The Future of Distance Learning - The Process and the Product

Abstract

The paper first presents the basic premise and rationale covering distance learning development. It shows that with the emergence of distributed learning technologies, universities have increased access to markets outside of their normal geographic region through distance learning. Also, as new technologies emerge, they impact the way in courses are delivered to remote audiences. As technology evolves, it continues to be a great enabler of education, and universities should have deliberate strategies for selecting and employing technology in support of distributed education. The paper then addresses the three generations of distributed learning technology, and their impact on the development of both the process and product. The first generation was broadcast technologies for distribution of learning beyond the campus with very little change in the instructional model. The second generation used interactive television and the initial use of the Internet to support education (Web sites, electronic course materials, etc.), but still saw very little change in the instructional model. The third generation uses Internet technologies that enable two-way communication and collaboration for increased interaction between students and more of a virtual learning community (online conferencing, chat rooms, etc.), and forces changes in the instructional model. In the fourth generation, the paper peeks into the future utilization of the newest technologies for distance learning, such as PDAs, wireless devices, iPods, etc., to provide innovative learning experiences for students that further revolutionize the way in which instruction is provided. In each of these, the authors take advantage of their extensive Rensselaer experience, as well as more broadly discuss the global implications of; the role distance learning plays in the university relative to its vision and mission; the way in which technologies for distance learning are selected and deployed; the impact technology has on the design and delivery of courses via distance; the need for faculty development and support in integrating technology into their course delivery and the organizational and budgetary models for supporting technology for distributed learning.