Towards providing better Distance Education: A roadmap for Universities.

Transcription

1 Towards providing better Distance Education: A roadmap for Universities. JOURNAL OF STRATEGY & PERFORMANCE MANAGEMENT April Volume 2, Issue 2, Article Type: Research Article. Citation: Qureshi, M. F, Shah S. M. A & Zaka, B. (2014). Towards providing better Distance Education: A roadmap for universities, Journal of Strategy and Performance Management, 2(2), Muhammad Faheem Qureshi Department of Information technology, Shinas College of Technology, Oman. [email protected] Syed Mehr Ali Shah Department of Information technology, Shinas College of Technology, Oman. [email protected] Bilal Zaka COMSATS Institute of Information Technology, Abbottabad, Pakistan. [email protected] ABSTRACT Today, technology has become an essential part of our daily lives and its increasing integration in Higher Education (HE) makes it an essential component of effective teaching and learning process. Where HE is expected to provide strong basis for a knowledge-based economy, access to Higher Education turns out to be the defining block in the whole process. With world witnessing drastic rise in number of students pursuing HE over the last few decades, HE providers seek alternate methods of providing HE to overcome the time and space barriers to delivering HE. What was accomplished via the classroom or lecture hall is now done in ubiquitous environment without any restrictions of time, place, or media through a phenomenon usually referred to as Distance Education (DE). Use of technology in teaching has not only enhanced the learning experience for DE students, it also has addressed time and space obstacles in learning environments throughout the world. While a variety of technologies are available to achieve the goal of providing convenient learning, choosing the right method that go well with cultural, demographic and economic situation is vital to accomplish the sought objectives. This paper discusses common DE technologies with pros and cons of each mode, presents an overview of various Distance Education methodologies practiced locally and internationally in Higher Education, and identifies various barriers to improving Distance Education in the country. The paper also discusses various challenges to creating a learning community in a DE setting and finally, an improved DE model is proposed for Universities of Pakistan who are opting to start or have already taken initiatives in providing DE. Keywords- Distance Education, Higher Education, Tele-teaching, Distance Learning. INTRODUCTION Distance Education (DE) or Distance Learning (DL) is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom. It has been 67 Journal of Strategy and Performance Management, Volume 2, Issue 2, April 2014.

2 described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both (Honeyman & Miller, 1993). The roots of DE in universities can be traced back to 1858, with University of London claiming to be the pioneer of DE after establishing her External Program to offer DL degrees. USA and Australia also followed into the footsteps of Great Britain and launched DL based degree programs at Columbia University and University of Queensland respectively. With ever increasing popularity, Distance Education has gathered a lot of consideration in South Asian countries too, including Pakistan, and most prestigious educational institutes in the region offer at least some sort of Distance Education courses to their students who, for some reasons, are not able to undertake standard education. These courses range from the most basic instruction through to the highest levels of degree and doctoral programs. Some researchers have spoken about the education outcomes for students taking DE courses, but a review of 355 comparative surveys disclose that there is no significant difference in learning outcomes, usually measured as grades or results of exams, between conventional and DE modes of delivery (Thomas, 2001). CHANGING FACE OF HIGHER EDUCATION Higher education institutes in the global market are going through a phase of transition. The most important element of this change is IT, which is affecting our lives and will continue to do so in future. Use of Learning Management Systems, Computer Based Trainings and digital libraries are a must for almost every university. Multimodal teaching and online availability of courseware is practiced by 90% of universities in developed countries. A number of surveys done in various countries show that majority of universities place IT innovations as major influence on teaching methods. In fact use of ICT is considered to be the biggest differentiator in attracting student and corporate sector partners. (HEC Pakistan, 2008). For rapidly increasing world population the available conventional higher education facilities are becoming increasingly limited. In today s competitive world, one has to continue learning process even in later stages of career in order to compete in job market. In such cases, technology assisted distance education is most convenient form of learning. Furthermore, our younger generation is far more comfortable using computers, internet, and multimedia than their elders. The upcoming youth may be computer literate before they hit grade school. Another demographic factor that is driving the change and increased use of new technology elements in higher education is the induction of younger generation of faculty in universities. The new breed of tutors is well versed in technology use. The other change factor is globalization, which is the interaction and integration of cultures, businesses and intellectual elements around world. Today possessing knowledge and having the ability to use it internationally is critical to everyone. All universities are embracing the diversity of global learning approach and are struggling to create environments that allow its students to compete irrespective of their geographical location. This change in education system is in pursuit of improvements in educational opportunities of a nation, raising the bar in quality of learning according to current needs of society; increased productivity; Journal of Strategy and Performance Management, Volume 2, Issue 2, April

3 greater return on investment; reduction in cost and finally better position in global education sector. Thus, the new generation of universities is determined to offer greater, easier and economical means of learning. The teaching is becoming standardized and acceptable globally. Even the conventional teaching is becoming hybrid in nature having a combination of in-class and online instructions. Collaborative platforms are taking place of old teacher centric lecturing and there are strong indicators that old conventional academic units are close to an end and new more progressive and open learning institutions are ready to take their place. REGIONAL CONTEXT An affordable and more accessible higher education is imperative today than it ever has been in Pakistan s history. Country s quality higher education infrastructure is focused in very few biggest cities while 70% of the population has a rural base. For a population of 180 million and above, the available higher education institutes are far from enough. Figure 1: Statistics Higher Education institutes in Pakistan (source: HEC Pakistan). Students based in remote areas, where access to higher education is limited, usually relocate to major cities and live in hostels or private accommodations, the crucial reason being non-availability of established institutions, competent faculty and apt resources that are mandatory to acquisition of quality higher education. Those who do not have means to do so are compelled to opt low quality alternates or quit their pursuit of HE. India, China and even Bangladesh, the neighboring countries, having identified these and similar other barriers to delivery of quality education to all geographical areas of the country, have already setup dozens of institutions who provide top class distance education opportunities to millions of their students. Even though, various universities/institutions in Pakistan have taken such initiative, where all have enjoyed fair success. In the coming years, HE institutes are facing tough task of accommodating increased number of students in HE settings as shown in the figure below. 69 Journal of Strategy and Performance Management, Volume 2, Issue 2, April 2014.

4 Figure 2: Projected intake in Universities and Distance Education (Source: HEC Pakistan) METHODS OF DELIVERING DISTANCE EDUCATION In every Distance Learning experience there are four elements that are always involved in the process: Lecturer: coaches the students while they are acquiring the knowledge. Network: the hardware support for the learning process. (ISDN, PSTN, etc.). Students: the individuals who are building up their knowledge. Content: subject and concepts that are presented to the students. The lecturer either provides the service on-line by means of knowledge servers, or attends the students personally at certain discrete points during the period of study depending on the technology used for DE. The types of available technologies used in distance education are divided into two groups: asynchronous learning and synchronous learning. Figure 3: Dimensions of Distance Education Until recently, DE initiatives typically relied on asynchronous mode for teaching and learning (Hrastinski & Keller, 2007). However, contemporary developments in technology and increasing bandwidth capabilities have resulted in the growing adoption of synchronous DE methods (Kinshuk & Chen, 2006). Journal of Strategy and Performance Management, Volume 2, Issue 2, April

5 The choice of DE method plays a crucial role in design and delivery of a Distance Education program as it relies greatly on the methods used to teach the students remotely, a phenomenon usually termed as tele-teaching. Synchronous Strengths: Visual and aural cues are helpful Immediate feedback to comments More natural participation Limitations: Asynchronous Can be accessed anytime anywhere Fits into learner s own schedule Encourages shy students participate More individual attention for learners Problems of scheduling Some individual may be present, but passive Harder to manage communication processes for larger groups Lack of visual and aural cues Reading and writing skills affect communication Delayed feedbacks to comments and questions Table 1: Strengths and weaknesses of Asynchronous and Synchronous DE ASYNCHRONOUS LEARNING Asynchronous learning is a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people (Mayadas, 1997). The asynchronous learning mode of delivering DE is more flexible and does not require students to follow a strict pre decided schedule for accessing class materials. Furthermore, Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology. Other methods include message board forums, , video and audio recordings, printed materials, voic and fax. These methods are usually adopted in Pakistan where most universities like Allama Iqbal Open University (AIOU), Virtual University (VU), Bahauddin Zakriya University, Center of Advanced Studies in Engineering make use of one or the other. Asynchronous learning presents traditional but mature DL system which involves fewer resources and delivers at lower cost with adequate student satisfaction. One major problem with asynchronous learning is the lack of physical contact with instructors and fellow students. Haythornthwaite & Kazmer (2002) argues that if e-learners seldom meet face-to-face and teachers mainly rely on asynchronous e-learning, students might feel isolated and not part of learning communities, which is essential for collaboration and learning. The cognitive model of media choice proposed by Robert and Dennis theorizes that asynchronous communication increases a person s ability to process information (Robert & Dennis, 2005). The receiver has more time to comprehend a message because an immediate answer is not expected. 71 Journal of Strategy and Performance Management, Volume 2, Issue 2, April 2014.

6 SYNCHRONOUS LEARNING Synchronous learning technology is a mode of delivery where all participants are "present" at the same time. It resembles traditional classroom teaching methods despite the participants being located remotely. Synchronous learning method requires a timetable to be organized and followed. Web conferencing, video conferencing, Educational television, Instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP (Lever-Duffy et al, 2007). Kock (2005) in his work envisages that synchronous communication augments psychological stimulation on the part of students. Similarly, Robert and Dennis s cognitive model of media choice predicts that synchronous communication increases motivation (Robert & Dennis, 2005). Kock (2005) argues that each element that characterizes natural media (for example, the ability to convey and observe facial expressions and body language) contributes to psychological arousal. If these elements are suppressed, however, a decrease in psychological arousal can be expected. In a Pakistani perspective synchronous learning poses greater challenges when compared to the western world. Students based in remote regions cannot be expected to be available online for each and every lecture and power outage issues make this method less feasible. Additionally, given the fact that most DE students in Pakistan are professionals and have their jobs as first priority, sticking to a hard and fast time table can also limit students options while on course, hence offering lower flexibility. Furthermore, costs attached to the adoption of technological means are very high; the cost that would eventually reflect on the students part. More the use of latest technology, more the cost students pay for the course. Element Synchronous Asynchronous Investment High Low Running Cost High Low Interactivity High Low or none Quality of materials High High Flexibility Low High Learning Benefit High High Dedicated Faculty High Low No. of per class Low High Time to reflect Low High Reusability Low High Table 2: Comparison of Asynchronous and Synchronous DE Journal of Strategy and Performance Management, Volume 2, Issue 2, April

7 HYBRID DISTANCE EDUCATION The asynchronous and synchronous methods can be combined in the delivery of one course. For example, most graduate and post-graduate courses offered by The Open University UK make use of periodic sessions of residential or day teaching to supplement the remote teaching. Attendance in these sessions is mandatory for student to successfully complete the course (Open University, 2014). Figure 4: Leading Learning Managements Systems used for DE (Distance Education surveys results 2010). Other methods used for DE include virtual class rooms, online three-dimensional (3D) virtual worlds. A well-liked 3D virtual world, Active Worlds, is used for both synchronous and asynchronous learning. Active Worlds provides opportunities for students to work collaboratively. DISTANCE EDUCATION PRACTICES Distance learning is literally everywhere. From an international perspective, DE is seen as a highly effective replacement for the traditional modes of lecturing/ training. Today, DE is used in almost all forms of education; may it be a degree/diploma program or a couple of hours long training on a specialized equipment. Supported by growing popularity, and availability of technology, DE has successfully captured major chunk of education industry all over the world. In practice, major international DE institutes offer a blended method for delivering remote education by combining the positives of both asynchronous and synchronous learning methods. DE UNIVERSITIES IN PAKISTAN Distance education is witnessing rapid growth in Pakistan and with the launch of HEC s DE pilot project; DE is expected to further its share in country s Higher Education industry. Even though, DE has been able to penetrate the market well, so far, increased use of technology for delivering quality distance education will dictate its future in the country. Currently, almost all DE institutes in the country make use of asynchronous learning, hence; offer no means for live interaction between students and teachers. 73 Journal of Strategy and Performance Management, Volume 2, Issue 2, April 2014.

8 A.1. Virtual University Pakistan: Virtual University Pakistan (VU) is the second largest DE University in Pakistan who mainly rivals the Allama Iqbal Open University (A.2) in the country s DE market. Virtual University mainly offers BS and Masters degrees in Computer Science and Management Sciences. Virtual University is the first choice institute in the country for the students who opt for a DE based qualification mainly due to its electronic LMS and mailing systems. All courses at VU are conducted in asynchronous mode and most of the academic activities are managed through VU-LMS. Apart from course management, LMS at VU also offers online discussion board services where participation in these discussion boards, on some topics is graded and students participation is mandatory. VU is also using television channels (VTV1, VTV2, VTV3 & VTV4) for delivering classes. VU Students are required to take mid-term and final examinations by physically visiting VU offices established all over the country. Year of Establishment 2002 Strength 70,000 + Main Disciplines Programs Mode of DE CS/IT, Business Administration Dip/BS/Masters/MS (CS only) Asynchronous(apart from the television channels) Fee structure per semester BS MS 16K 18K 16K 18K Table 3: Virtual University Pakistan, facts and figures(statistics from VU website) A.2. Allama Iqbal Open University(AIOU) Pakistan: AIOU is the top distance education institute in Pakistan with gigantic student strength of more than 1.8 Million. Although AIOU has the largest student base in the country, it has recently lost its top place to Virtual University mainly due to lack of means of interaction between faculty and students and among students. An evidence of this fact is that even today AIOU students submit their assessments and course works by postal mail! AIOU students are also not able to communicate with their teachers or fellow students on periodic basis. Year of Establishment 1974 Strength 1.8 Millions + Journal of Strategy and Performance Management, Volume 2, Issue 2, April

9 Main Disciplines Programs Mode of DL All major disciplines Dip/BS/Masters/MS Asynchronous Fee structure Full course BS Masters M Phil PHD 20K 60K 30K 60K 40K 150K 40K 150K Table 4: AlOU facts and figures (Statistics from AIOU website) SUCCESS STORIES WORLD WIDE Almost 99% of all higher education institutes worldwide has web presence and to some extent use web enabled learning tools in personal or institutional capacity. It is hard to find a university in developed world who is not building its online/dl capabilities. The following table shows statistics of some leading distance education institutes worldwide. University of Phoenix, USA Established ,000 Cert,Dip, BS, MBA, MS, PhD DE Mode: Kaplan University, USA Established ,000 Dip,BS, MBA, MS, PhD DE Mode: University of London International Programs, UK Established ,000 Dip, BS, MS, PhD DE mode: Capella University, USA Established ,900 BS, MBA, MS, PhD DE mode: 75 Journal of Strategy and Performance Management, Volume 2, Issue 2, April 2014.

10 Walden University, USA Established ,456 BS, MS, MBA, PhD DE mode: Deakin University, Australia Established ,000 Cert, Dip, BS, MS, MBA, PhD DE mode: University of Liverpool, UK Established ,000 Cert, Dip, BS, MS, MBA, PhD DE mode: Open University UK Established ,850 Cert, Dip, BS, MS, MBA, PhD DE mode: Indra Gandhi National Open University, India Established 1985 No. of students 2.8 Million Programs Dip, BS, MS, MBA, PhD Mode Asynchronous Table 5: Distance Education International Universities (Statistics from Wikipedia.com) CHALLENGES FOR DISTANCE EDUCATION PROVIDERS AND CONCLUSION A recent survey conducted by Instructional Technology Conference revealed that since need for support staff for training and technical assistance has remained a major challenge faced by DE providers throughout the world (Distance Education surveys results, 2010). Whereas, in an international perspective, rapid growth of DE industry has identified further challenges; adequate assessment of DE classes, adequate student services for DE students, operating and equipment budgets, faculty acceptance and organizational acceptance being the major challenges face by DE providers. Although globalization of education has standardized education worldwide, Pakistan, being a third world country faces additional challenges for matching DE standards with the traditional universities. Furthermore, these challenges can be categorized as: Administrative challenges Faculty related challenges Journal of Strategy and Performance Management, Volume 2, Issue 2, April

11 Student challenges The study conducted at COMSATS Institute of Information technology Abbottabad has discovered that practiced synchronous and asynchronous models have serious shortcomings and addressing these shortcomings would play decisive rule in the future of DE in the country. ADMINISTRATIVE CHALLENGES Development of high quality course content.(asynchronous) Availability of apt technology for course management including Audio/Video streaming, website, web portal, blogs and LMS. Availability of apt technology for delivering live sessions/classes (Synchronous) Delivering quality with most difficult classes, which include Lab-based sciences, Fine arts, Math, Industrial technology and Computer hardware etc. Online admission system Specification of educational objective and future prospects of each degree program Suitable fee structure to attract more students Online class and course registration Online library and text book sales Adequate assessment of DE classes Adequate administrative authority FACULTY RELATED CHALLENGES Training on subject and technologies used for DE Workload problems Compensation issues Help desk and technical support for faculty Ownership/intellectual property issues Hiring of suitable faculty for both synchronous and asynchronous learning. Synchronous learning method needs more dedicated staff. STUDENTS RELATED CHALLENGES Online counseling and advising services Assessment of student learning and performance Campus testing center for students Orientation and preparation for taking DE classes Online application system for scholarships/financial aid Online tutoring services Student completion rate Cheating/ unfair means for completing course works and assessments REFERENCES Honeyman, M., Miller, G. (1993). Agriculture distance education: A valid alternative for higher education? Proceedings of the 20th Annual National Agricultural Education Research Meeting: Journal of Strategy and Performance Management, Volume 2, Issue 2, April 2014.

12 University of London External Program. Retrieved on 1/3/2014 from Thomas L. Russell (2001). The No Significant Difference Phenomenon, 5th ed. Montgomery, International Distance Education Certification Center. HEC Pakistan s report on Improving access to higher education. Retrieved on 1/3/2014 from Stefan Hrastinski, Christina Keller (2007). Computer-Mediated Communication in Education: A Review of Recent Research, Educational Media International, 4(1), Kinshuk, Nian-Shing Chen (2006). Synchronous Methods and Applications in E-Learning, Campus- Wide Information Systems, 23(3). Mayadas, F. (1997). Asynchronous learning networks: a sloan foundation perspective. Journal of Asynchronous Learning Networks, 1. Haythornthwaite, C., and Kazmer, M. (2002). Bringing the Internet Home: Adult Distance Learners and Their Internet, Home, and Work Worlds, in The Internet in Everyday Life, Blackwell Publishing, Malden ed. Barry Wellman and Caroline Haythornthwaite, C Lionel P. Robert and Alan R. Dennis, (2005). Paradox of Richness: A Cognitive Model of Media Choice. IEEE Transactions on Professional Communication, 48(1) Lever-Duffy, Judy; McDonald, Jean B. (2007). Teaching and Learning with Technology. Ana A. Ciereszko, Al P. Mizell (3rd ed.). Allyn & Bacon Ned Kock, (2005). Media Richness or Media Naturalness? The Evolution of Our Biological Communication Apparatus and Its Influence on Our Behavior Toward E-Communication Tools, IEEE Transactions on Professional Communication,48 (2) The Open University UK official website. Retrieved on 1/3/2014 from Distance Education surveys results 2010, (2011). Trends in elearning: Tracking the Impact of elearning at Community Colleges, Instructional Technology Council USA. Journal of Strategy and Performance Management, Volume 2, Issue 2, April