Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning

Citation

Urquhart, C. (2005), "Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning", Journal of Documentation, Vol. 61 No. 5, pp. 678-680. https://doi.org/10.1108/00220410510625895

This is one of a series of books from the same publisher on distance learning, web‐based education, and development of online curricula. It is, therefore, unrealistic to expect to find all the solutions to the problems of distance learning packaged within this single volume, as it is likely that other aspects are covered better in some of the companion books. This book is divided into three sections. The first deals with the strategic learning issues, the second presents some case studies concerned with course development and deals with the some of the quality concerns that traditional educators have. The third section covers the strategic management issues, in particular the way costs and benefits are managed.

The book is American and most of the case studies included are American, with the main exception of contributions from Goettingen in Germany, and Gilly Salmon (writing from the Open University Business School). There are lessons to be learnt, and one of the authors has used consultancy experience outside North America in the chapter comparing e‐mail use by distance learning students in the University of the South Pacific and Central Queensland University. Different telecommunications structures do have an effect on the way in which students adopt and use information and communications technologies. A book that is heavily weighted towards American contributions is not, therefore, the best place to find ideas on communicating with students via text messages on their mobile phones, use of mobile weblogs and use of mobile devices. For discussion of trials on the use of mobile technologies, the conference proceedings of the Association for Learning Technology are probably the best resource for those interested in the application of technologies that are popular with students in the UK and other parts of Europe. On the other hand, the book chapters provide an understanding of the terminology of American education and its priorities that is probably very useful to those trying to work out how the terminology on a virtual learning environment software package translates to a different educational setting.

Chapter 1 provides a useful overview of the changing roles of academic staff, and the features of technology that could be used, and alternative views of the future. Chapter 2 (Boettcher) sets out the six levels of design that need to be considered for distance and online learning (from institution through infrastructure, degree/programme, learning activity to student assessment). Vygotsky's learning theories are applied to the fifth level of learning activity, and this approach works well, with four major components (learner, faculty mentor, problem or content to be learned, and the context for the teaching and learning experience) considered. Very often advice on instructional design or support for distance learning focuses on one of the components, but unless all are considered, then much of the effort may be wasted. Chapter 3, by Gilly Salmon, provides very useful advice on the recruitment and training of staff to work with text‐based online conferencing successfully.

It is tempting to consider that learning objects developed elsewhere can be dropped into other online courses but several of the chapters in the book give accounts of the experiences of developers working with communities that have been underserved in educational provision, and whose cultures demand a very careful approach to distance learning provision. Different world views affect the way educational materials are presented, and different views of “authority” prevail. Chapter 4 describes experience working with indigenous populations in Canada, Chapter 11 contrasts different cultural uses of e‐mail. Section 2 of the book, on course development, instruction and quality issues, needs a health warning that recommendations may need to be translated to the reader's context. Chapter 7 (Martz et al.) does provide an evaluation of an online MBA programme. The factor analysis produced five components (interaction with professor, fairness, course content, classroom interaction, technology use and value). An interesting observation was that further data analysis indicated that students who enrol on a distance‐learning course are self‐selected. They know that it will not provide the same experience as face‐to‐face instruction, but they are prepared to make the best use of the tools available to make the learning experience worthwhile.

In some ways, formative assessment of student learning and progress should be easier online, and Chapter 8 (Buchanan) explores some of the advantages and disadvantages of the online group work and peer‐peer assessment. Chapter 9 deals with the more difficult problem of on‐campus versus distance learning – is there a difference in student outcomes? There were differences in perceived test performance, suggesting for some students, using this particular method on online quizzes, online students were less satisfied with their performance (although actual test scores were not significantly different). Unfortunately, it was, like many of the evaluations, small scale (only 19 students) and probably raises more questions than answers.

Design and delivery of online learning is not a cheap option, and approaches such as modular elements (Chapter 10) may be important. Chapter 12 (Ryan) explores the e‐store idea, in which the university provides and administers an online portal to post and sell online materials created by faculty. Chapter 13, on transformative income generation, presents a way of auditing the offerings to decide whether and how to re‐purpose some of the distance learning materials developed. Chapters 14 and 15 present contrasting views of the American (think big, start small and act fast) and German (education networks) to distance learning infrastructure development. The last chapter presents one answer to the question many academics pose – if we put material up on the virtual learning environment/course management system – will the students stay away? The answer in this study was no, but that may not be the experience of other academics. Whether “staying away” can be attributed to the technology factor, or whether there are changes in social circumstances that also affect students' willingness to attend lectures is another question that deserves attention.

The book has an index, and short biography of the contributing authors. In conclusion, the book has some chapters of interest to those developing distance learning programmes. It was not produced to be the definitive guide, and needs to be viewed as a source of ideas for development and evaluation of programmes, and a starting point for academics, learning technologists and managers.