A look at distance learning

1. Distance Learning
Strengths, Weaknesses, and Future Applications

2. Distance Learning
History
 Distance learning has been
around since the 1800s.
 The idea of distance learning
was pioneered by Sir Issac
Pitman.
 England and other nations
embraced distance learning
programs first (Japan,
Germany).
 A decade later distance learning
came to the US.
 In it’s early stages, distance
education was done through
correspondence, little
interaction between the learner
and the instructor occurred (The
Journal, 99).

3. Distance Learning
History Continued
 In 1969 vast improvements in
the distance learning process
were made with the introduction
of both written and audio
teaching options.
 Television and radio began to
be used in the education
process in the 1960s and
students were offered telephone
tutors for individual or group
teaching sessions.
 By the 1980s there were more
than 300,000 students in the US
enrolled in distance learning
programs (The Journal, 99).

4. SWOT Analysis
 A SWOT analysis an
examination of strengths,
weaknesses, opportunities,
and threats (Quast, 2013).
 SWOT analyses can be
applied to many situations
when an in depth
evaluation is needed to
make change or improved.

5. SWOT Analysis
Continued
 A SWOT analysis of
distance learning education
programs can help
examine components of
distance learning that are
positive and negative.
 SWOT can also help with
process improvement and
the development of new
distance learning programs
and opportunities.

6. Strengths of Distance
Learning
Distance learning strengths
are:
 Access from nearly
anywhere that has internet
access.
 Flexibility.
 Allows for independent
learning.
 Ability to work and attend
school at the same time.
 Ability to attend classes
even when sick.
 Convenience.
 Adaptability and ability to
attend educational
intuitional in other states or
regions.
 Less travel.
 Reduces costs to the
institution offering classes
because there is less need
for on campus space and
upkeep (Sampson, 2003;
The Journal,1999).

7. Weaknesses of Distance
Learning
Weaknesses of distance
learning:
 Cost- distance learning is
capital driven (virtual
databases, libraries, IT
providers, program
development costs).
 Labor intensive and more
time consuming for both the
teacher and the student.
 Limited technology.
 Inaccessibility to library or
other learning materials.
 Limited student access to
the professor or other
students.
 Potential for fraud or
plagiarism.
 Cost of computers and other
materials for students.
 Limited by internet access
and student technology
understanding (Sampson,
2003; The Journal, 1999).

8. Threats To Distance
Learning
 Increased costs to create
and maintain complicated
databases and online
libraries.
 Difficulty recruiting and
keeping quality instructors.
 Difficulty engaging students
in a manner that is
conducive to learning
 Numbers of enrolled
students is declining in
recent years despite
increased offering of
degrees
 Completion rates of
enrolled students is
stagnant
 Students are more easily
accepted to distance
programs when compared
to brick and mortar
intuitions (Estabrook,
1999).

9. Opportunities In Distance
Learning
 New technologies can allow
for a more enhanced
learning environment for
students.
 Ability to reach more a wider
student base, reaching
students who do not
currently able to attend
college.
 The ability to increase
equality and diversity in the
higher education arena (
Conley, 2010).

10. Distance Education
Statistics
 Current day data shows
that most universities offer
distance learning degrees
or certificates
(undergraduate, graduate,
doctorate and certificate
programs).
 The exact number of
doctorate only university
programs is difficult to
estimate in the US.
 Universities are offering
more areas of distance
learning study every year.

11. Characteristics of the
Distance Learner
 Students enrolled in distance
learning programs are
typically older than
traditional students (Qureshi,
Morton, & Antosz, 2002).
 Distance learners often have
families and full-time
employment so ease of
flexibility is desired.
 Distance learners tend to be
highly motivated and self-disciplined.
 66% of distance learners are
female and most distance
learners have children (The
Journal, 2009).

12. Characteristics of
Distance Learners
 Distance learners are self-directed
learners.
 Distance learners often
seek education to increase
work status, get promotions
or to keep current
employment.
 Students have high levels
self-efficacy.
 All of these attributes lead
to a successful distance
learner.

13. Distance Educators
 Students who attend
distance learning programs
are not like traditional
students, educators can’t
use the same teaching
methods for these
students.
 Most distance learners are
older adults who take on
responsibility and are self-directed
when learning.
 Successful educators will
be able to engage these
students to ensure learning
(Karge, Phillips, Dodson, &
McCabe, 2011).

14. Distance Educators
Continued
 Educators will also be
successful if they teach in a
student centered manner,
adult learners are driven by
a “need to know” mentality.
 Adult learners are internally
motivated and driven,
successful instructors will
show respect to the student.
 Successful educators will be
open to feedback and will
continuously engage in
process improvement (Karge
et al., 2011).

15. Distance Educators
Continued
 Instructors must be able to
create an environment that
will foster discussion and
engage students to actively
learn.
 Implementing authentic
learning tasks within the
online environment is helpful
(videos, websites).
 Instructors should be asking
what value each assignment
assigned will have for the
students and how it can be
applied in real life
(Mandernach, 2009).
 Educators must also be able
to establish a personal
connection with distance
learning students
 Online instructors must also
be able to collaborate with
one another, this can be a
difficult task as many online
educators do not have
interaction the way on
campus instructors do.
 Teachers must not
overwhelm students with
elaborate technologically
advanced assignments
(Mandernach, 2009).

16. Interactive Activity
 Merlot II is a free online website that fosters both
learning and teaching.
 It is a peer-reviewed educational resource.
 Merlot has a variety of real world applicable interactive
modules and scenario learning activities.
 Visit the website and sign up for free. www.merlot.org

17. References
 Conley, J. (2010). Distance Learning: An Equal Opportunity
Education. Examiner.com, Retrieved from
http://www.examiner.com/article/distance-learning-an-equal-
opportunity-education
 Estabrook, L.S. (1999). New Forms of Distance Education:
Opportunities for Students, Threats to Institutions. ACRL
Ninth National Conference, April 8-11, retrieved from
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/confer
ences/pdf/newforms.pdf
 Karge, B.D., Phillips, K.M., Dodson, T.J., & McCabe, M.
(2011). Effective Strategies For Engaging Adult Learners.
Journal of College Teaching & Learning, 8(12), 53-56.

18. References
 Mandernach, B.J. (2009). Effects of Instructor-
Personalized Multimedia in the Online Classroom. The
International Review of Research in Open and
Distance Learning, 10(3). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/606/1
263
 Merlot.org. (2014). Multimedia Educational Resource
for Learning and Online Teaching. Retrieved from
http://www.merlot.org/merlot/index.htm

19. References
 Quast, L. (2013). How to Conduct A Personal SWOT
Analysis. Retrieved from
www.forbes.com/sites/lisaquast/2013/04/15/how-to-conduct-
a-personal-s-w-o-t-analysis/
 Qureshi, E., Morton, L.L., Antosz, E. (2002). An Interesting
Profile-University Students Who Take Distance Education
Courses Show Weaker Motivation Than On-Campus
Students. Online Journal Of Distance Learning
Administration, V(IV), retrieved from
http://www.westga.edu/~distance/ojdla/winter54/Quershi54.
htm

20. References
 Sampson, N. (2003). Meeting The Needs Of Distance
Learners. Language Learning & Technology, 7(3),
103-118.
 The Journal. (1999). The Origins Of Distance
Education and Its Use In The United States. The
Journal: Transforming Education Through Technology.
Retrieved from
http://thejournal.com/Articles/1999/09/01/The-Origins-of-
Distance-Education-and-its-use-in-the-United-
States.aspx?Page=1