Distance Learning
We are well into the new academic year and—for those of us in the Northern hemisphere—packing up all our memories from hopefully a wonderful summer.
Teaching is on my mind at this time, in particular an awareness of the increasing numbers of distance education programs and institutions offering nontraditional degrees. Much of this is due to the demands of modern life and also the financial benefits (not having to live on campus, etc.). I asked myself, how new is this educational approach?
Apparently, distance learning is not really that new at all. It was introduced in the United States in 1728 in Boston. Educational materials were sent out using the postal service to students around the country, and it was relatively popular in several subjects, particularly agriculture. Since many students resided in rural areas, this was an attractive way of providing them with educational opportunities. Once the radio was available, distance learning spread to the Arctic Circle.
Over “the pond,” in 1858 the University of London became the first institution to provide full distance learning degrees in literature and the fine arts. Then came the Open University, established in 1969. It started television broadcasts in January 1971 that stopped in 2006 in favor of DVDs, the internet, and written and audio materials. This has now become one of the biggest universities in the United Kingdom and Europe for undergraduate education, with over 250,000 students enrolled (including more than 50,000 overseas). The Open University also offers graduate education, with research in over 25 areas and 1,200 participating students, and spends over £20 million on research. Reading over extensive information on their website and on Wikipedia, one wonders how the alumni have succeeded in their careers compared with those who have completed their education at a more traditional institution.
Acceptance of nontraditional, less expensive education is increasing, especially in these times of high tuition rates. There are so many potential student candidates for this e-learning approach, including mature working students who prefer not to drive to a campus through traffic after a hectic day at work, those with small children, those wishing for additional certifications after completing traditional degrees, and so on. With so many traditional universities currently expanding their distance learning options and the global client demand for e-learning, how will the high-tuition established institutions fare? How will they change? Will the students of tomorrow no longer have a move-in day on campus, dorm parties, and fraternity and sorority get-togethers? Will the professors no longer see the rows of faces in the class auditoriums? Will we miss this or not? The predictions are that with the issue of finances future students (and parents) will look more at e-learning as an option, and that means drastic changes to the lives of teachers and the institutions we know today. This will in turn change how and whom the industry recruits and how the workforce will be trained.
We have a great issue again (that in part provides us all with some distance learning) with stimulating articles and a scientific interview with Mauro Ferrari from the Methodist Hospital Research Institute in Houston.
Wishing you happy reading and a productive year.
