Where did distance education go wrong?

Abstract

Distance education (DE) practices around the world use a wide range of audio-visual technologies to overcome the lack of direct contact between teachers and students. These are not universally adopted by DE teachers, however, nor even encouraged by their institutions. This article discusses the organisational attitudes that can lead to outdated methods being maintained and successful ones abandoned, and it suggests that, just as educational television and programmed learning were supplanted in previous decades, so the World Wide Web could be abandoned as a viable education medium in the foreseeable future and replaced by more widely available media such as the cell phone. The article contrasts the learner-centred philosophies underlying current DE approaches with the teacher-centred philosophies of a generation ago. If these two philosophies are not united in a sensible middle ground, the article suggests, history may come to regard today's DE as a Dark Age less enlightened than when Genghis Khan sent his arrow riders to deliver the mail in person across the Mongolian steppes, and when Lenin dispatched educational media experts to deliver DE materials by hand across the post-revolutionary Soviet Union. The main losers in this scenario, the article concludes, will be the students of the developing world.

Rethinking the accessibility of online higher education: A historical review

“…Western males (Selwyn, 2009;2011). Baggaley (2008) has argued that DE has faded into the mainstream as online HE has somehow failed to realise the worldwide learning opportunities that had been prominently promised and hoped for. Contrary to the hope, there are only particular -slices of the population being included…”

Looking back, looking forward: the invention and reinvention of distance education

“…Although, in its excitement to embrace the Internet and the Web for bridging the distance between the learner, the teacher, and the educational organization, it is arguable that distance education has in fact further disenfranchised those it set out to empower, especially those in developing contexts who do not have access to reliable and affordable Internet service (see Baggaley, 2008).…”

“…Has contemporary distance education gone wrong (see Baggaley, 2008Baggaley, , 2009Cooper, 2013)? Perhaps there ought to be different models of distance education for different purposes, contexts, and learners.…”

Openness and flexibility are the norm, but what are the challenges?

“…And distance education, as we have known it, may have not gone wrong (see Baggaley, 2008). It's just that there is a need for different models of distance education provision for different educational contexts just as there are different models of the campus-based experience for different contexts.…”