Chapter 16: Orchestrating Ethics For Distance Education and Online Learning

Distance education has become one of the most effective, economical, and productive ways of delivering instruction by corporations, institutions, colleges and universities when properly and timely used. Historically, distance education has continuously evolved as technology has improved. From the early 1800s to the present day, educators have utilized this method of instruction to reach those unable to interact face-to-face due to various circumstances.

During the mid 1990s, the introduction of new technologies helped online program delivery become popular worldwide. This is indicated by the amount of higher education institutions that offer courses and/or full degree programs via distance learning methods. According to the National Center for Education Statistics (1999), the number of degreegranting higher education institutions offering distance education courses increased from 33% in 1995 to 44% in 1997-1998. More specifically, the use of computer-based technologies has increased from 22% in 1995 to 60% in 1997-98, and more than 80% in 2000s. The growing dimension and rate of increase in the delivery of distance education should be carefully examined under contemporary circumstances. Today, open and distance learning (ODL) represents an alternative to the conventional system. Distance education theorists, such as Holmberg, Wedemeyer, and Moore have identified the centrality of the learner in ODL. The emergence and developments in ODL methodologies have brought certain theoretical and pragmatic approaches to the field, including the emergence of virtual classrooms and the reliance on online communication through e-mail, discussion forums, list-serves, electronic chat, bulletin board systems, WebCT and other Web-based communication.