What is distance education

What is Distance Education?
Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when ateacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base ofworkers at their places of employment.
Is Distance Education Effective?
Many educators ask if distant students learn as much as students receiving traditional face-to-face instruction. Research comparing distance education to traditional face-to-face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction, when the method and technologies usedare appropriate to the instructional tasks, there is student-to-student interaction, and when there is timely teacher-to- student feedback (see Moore & Thompson, 1990; Verduin & Clark, 1991).
How is Distance Education Delivered?
A wide range of technological options are available to the distance educator. They fall into four major categories:
Voice - Instructional audio tools include theinteractive technologies of telephone, audioconferencing, and short-wave radio. Passive (i.e., one-way) audio tools include tapes and radio.
Video - Instructional video tools include still images such as slides, pre-produced moving images (e.g., film, videotape), and real-time moving images combined with audioconferencing (one-way or two-way video with two-way audio).
Data - Computers send andreceive information electronically. For this reason, the term "data" is used to describe this broad category of instructional tools. Computer applications for distance education are varied and include:
• Computer-assisted instruction (CAI) - uses the computer as a self-contained teaching machine to present individual lessons.
• Computer-managed instruction (CMI) - uses the computer to organizeinstruction and track student records and progress. The instruction itself need not be delivered via a computer, although CAI is often combined with CMI.
• Computer-mediated education (CME) - describes computer applications that facilitate the delivery of instruction. Examples include
• electronic mail, fax, real-time computer conferencing, and World-Wide Web applications.
Print - is afoundational element of distance education programs and the basis from which all other delivery systems have evolved. Various print formats are available including: textbooks, study guides, workbooks, course syllabi, and case studies.
Which Technology is Best?
Although technology plays a key role in the delivery of distance education, educators must remain focused on instructional outcomes, not thetechnology of delivery. The key to effective distance education is focusing on the needs of the learners, the requirements of the content, and the constraints faced by the teacher, before selecting a delivery system. Typically, this systematic approach will result in a mix of media, each serving a specific purpose. For example:
• A strong print component can provide much of the basic instructionalcontent in the form of a course text, as well as readings, the syllabus, and day-to-day schedule.
• Interactive audio or video conferencing can provide real time face-to-face (or voice-to-voice) interaction. This is also an excellent and cost-effective way to incorporate guest speakers and content experts.
• Computer conferencing or electronic mail can be used to send messages, assignment...