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

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Growing Importance of Distance Education in the World experts attending the world conferences of the International Council for Correspondence Education. In 1965 a relatively small group attended the ICCE Conference. Only 80 participants convened, and these were mainly Australians, Americans, Canadians and, for the first time, three or four Japanese. These conferences took place at an interval of four years. In the seventies and eighties, however, this group of participants became larger and larger. At the 20 th World Conference of ICDE in Düsseldorf/Germany in 2001 more than 1200 experts from 85 countries had registered. It is already discernible that new groups of experts will attend these important world conferences. Conventions now take place biannually. Growing Demand There is also another indicator of the increasing importance of distance education during the third period: a great and still growing demand for this particular form of education. Governments, commercial enterprises, universities, churches, and supra-national concerns became eager to introduce and implement it in order to provide for it. The greatest demand, and this is most impressive, comes from learners. They are rushing to enrol in distance teaching institutions, especially distance teaching universities, all over the world. A remarkable number of these distance-teaching universities have several hundred thousand students on their rolls. This is an extraordinary and surprising development. Anadolu Üniversitesi in Turkey caters for 577 000 students, the Radio and Television University in China for more than 500 000 students. Keegan (1994, p. 8) claims there are in fact 850 000 Chinese students. Terbuka in Indonesia caters for 353 000, Indira Gandhi National Open University for 500 000, Sukkothai Thammatirat Open University in Thailand for 216 000 and Korea National Open University for 210 000 students. All of these are single mode universities. The advance of these "mega-universities" (Daniel, 1998) is surely the most important phenomenon in the current development of higher education. It should be recognised and taken into account especially when we try to figure out what the "university of the future" may look like. Expansion and Growth If we analyse the third period in the development of distance education, which is characterised by the emergence of single mode multiple mass media distance teaching universities, we cannot but be impressed by the fact that so many of these universities were established one after another in the seventies, eighties, and even nineties. In 1994 Börje Holmberg (1994, p. 20) listed 28 of these universities and six organisations, which do similar work. Seven years later he referred to forty of such distance teaching universities (2001, p. 17). Their number may even be considerably higher as he included only internationally well-known distance teaching universities. They are to be found in 26 countries all over the world, as many governments used this new type of a university in order to solve some of their most urgent educational and training needs. How crucial these needs have been and still are can be seen from the development of those megauniversities mentioned above. But even if these distance-teaching universities cater for less than 200 000 students they are still quite often the biggest universities in their countries and sometimes attract more students than all other universities together. This applies to the Open University in the United Kingdom, CNDE in France, Payame Noor University in Iran, the University of South Africa, Universidad National de Education a 17
Growing Importance of Distance Education in the World Distancia in Spain, Universidade Abierta in Portugal, the FernUniversität in Germany, and the University of the Air in Japan. It also refers to similar distance teaching universities in Venezuela, Costa Rica, Colombia, Sri Lanka, Israel, Taiwan, and Pakistan. All of them are larger than traditional universities with regard to the number of students. It is very interesting to see that these distance-teaching universities differ from one other considerably, even though all of them are technology-based and more or less influenced by the model of the British Open University. Obviously, different socio-economic conditions, a different cultural heritage, different academic traditions and learning cultures, as well as different ideas about the role of universities and higher education in society, have lead to special versions of distance teaching universities with specific pedagogical structures as well. The fear that the "mechanisation" of education could level down academic forms of teaching and learning seems to be groundless. The following typical structures of distance teaching institutions can be identified as being most characteristic or even paradigmatic: Distance teaching universities Typical media structures University of South Africa Correspondence university: Printed course material, study guides, tutorial letters Open University (United Kingdom) Distance teaching university: Open access. Preprepared course material, course team approach, radio and television broadcasts. Counselling and tutoring in study centres FernUniversität (Germany) Research-based distance teaching university: Preprepared course material, video- and audio cassettes, TV broadcasts, tutoring in study centres, seminars Central Radio and Television University (China) Mass media based distance-teaching university: TV- and radio-lectures, several compulsory classes per week. Supplementary printed material National University Teleconference Network (USA) Video-based extension of face-to-face teaching in a college by a consortium of universities: Videobased distance teaching together with textbooks and instructors. Interactive videoconferencing Project North (Ontario, Canada) A teleconferencing-based co-operative distance teaching organisation: audio conferencing, audiographic conferencing, videoconferencing and computer conferencing for extended college tuition Note: The medium underlined indicates the basic and prevailing form of learning and teaching. These different types of distance teaching institutions have developed a wealth of theoretical and practical pedagogical experiences, which can be used when designing the university of the future. This feature adds to their importance as well. Special mention must be made of the distance teaching universities in East Asia and the Pacific. Their progress was first documented by two comprehensive volumes edited by Kato (1992, 1993). They co-operate in many ways and have developed vigorously during 18
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6 New Learning Spaces Introduction
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New Learning Spaces characteristic
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Moderating a Virtual Seminar Learni
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Moderating a Virtual Seminar We may
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Visions of Autonomous Learning 1.3.
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References Aebli, H. (1983). Die Wi
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References Bell, D. (1975). Die nac
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References Dale, E. (1967). Histori
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References Faulstich, W. (1997). "J
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References Hauck, M. (2004). Explor
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References Jakupec, V. (1993). Das
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References Kuhlen, R. (1991). Hyper
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References Nolda, S. (2001). Vom Ve
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References Reinmann-Rothmeier, G. (
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References Schulmeister, R. (n. y.)
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References Weinberger, A., & Mandl,
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Giesecke, Michael: 136 Giovis, Chri
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Spada, Hans: 135, 136, 138 Spencer,
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computer-mediated: 32, 98; digital:
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emergence: 13, 17, 84, 86, 159, 162
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isolation: 47, 102, 103, 111, 119 I
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structuring: 79, 80-1, 86, 94; summ
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patchwork identity: 104 pattern rec
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self-regulated: 9, 29, 115, 126; se
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ASF Series Studien und Berichte der
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