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

The Transformation of the University Into an Institution of Independent Learning
� Because of the extension of university activities, the number of students will increase
considerably. It may not be possible to look after them with the traditional systems
and approaches of teaching on campus. For this reason, a different – and cheaper –
teaching and learning system is necessary which will enable many more people to
obtain undergraduate and postgraduate education.
� In order to achieve the highest degree of flexibility and to be able to cope more
easily with the different life situations of students, most of whom will be older and
in employment, learning must be separated from prescribed locations and times.
� One of the aims of universities should be preparing students for the information
society. They must be able to work in virtual companies, organisations, working
groups and project teams in the emerging ‘virtual economy’ (Baron & Hanisch,
1997). This presupposes a considerable degree of ‘media competence’ (Lange &
Hillebrand, 1996).
� The curriculum must no longer be made uniform and fixed for long periods by
means of degree course regulations, but be variable and adaptable to current needs,
for example, in professional life. It must be related not only to individual learning
requirements, but also take account of the challenges and demands of practitioners
and anticipate future trends.
� It must be possible to impart to students not only cognitive but also methodical
and social action skills (Arnold, 1995). ‘Autonomy and integration’ (Gottwald &
Sprinkart, 1998, p. 5) must be the preferred aims of academic education.
� In general, there must be a ‘conversion from a teaching to a learning culture’ (Arnold,
1995, p. 300).
To sum up, learning and teaching at university must be orientated to a much greater
extent than before to the principles of continuing education and lifelong learning
(Dohmen, 1996), have an egalitarian character and be open as well as student-, practice-
and future-oriented. It will have to proceed with flexible teaching and learning
programmes which impart not only cognitive, but also communicative and collaborative,
competence. Along with classical expository teaching and receptive learning, autonomous
and self-controlled learning should be cultivated (Candy, 1988; Dohmen, 1997; Friedrich
& Mandl, 1997; Lehner, 1991; Paul, 1990; Weingartz, 1991). This should be oriented
towards the research process. In addition to this, students must also be prepared to prove
themselves in the ‘virtual world’.
A New Structure for University Education
It is obvious that the above changes cannot be met readily within the framework of
traditional degree courses and classical forms of teaching, such as lectures, seminars,
classes and teaching in laboratory courses. Hence, new approaches will have to be
sought based on the following three basic forms of academic learning:
1. Guided self-study and self-study.
Forms of learning that developed from correspondence education and distance education
over the past one hundred and fifty years. These provide the following specific learning
activities:
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