Introduction

Distance Education has occupied the front burner in discussions on trends in education. Perhaps this is so for good cause. According to a report published in 2002 by the Working Group on Distance Education and Open Learning in Sub-Saharan Africa, there is a great potential for Distance Education to contribute towards education for all. The report states in part:

“In most of the world, education is recognized as an impetus for change and transformation. Yet while richer countries have watched distance education develop from a poor cousin of traditional education into a full-fledged player in its own right, Sub-Saharan Africa has continued to rely on traditional approaches: face to face interaction with teachers and students, and learning at fixed times in fixed locations according to a system of certification.

“Great strides have been made in providing material and human resources for education in Sub-Saharan Africa. But no country has yet fulfilled the promise of providing access to education for all its citizens. It is within this context, therefore, that distance education offers the hope of reaching the unreached and allowing a second chance to those left behind because they could not afford the time or money to attend school or because there was no school for them to attend.”

What is Distance Education?

It is very much a matter of conjecture. Many have used distance education or distance learning to mean one or several of the following:

  • Open Learning
  • Open University
  • Virtual Education
  • Flexible Learning
  • Correspondence Learning
  • University Without Walls
  • Non-Traditional Learning
  • Distance Learning
  • Off-Campus
  • Non-Campus
  • Private Independent Study
  • Satellite Campus Learning
  • Non-Formal Education
  • Online Learning (E-Learning)
  • Distributed Learning
  • Home Study
  • External Degrees
  • Sandwich Courses
  • Extension Studies
  • Continuing Education
  • Life-Long Learning
  • Nomadic Learning

Formal definitions of distance education include:

  • Any formal approach to instruction in which the majority of the instruction occurs while educator and learner are not in each other’s physical presence. (Source: Mehrotra, Chandra Mohan; Holister, C. David and McGahey, Lawrence, 2001)
  • Distance learning systems are basically designed for “…students who are remote from the providing institution. The courses provided are very much like conventional correspondence courses, though they may be supported by periods of residential study, or include elements of study counseling and access to facilities for practical work at a local college or university.” (CET, Open Learning Systems in Higher Education – Mimeo, London: Council for Educational Technology, 1980)
  • Open Learning is a philosophy of learning that is based on the principle of flexibility to increase access to and equity in education. (ADEA, 2002)
  • Open learning is learning in your own time, pace, and place. (Calder and McCollum)
  • Distance education is learning which takes place while the educator and the learner are separated by time, distance or both. (Leslie, 1995)
  • Distance learning is a system and process that connects learners with distributed learning resources. While distance learning takes a wide range of forms, all distance learning is characterized by:
    • Separation of place and/or time between instructor and learner, among learners, and/or between learners and learning resources
    • Interaction between the learner and the instructor, among learners and/or between learners and learning resources conducted through one or more media. (American Council of Education, 1996)

What Distance Education is Not

  • Distance Learning is not a second-rate learning option.
  • Distance education is not low quality, lower quality or second best in any way.
  • Because of the characteristics of its main target group (committed adult learners) distance education programmes often end up producing higher quality graduates than same courses in an on-campus setting. (Dixon, Pam, 1996)

The Logic of Distance Education

According to a study by Kinyanjui (2000), African countries are increasingly under pressure to open up access to learning opportunities. The main drivers in this direction are:

  • The drive towards Universal access to Primary education
  • The drive towards Universal access to Secondary education
  • The drive towards Universal access to Tertiary education
  • The drive towards Universal access to Lifelong education

Modes of Open Distance Learning:

  • Correspondence Courses
  • Challenge Examinations
  • Sandwich Courses (Weekday work/Weekend Study)
  • Summer contact Sessions/Residential periods
  • Radio Broadcasts
  • Television Broadcasts
  • Training Films/audio Cassettes
  • Telephone/Electric Counseling
  • Online Courses
  • Action Learning
  • Learning Journals
  • Accreditation of Learning by other means (Experiential Learning, tutorial by another agency or institute, certification through challenge examinations, etc)

Drivers of Distance Education

  • Cost
  • Demand
  • Globalization
  • Changing Values
  • Quality
  • Recognition
  • Acceptability by reputable corporate organizations
  • Changing favorable government policies
  • Need to overcome skills shortages by keeping employees on the job while they receive training
  • Individual needs/demand to update their skills
  • Legitimization of open flexible learning

Why Traditional Training Fails to Meet Needs of Executives

  • Trainers may be out of touch
  • Trainers may lack credibility with learners
  • Course Timing may be inconvenient
  • It can be difficult and costly to leave work to attend.

Benefits of Open Distance Learning

  • Candidates learn in their own time
  • No disruption to productivity
  • Candidates work at their own pace
  • Candidates can learn in private without the ignominy of classroom embarrassment
  • Less personal cost
  • Less social cost

Kirkup and Jones (1996) have highlighted some of the confusion and problems of overlapping terminology relating to open distance education.

“Open Learning” is a term recently popular in the UK and becoming more widespread, although an American educator would be more familiar with the term “independent study”…Internationally, the term “distance education’…is favoured over “independent study” (Moore, 1991), especially since the use of new information and communication technologies. Stresses the possibilities of communicating across distances of space and time.”

Distance Learning and Cost-Effectiveness

Most persons that initiate Distance Learning as a strategy for educational delivery cite cost-effectiveness as one of the appeals.

The Nigerian Minister of State for Education, Hajia Bintu Ibrahim Musa captured this when she referred to Distance and Open Learning as being “very efficient, cost effective and formidable. Its enormous potential in terms of numbers of people and its flexibility to meet educational needs of diverse sectors of our society.”

However, Rumble (2002) has advised that efficiency and cost-effectiveness are rarely achieved without conscious strategic planning.

The cost of educating all students through the traditional system of education will no doubt be prohibitively high, especially for Nigeria. It must also be noted that the traditional approach has to contend with demographic factors, especially the competing age of the workforce and the limitations of the classroom and learning environment.

There is no doubt that the flexible and strategic deployment of Distance Learning could help to address some of the shortcomings of the traditional approach to education delivery. The following has been noted:

  • Distance education holds the promise of increasing the number of persons who can be accommodated on a specific educational program.
  • It enables more flexible deployment of human and material resources.
  • It allows more flexible time and space management.
  • It opens up possibilities for customized learning programs.
  • It holds the potential for more cost-effective educational delivery systems.

Conclusion

Distance Education represents a significant and growing segment of the education sector globally. Its flexibility, accessibility, and potential for cost-effectiveness make it an attractive option for many learners and educators. While it may not replace traditional education entirely, it offers a valuable alternative and supplement to conventional educational models, particularly in regions where access to education is limited.

As technological advancements continue to enhance the quality and reach of distance learning, it is likely that its role in the educational landscape will continue to expand, offering more individuals the opportunity to learn and grow regardless of their geographical or socio-economic circumstances.