RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION
Name: Ghena El Soussi

Date: 10-14-2016

Topic Selected:
Topic 3: What does the research say about advantages and disadvantages of distance education?

Distance education is described as instructional delivery that takes place when learners
and teachers are separated throughout the learning process by time and physical distance
(Motamedi, Vahid).Distance education is not a recent educational process. It has been
available in the form of correspondence courses for more than 200 years (Findley &
Findley, 1997). With the introduction of technology, the method of distance education has
changed. Historically, the term distance education was used in other countries while,
within the United States it was called correspondence study (Froke, 1994). In 1836,
Isaac Pittman was the first who offered correspondence courses in shorthand in the
University of London; in 1874 Illinois Wesleyan University offered graduate and
undergraduate degree programs via correspondence courses. In 1892, the University of
Wisconsin used the term correspondence course in its catalogue. This is why the year
1892 is now considered to be the birth date of distance education in the United States
(University of Michigan, 1995). Distance education dealt with the problem of too many
students in a single physical space. The university could, in effect, reach out, offering not
seats, but the opportunity to learn (Matthews, Diane).For many years, these types of
programs have relied on mail, telephone and television. Advent of e-mail and the Internet
have provided new ways to deliver course content. As technology continues to evolve,
more-advanced delivery methods and concepts will likely emerge. More institutions are
now offering distance education programs.
The potential advantages of distance education are easy to appreciate. Researches reveled
that distance education improved access to education for those who are unable to attend
an educational institution. It offered greater flexibility and fewer time constraints.
Another advantage is that knowledge and skills being learned can be applied directly to
the student's current job. Course quality control is also better in a distance course. ( David
L. Fender) Regarding the concern whether distance education is equal in quality to
traditional classroom-based education, the results revealed that no difference regard the
students attitude, course completion, or the correlation between attitudes and
achievement. Also, Many believe the ability to interact with the instructor in a
synchronous manner is essential to quality learning and, therefore, that a classroom-type
environment is necessary. Studies have shown that, in a typical university classroom,
little synchronous contact actually occurs (Speth, et al).And studies have shown that the
more-important forms of interaction include: instructor telephone hours, prompt feedback
on homework and exam results, and peer interaction (Willis). Advances in technology

make these interactions easier than ever before. A study of 200 distance learning students
demonstrated that more-successful learners share certain characteristics-assertiveness,
independence, self-discipline and motivation (Hardy and Boaz 41+). Findings also
indicate that distance students must be focused, good time managers, and able to work
both independently and as group members.

The disadvantages of distance education are not as readily apparent, although they are
becoming much more evident as implementation spreads across the country and across
the world. One of the most serious of these problems is a lack of attention to educational
quality control issues. Although research has shown that "no significant difference" exists
between the outcomes of distance and traditional learning, research has shown a variance
in student attitudes and satisfaction levels. Student attitude and satisfaction are important
because the overall learning experience greatly affects the total learning that occures
(Johnstone 49+).A person considering a distance learning program should assess whether
s/he possesses the attributes that facilitate success. Someone who does may find the
experience frustrating. The social needs and aspects of learning should not be
downplayed. In the author's opinion, students learn as much from fellow students and
through informal contact with instructors as they do through formal instruction. Although
telephone conversations and e-mail can help fulfill the need for interaction, those with a
high need for face-to-face interaction may find distance education less-fulfilling than
traditional classroom education.Also the disadvantages of distance education include:
Cost of entry, cost of educational materials, labor intensity, need for staff training, cost to
the student, inadequate infrastructure, inaccessible libraries, maintaining sufficient
student contact, inadequate reflection, conversation and intellectual dialogue, possible
fraud in authenticating submissions, legal issues of intellectual property rights,
inadequate financial aid policies( Matthews, Diane).

Distance education in the United States is offered by individual states, by cooperatives

and consortia, and by individual institutions. Currently, an estimated 180 accredited
graduate schools and more than 150 undergraduate colleges and universities now support
distance learning degree programs, and an increasing number of the programs are Webbased (Phillips 1998).As all 21st century incentives, current distance education planning
and design has to integrate sustainability as a necessity for meeting the needs of the
present and future generations. Distance education has become a cyberized system owing
its presence to developments in digital technologies but in terms of sustainability, it can
no longer rely on advances in technology or the increasing consumer demand; the
inputs, outputs, energy and wastes have to be defined and managed so that the system can
be sustained for an indefinite period without damaging its own environment, without
depleting resources and has to be renewable(Gundogan, M. Banu; Eby, Gulsun,2012)

Management expert Peter Drucker believes the current higher education system is
doomed. Thirty years from now, the big university campuses will be relics. Universities
won't survive. It's as large a change as when we first got the printed book . It took more
than 200 years (1440 to the late 1600s) for the printed book to create the modern school.
It won't take nearly that long for the big change. The college won't survive as a residential
institution. Today's buildings are hopelessly unsuited and totally unneeded (Lenzher and
Johnson 127).
Whether distance education has such a profound impact on higher education remains to
be seen. One thing is certain, however. Individuals, including safety and health
professionals, will have more options and be better able to pursue higher education in the
future.

2. REFLECTION:

What is your personal opinion on this issue? Do you agree with the
research? If you agree or disagree, please explain why?
Provide examples/experiences regarding this issue from school
perspective or If you are not working in a school, from your profession. Be
specific with your examples. You can mention software/hardware names,
specific methods that you plan to use, etc.
How would you implement this research in your career? (At least 1
paragraph)

Reflection:

After taking an overall view of distance education in the world and in United States, I ve a description of distance
education, distance education students, and its effectiveness. It then focuses on distance education and technology.
Advantages, disadvantages and problems in distance education are discussed.
One study found that the average age of non-successful distance learners was 25, while the average age of successful students was 28
(Threlkeld and Brzoska 41+). Although a three-year difference might not seem significant, studies have shown that older individuals are
more mature, more disciplined, and more likely to value their time, effort and money (Threlkeld and Brzoska 41+).
One study identified three primary factors that lead adult learners to choose distance learning.
1) Convenience and flexibility. Individuals who match this motivation work at least 40 hours per week, so learning flexibility is crucial.
2) Lack of instructional alternatives. In some cases, no alternatives exist (e.g., the student lives in a rural area).
3) Educational mainstream alternative. Some find the classroom setting unsatisfactory; others may enjoy a "nonmainstream" learning
environment.
This study also found that individuals who possess any of these characteristics are more likely to report a favorable learning experience
(Neimi).

Social Contact

Educational theory and studies indicate that the social aspects of college are an important part of the total educational process (Tinto).
Therefore, another concern is that distance learning limits student-to-student and student-to-instructor social contact.
Britain's Open University conducted a study of college-age students taking a psychology course via the Internet during the summer. The
project evaluator concluded that "the level of contact and interaction among students and instructors was very similar to regular summer
classes" (Owston 27). Another study indicated that social aspects are important to adult students and that direct telephone contact between
faculty and students significantly increased social connectedness, student persistence and commitment (Sweet 201+).
Studies have shown that social contact is important to learning and improves the likelihood of degree completion. However, since each
individual's need for social contact varies, one type of learning does not fit all. Traditional classroom teaching is not for everyone; some
people learn more by studying independently. For these students, distance education is a viable alternative.
Attributes of Successful Distance Learners
DISADVANTAGES OF DISTANCE LEARNING

conclusion

Distance education continues to be a promising method of instruction and holds great

hope for the future, particularly for rural America. Providing instruction by distance
provides numerous opportunities that would not otherwise be possible for students who
live in remote, rural locations. Also, students can stay where they are and are not forced
to relocate to inconvenient, unfamiliar, far away centers of knowledge. This advantage,
which highlights how distance education can be used to help maintain and strengthen
existing rural communities, provide a justification, in and of itself, for the use of distance
education in whatever form is most appropriate. Via distance education, people can have
a better chance of succeeding, both in their studies and in life. As our world becomes
increasingly technology-based, distance education can help individuals in rural areas
keep abreast of new and existing technologies. With distance technology-assisted
methods, students can both improve their knowledge and skills in their 1.3 11 chosen
subjects areas, as well as improve their knowledge and skills in using the technologies
that are becoming increasingly common in the workplace. Finally, while distance
education an instructional delivery can add significant value to our educational system, it
also requires a willingness to rethink the traditional classroom setting. The future of
distance education is not about moving from teacher to technology as a dispenser of
information. It is about a collaboration between the two that overcomes the restrictions of
time and space, thereby enabling students to learn more, in less time, and with far less
overhead (Kinnaman, 1995).

References:
Fender, D. L. (1999). Distance education and the safety professional. Professional Safety, 44(10), 26-29.
Maddux, C. e., Ewing-Taylor, J. e., & Johnson, D. e. (2002). Distance Education: Issues and Concerns /. Computers In The
Schools, 19(3/4), 1-220.
Motamedi, V. (1999). An Overall View of Distance Education in the United States

Matthews, D. (1999). The origins of distance education and its use in the United States. T H E Journal, 27(2), 54.
Gundogan, M. B., & Eby, G. (2012). A Green Touch for the Future of Distance Education. Online Submission,