosen, for example being able to avoid travel.
Hismanoglu (2012) studied distance higher education in Turkey to examine the perception of Information and Communication
Technology (ICT) had on English Foreign Language (EFL) teachers. From the research, the author of this study discovered that the majority of respondents to the study expressed negative attitudes towards ICT integration when it came to the nature, level and delivery of the training which they felt was inadequate and did not feel sufficiently competent to use ICT in the future. The research pointed out that despite having basic computer skills, prospective EFL teachers did not have the confidence when it came to using the technology to improve their own productivity and bring about pedagogical change. The study also discovered that prospective EFL teachers in higher distance educational setting despite the frustrations the felt with using ICT in the classroom, they did view it as a tool to help them learn many things.
Hajazi et al. (2003) researched to see if existing technology is adequate for the delivery of a quality distance education. As part of their study they proposed three hypotheses and by using Chi-square analysis they looked for a relationship between interactivity and three other variables, namely progress, communication mode and the desire to take another course. After applying the Chi-square analysis to their quantitative research, four key finding were uncovered. First of all, was that a distance education project is a valid and appropriate method for delivering quality distance education. Secondly, a relationship exists between interactivity and students’ progress in distance education courses. Thirdly, a relationship exists between the adequacy of the communication mode and the level of interactivity. Lastly, a relationship also exists between the level of interactivity and the desire to take another distance education course.
Ismail et al. (2012) studied the readiness of students to embrace new technologies in their studies when it came to distance education. After conducting a study with included 190 adult distance learners to see whether adult learners are comfortable to study using new technology, two finding were discovered. First, the results showed that all participants in the study were comfortable and
confident enough to embrace the new technology. Secondly, the study also showed that distance education is one learning tool that can support adult learning.
Mathieson (2012) study looked at how students felt about the type of feedback they received when participating in online courses.
The two types of feedback discussed in this study was text-only feedback or text-plus-audiovisual feedback. From the research the author found that students found that text-only feedback to be satisfactory, but preferred text-plus –audiovisual feedback as a
more effective way to interact with their instructor. Students also described text-plus-audiovisual feedback to be more real and personal than text-only feedback. One student pointed out that neither feedback method was true interaction because interaction should be in both directions and neither method offered this ability.
Madrigal and Schreiber (2011) conducted a study to look for empirical evidence that might suggest that there exists an information-age mindset and that it is not necessarily age-specific and it may be related to both the students’ interaction with the digital environment over time and the success or failure while online. From their study the authors made two findings. The first finding was that the stronger the information-age mindset, the more blurred the line between consumer and creator of information, and the less
successful the student was in a distance education course regardless of age. The second finding was that the stronger the formation-age mindset, the more likely the student uses Nintendo-style problem-solving strategies online and the more successful the adult student will be.
Ross et al. (1995) conducted a study of graduate students who were enrolled in Computer-mediated conferencing (CMC) courses and a follow-up study of students who used a dedicated hotline to seek help. From their research several findings were made.
First of all there was a great variety in students’ abilities to solve problems and their attitudes towards these problems. Students with the greatest need where found mostly in courses that addressed topics not related to computer applications. It was also discovered that hotline help enabled most high-need students to continue with their courses. On the other hand, it was also found in face-to-face meetings that those with lesser degree of computer literacy are less likely to participate in courses consisting of a lot of computer involvement.
Discussion
After analyzing these ten articles, it very easy to see some similarities and reoccurring messages result from these studies.
The idea of using distance education to help enhance the curriculum is not a new idea and has been around for many years.
It has changed dramatically over the past ten years and will undoubtedly continue to do so in the future. According to Ross et al. (1995) the number of courses offered through CMC, i.e. distance education, has increased from 15% in 1991-1992 to 52% in 1995-1996. This data is the oldest used in this literature review and if newer data was included these percentages
would even be much higher. As stated by Madrigal& Schreiber (2011), according to the National Center for Educational Statistics in 2008, online learning in higher education has grown exponentially. There has been an increase of nearly 430% in online course enrollment over the past decade. Another alarming statistic included in this article is that the dropout rates in distance learning have also increased, reaching 50-70% in some institutions. With more students enrolling presently and with all of the new advances
coming online, these statistics should be an expected trend. Software is continuously being introduced at an alarming rate, even
before support staff members are capable of mastering all aspects. This will without a doubt add to the frustration felt by many students has they enter the world of distance education. Regardless of what level of school distance education is being offered at, many of the attributes are the same. Whether it is at the secondary level, post-secondary level or a graduate program, students have to face very similar challenges. That is not to say that there are only challenges associated with distance education courses. Distance education can offer students the ability to receive a quality education that at one point in time seem to be completely out of their reach. As Duranton and Mason (2012) pointed out the logistical convenience of completing an online is almost as important as the pedagogical advantages. Being able to stay at home, students can save significant time and money has compared to staying on campus. This may provide students with access to the type of education that they may have always wanted but could never afford for so many different reasons. Another important point reoccurring in many of the articles is the fact that teachers and educators alike need to be able to communicate information to their students in a timely and effective manner. Educators need to be able to effectively demonstrate the usefulness of the technology being used and supports need to be in place in case troubles do arise.
Conclusion
The findings outlined above offer many different insights into the idea of distance education and how it can enhance the curriculum being offered to students. Distance education is continuously growing in popularity and is becoming an ever more important part of today’s educational setting. According to Hijazi et al. (2003) distance education technology is evolving and exponential gains in technology continue to create increasing opportunities for innovation. All components of the distance education system need to be aware of this ever-changing environment and be able to adapt to it.
Limitations seem to always be associated with any type of research. Many of the studies included a small number of participants.
For example, Mathieson (2012) study that looked at only sixteen students who were enrolled across two courses. Including more respondents many have not changed the final conclusions but many have offered a different insight into the question being
researched. Another limitation that may have an influence is the fact they have made generalizations about studies that may not have the exact same participants as other studies. As mentioned by Ismail et al. (2012), this study only contained prospective EFL teachers and the results of this study cannot be generalized to include prospective EFL teachers in a formal education
context or other prospective teachers.
The implications of these studies many have an influence on many types for distance education. According to Ismail et al. (2012), instructors involved in all types of distance education should re-evaluate their teaching methods and give importance
to training specific methodologies and practices of such.
The purpose of this paper is to present an analysis of the theme of enhancing the curriculum through the use of distance education. Distance education refers to a way of communicating with geographically dispersed individuals and groups (Ohler & Schrum, 2005). It is an important theme because with all of the advances in technology; distance education is becoming an important part of any student’s educational experience. According to Ismail, Ali and Azman (2012) the rapid development of technology opens the door to higher education to further enhance the level of national education. Online learning in higher education has grown exponentially in recent years, with an increase of nearly 430% in online course enrollment over the past decade (Madrigal & Schreiber, 2011).
Organization of the paper
This paper begins with a methods’ section that describes how the analysis was conducted. The findings section looks at the results of 10 studies and all are associated with the theme of distance education and how it can be used to further enhance a student’s educational experience. The discussion section will provide a more in-depth analysis by looking at and critiquing the findings of the selected studies. The conclusion section will then highlight the major findings around the area of distance education and the limitations that are associated with it.
Methods
The ten sources were selected from forty peer-reviewed technology journals. Because all sources were selected from educational technology journals, all included an electronic medium. The analysis only included sources with the words distance education, distance learning, online learning, e-learning, and information and communication technology (ICT) as part of the title. To figure as part of the analysis, the journal sources had to include research participants. This means that meta-analyses, book reviews etc. were excluded. The studies selected ranged from 1995 to 2012. The selected journals were the following:
International Journal of Emerging Technologies in Learning
Electronic Journal of e-Learning
Journal of Distance Education
Open Learning: The Journal of Open, Distance and e-Learning
Educational Technology& Society
International Journal on E-Learning
American Journal of Distance Education
Journal of Distance Education
These studies were conducted in a wide variety of countries which spanned several continents. Four of the articles were written in the United States of America, two came from Canada, two from the United Kingdom, one from Malaysia, and one from Turkey. The studies selected for this theme employed a combination of both quantitative and qualitative research methods. Four of the ten where quantitative in nature, they include the research studies conducted by Ismail, Syahid Mohd Ali, & Azman (2012), Madrigal & Schreiber (2011), Hijazi, Bernard, Plaisent & Maguiraga (2003), and Bentley, Shegunshi & Scannell (2010). Four other studies were strictly qualitative, Ross, Crane & Roberston (1995), Duranton & Mason (2012), Luppicini (2008) and Schrum& Ohler (2005). The other two studies used both quantitative and qualitative research methods to develop their conclusion. They include Hismanoglu (2012) and Mathieson (2012).
Findings
The analysis of the 10 studies revealed many issues that are important in the area of distance education. A re-occurring theme in many of these studies was the problems associated with distance education and the issues faced by many students. Even though these problem or issues associated with distance education may cause much frustration for students, the benefits more than outweigh these problems.
Schrum et al. (2005) examined the perception, problems and opportunities experienced by the students, faculty and staff of the University Of Alaska (UAS). In this study, the faculty reported that they had positive interactions with their students and that the students were somewhat committed to their learning. The only negative perception identified by the faculty was the lack of support.
Students identified several concerns that were associated with their distance education experiences. One major concern was related to being self-motivated, self-disciplined, and organized to be successful when participating in distance courses. A second major concern mentioned by students is that instructors often noted lack of interaction or good interaction with their professors. A third problem cited by students was concerned with being able to access and understand how to actually use the computer networking services. The staff, the majority of which worked as support personnel, voiced concerns dealing with the lack of a strategic plan and a shared vision for distance education. Some concern was also mentioned when it came to lack of technical skill training and support and student mentoring.
Bentley et al. (2010) evaluated the impact of distance learning support systems on the experiences of MBA students. In completing their study, they conducted two surveys to help determine the impact that specific changes made to the MBA program support system. The first survey indicated the areas which needed improvements while the second survey was conducted after the implementation was actually made. The initial survey showed a high level of satisfaction with the MBA program. In saying that they were just satisfied, implies there were areas where improvements needed to be made. The study points out seven areas where improved could be made. They included; improved customer services, improved communication and collaboration between all educational partners, consistent and comprehensive module information and guidance along with clear assignment instructions, more face to face interaction, immediate confirmation of their assignment was important to reduce stress, the Voice café could be utilized more efficiently, and inadequate teaching facilities at local colleges need to be improved. After the second survey and the implantation of some of the key suggestions, research found that the changes made had a positive impact and this confirmed that these changes were necessary to help support distance education.
Luppicini (2008) study examined the academic development of Educational Technology in Canada. From this study one main category, namely challenges, that is connected to the academic field of Educational Technology. In this category, the research pointed to seven sub-categories which included; identity, standardization and professionalization, university politics, external;
influences, competition, funding and teaching and learning. These seven sub-categories can all have a dramatic effect on the
effectiveness of one’s distance educational experience.Through-out this article the author elaborates on how each of the seven sub-categories will negatively affect the students experience with distance education.
Duranton & Mason (2012) looked at the loneliness of the long-distance learner. The results of their study showed that a very high percentage (90%) of respondents to their student survey expressed that the mode of delivery was an important factor in making their decision between face-to-face (f-2-f) and distance education. The researchers also pointed out that this high percentage is not only related to the idea of using technology, but other factors need to be considered when deciding which method of instruction would be chosen, for example being able to avoid travel.
Hismanoglu (2012) studied distance higher education in Turkey to examine the perception of Information and Communication
Technology (ICT) had on English Foreign Language (EFL) teachers. From the research, the author of this study discovered that the majority of respondents to the study expressed negative attitudes towards ICT integration when it came to the nature, level and delivery of the training which they felt was inadequate and did not feel sufficiently competent to use ICT in the future. The research pointed out that despite having basic computer skills, prospective EFL teachers did not have the confidence when it came to using the technology to improve their own productivity and bring about pedagogical change. The study also discovered that prospective EFL teachers in higher distance educational setting despite the frustrations the felt with using ICT in the classroom, they did view it as a tool to help them learn many things.
Hajazi et al. (2003) researched to see if existing technology is adequate for the delivery of a quality distance education. As part of their study they proposed three hypotheses and by using Chi-square analysis they looked for a relationship between interactivity and three other variables, namely progress, communication mode and the desire to take another course. After applying the Chi-square analysis to their quantitative research, four key finding were uncovered. First of all, was that a distance education project is a valid and appropriate method for delivering quality distance education. Secondly, a relationship exists between interactivity and students’ progress in distance education courses. Thirdly, a relationship exists between the adequacy of the communication mode and the level of interactivity. Lastly, a relationship also exists between the level of interactivity and the desire to take another distance education course.
Ismail et al. (2012) studied the readiness of students to embrace new technologies in their studies when it came to distance education. After conducting a study with included 190 adult distance learners to see whether adult learners are comfortable to study using new technology, two finding were discovered. First, the results showed that all participants in the study were comfortable and
confident enough to embrace the new technology. Secondly, the study also showed that distance education is one learning tool that can support adult learning.
Mathieson (2012) study looked at how students felt about the type of feedback they received when participating in online courses.
The two types of feedback discussed in this study was text-only feedback or text-plus-audiovisual feedback. From the research the author found that students found that text-only feedback to be satisfactory, but preferred text-plus –audiovisual feedback as a
more effective way to interact with their instructor. Students also described text-plus-audiovisual feedback to be more real and personal than text-only feedback. One student pointed out that neither feedback method was true interaction because interaction should be in both directions and neither method offered this ability.
Madrigal and Schreiber (2011) conducted a study to look for empirical evidence that might suggest that there exists an information-age mindset and that it is not necessarily age-specific and it may be related to both the students’ interaction with the digital environment over time and the success or failure while online. From their study the authors made two findings. The first finding was that the stronger the information-age mindset, the more blurred the line between consumer and creator of information, and the less
successful the student was in a distance education course regardless of age. The second finding was that the stronger the formation-age mindset, the more likely the student uses Nintendo-style problem-solving strategies online and the more successful the adult student will be.
Ross et al. (1995) conducted a study of graduate students who were enrolled in Computer-mediated conferencing (CMC) courses and a follow-up study of students who used a dedicated hotline to seek help. From their research several findings were made.
First of all there was a great variety in students’ abilities to solve problems and their attitudes towards these problems. Students with the greatest need where found mostly in courses that addressed topics not related to computer applications. It was also discovered that hotline help enabled most high-need students to continue with their courses. On the other hand, it was also found in face-to-face meetings that those with lesser degree of computer literacy are less likely to participate in courses consisting of a lot of computer involvement.
Discussion
After analyzing these ten articles, it very easy to see some similarities and reoccurring messages result from these studies.
The idea of using distance education to help enhance the curriculum is not a new idea and has been around for many years.
It has changed dramatically over the past ten years and will undoubtedly continue to do so in the future. According to Ross et al. (1995) the number of courses offered through CMC, i.e. distance education, has increased from 15% in 1991-1992 to 52% in 1995-1996. This data is the oldest used in this literature review and if newer data was included these percentages
would even be much higher. As stated by Madrigal& Schreiber (2011), according to the National Center for Educational Statistics in 2008, online learning in higher education has grown exponentially. There has been an increase of nearly 430% in online course enrollment over the past decade. Another alarming statistic included in this article is that the dropout rates in distance learning have also increased, reaching 50-70% in some institutions. With more students enrolling presently and with all of the new advances
coming online, these statistics should be an expected trend. Software is continuously being introduced at an alarming rate, even
before support staff members are capable of mastering all aspects. This will without a doubt add to the frustration felt by many students has they enter the world of distance education. Regardless of what level of school distance education is being offered at, many of the attributes are the same. Whether it is at the secondary level, post-secondary level or a graduate program, students have to face very similar challenges. That is not to say that there are only challenges associated with distance education courses. Distance education can offer students the ability to receive a quality education that at one point in time seem to be completely out of their reach. As Duranton and Mason (2012) pointed out the logistical convenience of completing an online is almost as important as the pedagogical advantages. Being able to stay at home, students can save significant time and money has compared to staying on campus. This may provide students with access to the type of education that they may have always wanted but could never afford for so many different reasons. Another important point reoccurring in many of the articles is the fact that teachers and educators alike need to be able to communicate information to their students in a timely and effective manner. Educators need to be able to effectively demonstrate the usefulness of the technology being used and supports need to be in place in case troubles do arise.
Conclusion
The findings outlined above offer many different insights into the idea of distance education and how it can enhance the curriculum being offered to students. Distance education is continuously growing in popularity and is becoming an ever more important part of today’s educational setting. According to Hijazi et al. (2003) distance education technology is evolving and exponential gains in technology continue to create increasing opportunities for innovation. All components of the distance education system need to be aware of this ever-changing environment and be able to adapt to it.
Limitations seem to always be associated with any type of research. Many of the studies included a small number of participants.
For example, Mathieson (2012) study that looked at only sixteen students who were enrolled across two courses. Including more respondents many have not changed the final conclusions but many have offered a different insight into the question being
researched. Another limitation that may have an influence is the fact they have made generalizations about studies that may not have the exact same participants as other studies. As mentioned by Ismail et al. (2012), this study only contained prospective EFL teachers and the results of this study cannot be generalized to include prospective EFL teachers in a formal education
context or other prospective teachers.
The implications of these studies many have an influence on many types for distance education. According to Ismail et al. (2012), instructors involved in all types of distance education should re-evaluate their teaching methods and give importance
to training specific methodologies and practices of such.