Preserving the Social Mandate of Distance Education

Preserving the Social Mandate of Distance

Education

Mark BullenBC Institute of Technology

CanadaJuly 21, 2005Niterói, Brazil

Freireian PrinciplesFreireian Principles

Dialogue vs. curriculum“banking” view of education

PraxisConscientizationSituating educational activity in

lived experienceEmancipatory role of education

Dialogue vs. curriculum“banking” view of education

PraxisConscientizationSituating educational activity in

lived experienceEmancipatory role of education

Freireian PrinciplesFreireian Principles

No specific reference to distance educationCurrent thinking about distance education

Constructivism not “banking”Learner-centeredDialogic

Social/emancipatory role of distance educationAccessEqualityEconomic development

No specific reference to distance educationCurrent thinking about distance education

Constructivism not “banking”Learner-centeredDialogic

Social/emancipatory role of distance educationAccessEqualityEconomic development

Distance Education Under Attack


DE threatened by new movement: e-learningIronically, focus on efficiency, effectiveness

and quality has made DE vulnerableOur focus on these issues has blinded us to the

emergence of this new movementMore significantly, it is the prevailing

organizational and management model of DE that is making it vulnerable to this new movement

Threat is to DE in conventional higher education but has implications for all of DE

DE threatened by new movement: e-learningIronically, focus on efficiency, effectiveness

and quality has made DE vulnerableOur focus on these issues has blinded us to the

emergence of this new movementMore significantly, it is the prevailing

organizational and management model of DE that is making it vulnerable to this new movement

Threat is to DE in conventional higher education but has implications for all of DE



What is the threat?What is e-learning?How are quality, management,

sustainability and organizational issues related to this threat?

What can we do about it?

What is the threat?What is e-learning?How are quality, management,

sustainability and organizational issues related to this threat?

What can we do about it?

QualificationsQualifications

Argument based on: observations and experiences with DE in

Canada & USIn conventional universities

Relevance to Latin American DE?Relevance to single mode DE?

Argument based on: observations and experiences with DE in

Canada & USIn conventional universities

Relevance to Latin American DE?Relevance to single mode DE?

What is e-learning?

The Meaning of E-learningThe Meaning of E-learning

E-learning means different things to different people

Massy & Zemsky (2005) suggest three categories of e-learning:E- learning as distance educationE-learning as facilitated transaction

softwareE-learning as electronically-mediated

learning

E-learning means different things to different people

Massy & Zemsky (2005) suggest three categories of e-learning:E- learning as distance educationE-learning as facilitated transaction

softwareE-learning as electronically-mediated

learning

The Meaning of E-learningThe Meaning of E-learning

The Meaning of E-LearningThe Meaning of E-Learning

The term “E-learning” has been appropriated by people whose main interest is in e-learning as technology-enhanced teaching, not distance education (ELTET)

This new movement has little interest in the distance learner or the historical mandate of DE to provide access

The term “E-learning” has been appropriated by people whose main interest is in e-learning as technology-enhanced teaching, not distance education (ELTET)

This new movement has little interest in the distance learner or the historical mandate of DE to provide access

The Meaning of E-LearningThe Meaning of E-Learning

Main priority is providing technologically-enhanced teaching to on-campus learners

Main priority is providing technologically-enhanced teaching to on-campus learners

What is the threat?

The Threat to Distance Education


E-learning is emerging as a movement in conventional universities

Competing for same resources Gaining attention of university administrators

and academics New movement is much closer to the core

mission of traditional universities Threatening to displace DE Distance educators need to pay attention to

this new force or else gains may be lost

E-learning is emerging as a movement in conventional universities

Competing for same resources Gaining attention of university administrators

and academics New movement is much closer to the core

mission of traditional universities Threatening to displace DE Distance educators need to pay attention to

this new force or else gains may be lost

Social Mandate of Distance Education


DE has had a mandate to provide access to underserved populations, particularly in developing countries

DE has been extremely successful at providing quality education to disadvantaged groups

Existed on the “margins” of conventional universities for many years

DE has had a mandate to provide access to underserved populations, particularly in developing countries

DE has been extremely successful at providing quality education to disadvantaged groups

Existed on the “margins” of conventional universities for many years



Acceptance of DE grew as more and more conventional universities began using it

Most North American universities now have DE programs

Acceptance of DE grew as more and more conventional universities began using it

Most North American universities now have DE programs



Status and respectability of DE due in part to the acceptance it has achieved in conventional universities

Single mode institutions like UNED, UOC, UKOU have contributed greatly to the legitimacy of DE

But the legitimacy has been enhanced by growth in DE in conventional universities

Status and respectability of DE due in part to the acceptance it has achieved in conventional universities

Single mode institutions like UNED, UOC, UKOU have contributed greatly to the legitimacy of DE

But the legitimacy has been enhanced by growth in DE in conventional universities



Why is e-learning a threat?ELTET has a different philosophical

orientation than e-learning as DENo social mandateIf resources are diverted from distance

education to ELTET, the social goals of DE may be longer be addressed by higher education

Why is e-learning a threat?ELTET has a different philosophical

orientation than e-learning as DENo social mandateIf resources are diverted from distance

education to ELTET, the social goals of DE may be longer be addressed by higher education



Growth of ELTET will cause DE to lose its newly-gained status and recede to the margins of conventional universities

This will have an impact on the DE professional community and ultimately the status of DE

The future of distance education as a socially-progressive movement is in danger

Growth of ELTET will cause DE to lose its newly-gained status and recede to the margins of conventional universities

This will have an impact on the DE professional community and ultimately the status of DE

The future of distance education as a socially-progressive movement is in danger

How are quality, sustainability and

management of DE related to this threat?

Organizational IssuesOrganizational Issues

Modern DE has been obsessed with quality, efficiency and effectiveness

Organized very differently from traditional higher education

Creates an inherent conflict in traditional universities

Modern DE has been obsessed with quality, efficiency and effectiveness

Organized very differently from traditional higher education

Creates an inherent conflict in traditional universities


Two types of e-learning tend to be organized differently:

E-learning as distance education:organized and funded centrally managed approach with professional staffcourses developed by teamsattention to quality and sustainability

Two types of e-learning tend to be organized differently:

E-learning as distance education:organized and funded centrally managed approach with professional staffcourses developed by teamsattention to quality and sustainability

The Project Development Process

The Project Development Process


E-Learning as technology-enhanced teaching (ELTET):Faculty/department-basedDriven by individual professorFunded on a grant or project basisQuality is variableSustainability not usually a consideration

E-Learning as technology-enhanced teaching (ELTET):Faculty/department-basedDriven by individual professorFunded on a grant or project basisQuality is variableSustainability not usually a consideration

Sustainability, Quality & Management


Organizational culture is a key issueBerquist (1992) - institutional cultures:

ManagerialCollegialDevelopmentalNegotiated

Clash between two distinctly different organizational cultures: collegial & managerial

Sustainable, high quality distance e-learning requires a managed approach

Organizational culture is a key issueBerquist (1992) - institutional cultures:

ManagerialCollegialDevelopmentalNegotiated

Clash between two distinctly different organizational cultures: collegial & managerial

Sustainable, high quality distance e-learning requires a managed approach



Requires course development that is organized using a project management approach

Teams of experts: professor, instructional designer, web designer, multimedia developer

The distance e-learning course is a collective effort

Requires course development that is organized using a project management approach

Teams of experts: professor, instructional designer, web designer, multimedia developer

The distance e-learning course is a collective effort



Quality is ensured through the use of professionals, by building in external academic review and by building in formative and summative evaluation

Sustainability is ensured by paying attention to quality and cost which is intimately linked to managed approach that is used

Quality is ensured through the use of professionals, by building in external academic review and by building in formative and summative evaluation

Sustainability is ensured by paying attention to quality and cost which is intimately linked to managed approach that is used



Most faculty are more comfortable with the “collegial culture”

Course development is seen as in individual endeavor

The course “belongs” to the professor

Online course development tends to be experimental

Most faculty are more comfortable with the “collegial culture”

Course development is seen as in individual endeavor

The course “belongs” to the professor

Online course development tends to be experimental



Costs are not monitoredQuality is difficult to control

because of approach usedNo built in academic review or

evaluation

Costs are not monitoredQuality is difficult to control

because of approach usedNo built in academic review or

evaluation


E-Learning as technology-enhanced teaching much closer to the core mission of the university

Given higher priority than distance education which serves “other” learners who are often not considered “real” university students

Organizational model more consistent with traditional university

E-Learning as technology-enhanced teaching much closer to the core mission of the university

Given higher priority than distance education which serves “other” learners who are often not considered “real” university students

Organizational model more consistent with traditional university


DE in conventional universities has borrowed its organizational model from single mode DE institutions

Garrison & Anderson (1999) distinguish between “big” and “little” distance education

DE in conventional universities has borrowed its organizational model from single mode DE institutions

Garrison & Anderson (1999) distinguish between “big” and “little” distance education

Big Distance EducationBig Distance Education

Industrialized form of higher educationTeachers are all-powerfulStudents are passive receivers of

information, in a "dominated and alienated" position within the distance teaching and learning.

Uses mass technologies like broadcast television, the large-scale production of correspondence materials, and computer assisted instruction

Industrialized form of higher educationTeachers are all-powerfulStudents are passive receivers of

information, in a "dominated and alienated" position within the distance teaching and learning.

Uses mass technologies like broadcast television, the large-scale production of correspondence materials, and computer assisted instruction

Big Distance EducationBig Distance Education

Capital (technology of curriculum production) is substituted for labor (classroom teacher)

Flexibility for the student is provided at the cost of severely reducing interaction and increasing learner isolation

Capital (technology of curriculum production) is substituted for labor (classroom teacher)

Flexibility for the student is provided at the cost of severely reducing interaction and increasing learner isolation

Little Distance EducationLittle Distance Education

Maximizes interaction collaborative learning, pacing, learning communities

Focuses on meaningful learning outcomes challenges the student to dig deeply into the subject content

and explore the implications of this knowledge with regard to personal and societal constructs

Maximizes active learning extensive use of active learning activities, including

simulations, explorations and explanatory assessment Flexible in design

course materials are created in hyper-linked, hypermedia format and stored such that they can be easily modified, augmented, annotated, or printed by both instructor and learners as needed

Maximizes interaction collaborative learning, pacing, learning communities

Focuses on meaningful learning outcomes challenges the student to dig deeply into the subject content

and explore the implications of this knowledge with regard to personal and societal constructs

Maximizes active learning extensive use of active learning activities, including

simulations, explorations and explanatory assessment Flexible in design

course materials are created in hyper-linked, hypermedia format and stored such that they can be easily modified, augmented, annotated, or printed by both instructor and learners as needed

Little Distance EducationLittle Distance Education

Supports a systems vieweffective little DE systems provide for learner support

services, registration flexibility, credit transfer, accreditation, provision of learning and research resources through electronic delivery and virtual libraries

Compatible with research practicecreates learning environments focused on problem

solving, collaborative projects, and exploration of complex environments

Cost-effectivesubstantially increases access as courses become

available at any time of the day or night and anywhere that Internet access is available.

Supports a systems vieweffective little DE systems provide for learner support

services, registration flexibility, credit transfer, accreditation, provision of learning and research resources through electronic delivery and virtual libraries

Compatible with research practicecreates learning environments focused on problem

solving, collaborative projects, and exploration of complex environments

Cost-effectivesubstantially increases access as courses become

available at any time of the day or night and anywhere that Internet access is available.

Big vs. Little Distance EducationBig vs. Little Distance Education

Most DE in conventional universities is not “big” but perceived as such

Seen as alien to the prevailing organizational culture

Most DE in conventional universities is not “big” but perceived as such

Seen as alien to the prevailing organizational culture

Competition for ResourcesCompetition for Resources

Resources are being diverted from distance education to support e-learning as technology-enhanced teaching

Organizational restructuring around the needs of ELTET

One of the side effects of decisions made without a full understanding of DE and how it differs from ELTET

Resources are being diverted from distance education to support e-learning as technology-enhanced teaching

Organizational restructuring around the needs of ELTET

One of the side effects of decisions made without a full understanding of DE and how it differs from ELTET

Examples: UBCExamples: UBC

Successful DE department with nearly 60 years of experience

Attempt to “decentralized”Rationale: only way that university can

increase its use of e-learning and integrate with ELTET

Reveals a lack of understanding of the differences between two types of e-learning

Successful DE department with nearly 60 years of experience

Attempt to “decentralized”Rationale: only way that university can

increase its use of e-learning and integrate with ELTET

Reveals a lack of understanding of the differences between two types of e-learning

Examples: UBCExamples: UBC

Reorganization fails to recognize that DE learners have distinct needs

Supported more effectively and efficiently by centrally-organized department that specializes in DE than by having each Faculty deal with DE separately

Reorganization fails to recognize that DE learners have distinct needs

Supported more effectively and efficiently by centrally-organized department that specializes in DE than by having each Faculty deal with DE separately

Examples: BC Open University

Examples: BC Open University

Part of Open Learning Agency (OLA)

OLA closedBC Open University now part of

Thompson Rivers University (TRU)TRU a dual mode university

Part of Open Learning Agency (OLA)

OLA closedBC Open University now part of

Thompson Rivers University (TRU)TRU a dual mode university

Examples: Télé-UniversitéExamples: Télé-Université

Télé-Université: autonomous campus of Université de Québec

Now being absorbed into main campus

No longer an autonomous distance teaching institution

Télé-Université: autonomous campus of Université de Québec

Now being absorbed into main campus

No longer an autonomous distance teaching institution

Concluding RemarksConcluding Remarks

Distance educators have been so focused on quality, cost, and sustainability that they have not recognized the significance of ELTET

ELTET represents a new movement in higher education

Poses a threat to social mandate of distance education

Distance educators have been so focused on quality, cost, and sustainability that they have not recognized the significance of ELTET

ELTET represents a new movement in higher education

Poses a threat to social mandate of distance education

Concluding RemarksConcluding Remarks

ELTET has stronger connections to the core mandate of conventional universities

Distance educators need to cultivate support, build connections, seek allies

Need support at senior levelsNeed to “appropriate” the term e-learningCan no longer rely on “marginal champions”

ELTET has stronger connections to the core mandate of conventional universities

Distance educators need to cultivate support, build connections, seek allies

Need support at senior levelsNeed to “appropriate” the term e-learningCan no longer rely on “marginal champions”

For Further InformationFor Further Information

Mark [email protected]://www2.cstudies.ubc.ca/~bullen/

BCIT Learning & Teaching Centrehttp://www.bcit.ca/ltc/

Mark [email protected]://www2.cstudies.ubc.ca/~bullen/

BCIT Learning & Teaching Centrehttp://www.bcit.ca/ltc/

Preserving the Social Mandate of Distance Education

Education

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