Reflections on the Distance Learning Controversy

Reflections on the Distance Learning Controversy

The characteristics of the traditional learner enrolled in post secondary education have changed since institutes of higher learning were founded in the United States over two hundred years ago (Albrecht, Jones, 2004). At the time learners were young adult males from families who could afford the fees. By the closing decades of the 20th century learners enrolled in institutes of higher learning were male and female; rich and poor; of all races and cultures; and all ages (Albrecht, Jones, 2004). Until the last 30 to 40 years the traditional learner attending an institute of higher education was a recent high school graduate enrolled in undergraduate studies, attended college full-time, and was not employed. The traditional learner was between the ages of 18 to 23, dependent on parental income, and had no dependents (Astin, 2004). These characteristics described the average college learner in the United States for more than one-half of the twentieth century. During the last three decades of the 20th century traditional learners enrolled in undergraduate studies decreased from 72 to 44 percent (Albrecht, Jones, 2004). At the dawn of the 21st century the number of nontraditional (or adult) learners continues to be greater than the number of traditional learners. In order to maintain enrollment in the second half of the 20th century, institutes of higher education increased evening and night course offerings and added weekend courses to attract the growing numbers of nontraditional learners. Audiotapes, videotapes, and interactive audio/visual satellite were additional methods of course delivery used to accommodate the increasing number of nontraditional learners. Learners could now obtain a college degree on a full or part time basis and continue to work (Albrecht, Jones, 2004).

Another important factor underlying the rise in number of nontraditional learners enrolled in post secondary education at the dawn of the 21st century is the increased rate of change due to computer-enhanced technology. Information and skills learned three years ago are often obsolete. People are required to continually educate themselves to keep current or retrain for a new career. Learners at the dawn of the 21st century expect to utilize the newest technology and the WWW to enhance their learning experience (Alessi, Trollip, 2005). This education is often being offered via the same computer-enhanced technology inducing the rapid changes (Albrecht, Jones, 2004). Technology-based education (especially when offered via the WWW) opens learning to anytime and anywhere. From the learner's standpoint, education is now only limited by computer literacy and learner ability to be self-directed in learning activities (Alessi, Trollip, 2005).

Distance education has been utilized to increase the availability of post secondary education to learners in isolated areas for almost two centuries. Distance education has evolved from correspondence courses relying on mail delivery to radio schools, televised instruction to video and interactive satellite, and most recently to web-based instruction relying on the Internet (Astin, 2004). Computer technology has brought a resurgence to distance learning in the last decade producing many changes in terms of delivery, ...