Distance Education in Transition - Master of Distance Education ...

The Pedagogical Flexibility of the Virtual University
degree beyond the learning experiences which can be gained at previous real learning
locations.
The feature which is most important and characteristic for our learning processes is that
geographical distance no longer exists. As Nicolas Negroponte (1997) used to say:
“Distance is dead!” However, not only constraints of distance, but also those of time
and even reality are relaxed by information technology. Considering the remarkable
new possibilities of such new virtual learning space we must ask ourselves whether
� learning in virtual spaces can or should be the same as learning in real learning
spaces, as many protagonists of net-based learning believe,
� we are faced with a challenge to develop new pedagogical models for pursuing
university studies,
� we should start placing much more emphasis on developing and empowering
autonomous learners.
A. Preparing the Way to More Flexibility
A critical analysis of those universities which offer net-based courses soon shows that a
real virtual university cannot yet be found anywhere in the world. This means that, for
the time being, all we can do is describe the ways in which the net has been used for
imparting knowledge and skills in institutions of higher learning. In order to do this an
unusual approach is taken. Four levels of activity are described: (1) pragmatic approaches
by students, (2) pragmatic approaches by faculty members, (3) measures taken by
institutions of higher education, and (4) theoretical interpretations of these processes.
Only the integration and further development of these four levels of activity will finally
lead to real “virtual universities”.
Pragmatic Approaches by Students
An analysis of how students use their computers and the net for their own learning
without any guidance or organisational provision by their faculty members or institutions
is, pedagogically speaking, interesting and revealing. Two journalists (Fliege & Härtel,
2000, p. 54) interviewed individual students and identified the following activities:
� carrying out bibliographical research,
� reading notice-boards,
� reading extracts from books,
� reading professional periodicals,
� reading newspapers,
� contacting the administration by e-mail,
� exploring the respective labour market,
� developing catalogues of books owned and used,
� developing a network in evolution biology for young researchers,
� developing the “service” “Find and Bring” which identifies relevant
information and literature for the benefit of other students (commercially).
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