Chapter 14: Distance Education Support Systems: Challenges and Opportunities

Distance education can broadly be described as educational or instructional programming delivered to students in one or several remote locations, either via synchronous or asynchronous mode (Southern Association of Colleges and Schools, 2000). Keegan (1990) identified some key elements of distance education, including separation of teacher and learner, use of media to link teacher and learner, two-way exchange of communication; and learners as individuals rather than groups. Newer technologies attempt at narrowing the gap between distance teachers and learners, theoretically making possible “conversation in context” (Sharples, 2005). As distance learners are widely dispersed and physically separated from the institution as well as their peers, they must be served with better methods and technological supports for presentation, management, and evaluation of course processes. Simultaneously, there are trends in traditional institutions transi-tioning into distance education as a result of the general demand for distance education. A survey report, “Class Differences: Online Education in the United States, 2010,” stated that 5.6 million students were enrolled in at least one online course in fall 2009 in more than 2,500 colleges and universities (Allen & Seaman, 2010). This represents an increase of nearly one million students over the number reported the previous year, with more than two thirds of all educational institutions now offering online classes. This statistic implies that ever greater numbers of students are taking advantage of the convenience of distance learning to further their education without adherence to strict schedules and transportation logistics (Fairfax, 2010). This growing diversity of learner population demands a rethinking of how learner services and support should be developed to meet learner needs in a wide variety of educational environments (Garland & Grace, 1993; Newman & Peile, 2002; Tait, 2000). Adult learners generally turn to distance education because of its “anyplace/anytime” nature, thus allowing a balance between the demands of family, work, and school (Kemp, 2002). Transcending time and geography, distance education can provide greater access and flexibility for those who cannot attend on-cam-pus classes (Paul & Brindley, 1996). Distance learners generally also decide where and when to learn; how quickly or slowly to complete a program; or when to take a break from learning, hence meeting their individual needs (Holmberg, 1995).