Distance Education in the Middle East Free

Distance education is a growing trend in all regions of the world. There are more than 850 institutions around the world delivering education at a distance (Alsunbul, 2002; D'Orise & Day, 2006). Distance education is also one of the fastest growing areas in higher education. Enrollments have increased tremendously since 1995 (Hunter, 2007). The majority of distance learners are adult women (Hunter, 2007). There are more than 3.48 million online students in the United States and probably more than 10 million enrolled students who receive distance education services across the world (Storey & Tebes, 2008).

Distance education has a very short history in the Arab world (Al Otaibi & Abdul Gani, n.d.). Simonson, Smaldino, Albright, and Zvacek (2009) explained that changes in society, politics, economics, and technologies have a major influence on the status of distance education. However, learners in rural areas perceive distance education as a hope and an opportunity to achieve their goals. Lorenzetti (2007) defined the world of distance education as a means to observe how online learning can help students manage geographic distance and time to pursue an education. Distance education aims to release the pressure on the traditional institutions and to make higher education available to employed students who cannot attend face-to-face classes (Salah, 1992).

There are three modes of open and distance learning institutions in the Arab world:

1. Distance education programs through traditional universities (dual mode) refer to institutions that have offered education through distance as well as on campus. United Nations Educational, Scientific and Cultural Organization (2002) stated, “In dual mode, institutions there may be an administrative staff whose sole responsibilities are distance education, but usually it is the teachers of the parent body who provide the teaching” (p. 25). The open learning centers in Egypt, the Distance Education Center of Juba University in Sudan, and the open learning centers in Syria are examples of Arab institutions that have offered distance education using the dual mode (Al Otaibi & Gani, n.d.; Mohamed, 2005).

2. Distance education universities (single mode) refer to institutions that have dedicated their activities based on the need for distance education. The United Nations Educational, Scientific and Cultural Organization (2002) stated, “Single mode institutions are those in which distance education is the sole mission, to which teachers and administrative staff are exclusively dedicated, course development, instruction, evaluation and other educational processes are tailored to the distant learner” (p. 25). The target university is an example of a single mode distance education university that aims to meet the needs of Palestinian students in Gaza and the West Bank (Al Otaibi & Gani, n.d.; Mohamed, 2005).

3. Virtual university (virtual mode) refers to institutions that have offered distance education totally online such as Syrian Virtual University (Al Otaibi & Gani, n.d.; Mohamed, 2005). Al-Radhi (2008) stated, “Virtual refers to local universities that aim to provide world-class education without boundaries so that students do not have to leave their countries to study abroad” (p. 36).

The articles in this section present different aspects of distance education in the Middle East including cultural difference in distance education between Arab and American distance learners, evaluating e-learning in Jordanian institutions, and the needs of distance learning at the Palestinian institutions.

Aisha S. Al-Harthi from Sultan Qaboos University conducted a study entitled “Cultural Differences in Transactional Distance Preference by Arab and American Distance Learners.” Her study investigated the cultural differences between Arab and American distance learners' preference. Aspects of Moore's (1997) transactional distance theory were investigated in Al-Harthi's study including structure and interaction. The finding from Al-Harthi's study supported that instructional design and student support in distance education programs are the key to learners' success culture-wise.

Ahmad Mashhour and Zakaria Saleh from the Yarmouk University conducted an evaluation study entitled “Evaluating E-Learning in Jordanian Institutions: Why is it Lagging?” The deployment and the progress of distance education (e-learning) were evaluated in this study to find the rationales behind the lack in utilizing technology to deliver education. The findings of this study showed general acceptance of distance education in Jordan. However, there are numerous obstacles that hold back the advancement of e-learning in Jordan such as inadequate infrastructure, lack of government support, and higher education senior management.

Yousef Abuzir from Al-Quds Open University conducted a study entitled “Needs and Context of ODL at Palestinian Institutions.” Abuzir, in this study, investigated the needs and challenges of open and distance learning (ODL) for institutions, staffs and students at the Palestinian universities. Furthermore, Abuzir recommended, in this study, implementing the necessary infrastructure and services that will support successful open education delivery.

The Arab region is considered a late adopter of distance education; nevertheless, some Arab countries have had some experience in this innovative development (Alsunbul, 2002).

Distance education is important to many learners in the Middle East; it could support the evidence that distance education is a solution to overcome educational barriers. Closer attention is needed to improve instructional design so it can fit students' needs internationally.