Book Review: Distance Learners in Higher Education: Institutional Responses for Quality Outcomes

Abstract

Distance Learners in Higher Education: Institutional Responses for Quality Outcomes edited by Chere Campbell Gibson. Atwood Publishing, Madison, Wisconsin. 1998, 156 pages. ISBN 1-891859-23-4. In Distance Learners in Higher Education: Institutional Responses for Quality Outcomes, Chere Campbell Gibson and her colleagues explore a variety of topics related distance learners. The contributors are primarily seasoned professionals who hold positions related distance education, academic technology, or the fields of adult, continuing, or vocational education at universities in the United States and Canada. Instead of presenting a to book about distance education, they focus on their experiences and research findings as educators and relate this information distance learners in higher education. In addition, the reader is pointed resources about distance education in the final chapter through a useful list of books, journals, newsletters, and World Wide Web sites regarding distance education. The title suggests that two questions will be answered in this text: Who are distance learners in higher education, and what can higher education institutions do provide quality education at a distance? The first question is answered in Chapter 1. From an analysis of the existing literature, Thompson informs us that distance learners are likely be older, female, employed on a full-time basis, and married. However, she couches this description in the caveat that the profile even for an individual learner . . .must be [understood as] tentative and dynamic (p. 19) and that the distance education population as a whole is heterogeneous. This profile could imply that distance education has had a greater impact on four-year colleges and universities than it has had on community colleges (where students already tend be older, female, and employed on a full-time basis). Distance education provides an avenue for the nontraditional student enroll in the institutions, thus changing the profile of their student body. For senior institutions, this change in student population brings the forefront a question that community colleges have been grappling with for years: How do we serve the educational needs of those students who have work, family, and community responsibilities that compete with learning for their time, energy, and attention? This new question for the senior institutions is reflected in Gibson's observation in Chapter 7: Distance education has had an impact on enrollment in higher education courses, by serving pursuing postsecondary education, . . . husbands [whose] wives work, . . . older persons (beyond the traditional age of 21) enrolled in degree programs, and men and women alike considering recareering in their 30s and 40s (p. 121). The authors also answer the second question implied by this book's title: What can education institutions do provide quality education at a distance? The answer, however, may not be what the reader expects. A central theme running through the seven chapters is that we, as distance educators, need be learner-centered, reflective practitioners (p. 139). Thus, like all other educators, distance educators focus on quality education. Their perspective, however, must widen include the distance education context. As discussed in various chapters in this volume, distance educators share many challenges with their colleagues who teach on campus: how address gender issues, cultural diversity, barriers access, communication problems, and students' academic self-concept; how develop learner support systems; and how enhance learning strategies and student motivation. Distance education, however, introduces another level of complexity into the already complex field of teaching and learning. For example, there are specific skills involved with learning at a distance. As Gibson points out in Chapter 7, the lack of these skills will affect students' academic self-concept as well as their course performance. …