Discuss the pertinent laws that should be considered for this initiative.
1. Discuss the pertinent laws that should be considered for this initiative.
2. Describe next steps in the process that would help assure the success of the initiative.
3. Using what you learned in this chapter and by searching the web for distance learning materials, list two likely future directions.
Introduction
Technology developments and the internet are providing opportunities to examine how institutions of higher learning and healthcare corporations deliver instruction or training and how this delivery may be improved. Since the late 1990s and early 2000s, distance education has become an increasingly important part of education. It is one of the “most complex issues facing higher education institutions today.”1, p. v While this statement was written years ago, it holds true today.2 Most colleges and universities are now beyond asking whether they should offer distributive or distance learning options. They are instead addressing how to handle these offerings in an effective, efficient, and economic way. These discussions focus on questions such as how to increase enrollment, retain students, stay competitive, address the needs of a changing student population, and improve quality. In addition to the many educational institutions, many healthcare institutions and corporations provide continuing education and required training as well as patient education through distance education options.
Given the current work environment and the economic times, a growing number of health-related programs are offering part or all of their program content through distance education. Increasingly students come to school with work and family obligations or live in areas distant from educational opportunities. Distance education is a viable option for this demographic of health professions students.3,4 It provides increased flexibility in meeting the educational needs of the changing student population, while influencing how publishers deliver textbooks and how instructors facilitate all learning styles through creative use of interactive activities, social media, videos, and podcasts, and other means.
Technological developments have an impact on institutions, student expectations, and how students learn. For example, most institutions provide wireless connections because students, patients, and family expect to be able to use their wireless devices in schools, hospitals, and outpatient facilities. Several recent books addressed how constant technology-facilitated connections may affect the brain; how constant connections can affect relationships between family members, friends, and colleagues; how we understand 517privacy, community, intimacy, and solitude; and how the digital revolution changes people.5-8 Frand identified the following 10 attributes of the information age mindset that influences student expectations and learning. Think about how these influence your expectations and learning.
• Computers are not technology.
• The internet is better than TV.
• Reality is no longer real.
• Doing is more important than knowing.
• Trial and error and experimentation are preferable to logic.
• Multitasking is a way of life.
• Typing is preferable to handwriting.
• Staying connected is essential.
• There is zero tolerance for delays.
• There is a blurring of the lines between consumer and creator.9
Oblinger and Oblinger (2006) proposed that discussions about distance learning should not be about technology, but the activities that technology enables: working in teams or with peers, social networking, participatory learning, interaction, immediacy, and multimedia expression.10 Think about the impact those mindsets and technology-enabled learning are having on the educational system and traditional methods of teaching.
This chapter presents a brief history of distance education, defines evolving terms, examines course management and learning management systems (LMSs) for delivering distance education, and presents issues related to development and implementation of distance education in colleges, universities, and organizations.
Historical development
Four phases divide the historical development of distance education and its changing nature. Correspondence education characterized the first phase, encompassing the mid- to late 1800s. Correspondence education involved receiving printed materials, reading those materials, and sending back any required assignments. The founding of the Society to Encourage Studies at Home in 1873 by Anna Ticknor11 and the founding of the Chautauqua College of Liberal Arts in 188312 were two instrumental events that moved correspondence education forward, as both of these programs offered correspondence opportunities. They responded to the need for a more educated workforce and to the interest of women and the common man for an education. An inexpensive postal service facilitated this development. While the number of offered courses grew along with enrollment, so too did the concerns about quality education and the effectiveness of this means of delivery—a theme that continues today.