Barriers to Distance Education

Barriers to Distance Education Presentation for EDST885 by Donald Lehman Spring 1998

I. Introduction

Distance education (DE) is big business in many developed countries.
Despite the current magnitude, DE is on the verge of a sudden expansion.
Various factors have been attributed to the expected increase in DE courses.

National Center for Educatonal Statistics (NCES) survey of higher education institutions in the United States

One-third offered DE courses fall 1995 and another one-fourth planned to offer DE in the next three years (NCES 1997, Table 1).
The number of DE courses offered by each institution varied considerably (NCES 1997, Figure 2).
However, 42% of the institutions surveyed did not offer DE coures and did not plan to offer DE courses in the next 3 years (NCES 1997, Table 1).
NCES asked all higher education institutions taking part in the survey to what extent each of 16 factors were keeping their institution from starting or expanding DE courses (NCES 1997, Table 23).

Survey of 57 Institutes of Higher Education by Clark (1993)

In measuring attitudes towards DE, Clark (1993) found that faculty with a familiarity with DE had a more positive attitude (Clark, Figure 1).
Faculty attitudes towards DE varied depending on mode of delivery (Clark, Figure 2).
Responses to the question, "Do you like the general concept of DE? Why or why not?"
Responses to the question, "In your opinion, would faculty who participated in DE activities at your institution be adequately rewarded? Why or why not?"
Responses to the question, "Whether or not (in your opinion) your university makes significant use of DE methods, should it be doing so?"

II. Teacher Related Barriers

A.	Introduction May be the most important barrier; DE cannot succeed without instructor's support. Based on surveys (Clark, 1993; Freberg & Floyd, 1995), the overall faculty attitude towards DE was equivical.

    B. Philosophical Barriers

Interaction Concerns (Impersonal)

Many faculty feel that face-to-face interaction is needed for education (Clark, 1993; Keegan, 1996).
The role of the instructor often changes in DE courses. The instructor is no longer the sole source of information, but becomes a facilitator. Faculty may need to make changes in their instructional role.
Reintegration of the teaching act (Keegan, 1996)

2.	Quality Concerns and Lack of Prestige DE instructors fear that collegues will perceive their work as lacking prestige. The Western Cooperative for Educational Telecommunications (1996) established Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs.

3.	Access to Resources Needed for College Study There are now many Internet resources.

4.	Fear of Being Replaced Goal of DE is to reach more students with the same number of faculty.

5.	DE is less rewarding It has been reported that faculty feel DE is less rewarding, offers fewer career advantages, and is less scholarly (Dillon, 1989; Parer 1988; Stinehart, 1988).

6.	Is there a demonstrated need for the DE course? May not be a market for all courses.

7.	Lack of control in the teaching process Faculty who perceived that distance education represents a loss of control were less likely to participate in DE (Stinehart, 1988).

     C. Logistical Barriers

1.	Additional workload/Lack of Time This may be a reflection of lack of technical support. However, Freberg (1995) reported that workload was not a barrier.

2.	What about Laboratory Courses? Online simulated laboratories Occasional laboratory meetings

D.	Administrative Barriers Lack of administrative support Chairs, deans, presidents, and provosts control resources, establish policies, and make teaching assignments; it is important that these individuals support DE

1.	Workload and promotion and tenure policies

2.	Training needs/Technical support Technophobia: Instructors may have a fear of using new technology or having something go wrong with the technology. The level of comfort with technology in general plays a role in attitudes towards DE (Freberg, 1995).

3.	Training to improve (or adjust) teaching style Instructors do not usually change their teaching style; they may need to make changes to optimize DE delivery method.

4.	Support services The NCES survey found that 36% of higher education institutions offering DE courses had a separate DE department or office (NCES 1997, Figure 1).

E.	Summary of Faculty Barriers With improvements in technology, lack of faculty insterest is probably the biggests barrier to widespread use of DE. To be successful, DE requires the support of administration and instructors. Not all instructors should be recruited to teach DE courses.

III. Technological Barriers

A.	Lack of Funds Some forms of DE are relatively low cost (correspondance, audiotapes) Open universities use facilities at other institutions. Initial investment in DE can be costly, but may save money in the long-term

B.	Existing Telecommunication Systems are Insufficient Lack of compatability between systems

C.	Ergonomic Concerns Classrooms need to be properly designed if course is being recorded or broadcast.

IV. Student Barriers

Must also convince students to use DE

A.	Resistance to Change Many students, like the faculty, are used to and are comfortable with traditional classroom education. Adult learners generally more accepting of DE. They like the flexibility and are more motivated. Students often need face-to-face contact with instructor to stay motivated.

B.	Lack of Interaction (or Feedback) with Instructor and Classmates Can minimize lack of interaction with e-mail and computer conferencing, while maintaining asychronous learning.

C.	Lack of Support Services DE students need support services that include academic planners, tutors, technical assistance, and library resources. Feeling of isolation can complicate the learing process.

D.	Lack of Training in Technical Issues Adult learners are often not well versed in computer technology and the Internet.

E. Will DE Degree Program Continue to be Supported?

F. Summary of Student Barriers

"Distance education has failed to become integrated into the academic culture, not as a result of the commonly cited factors of cost and faculty resistance, but rather due to the insistence of distance educators on perpetuating a culture that is out of touch with the driving force of higher education." (Dillon & Walsh, 1992)

References

Clark, T. (1993). Attitudes of higher education faculty toward distance education: A national survey. American Journal of Distance Education 7(2):19-33.

Dillon, C. (1989). Faculty rewards and instructional telecommunications: A view from the telecourse faculty. The American Journal of Distance Education 3(2):35-43.

Dillon, C. L., & Walsh, S. M. (1992). Faculty: The neglected resource in distance education. The American Journal of Distance Education. 6(3):5-21.

Freberg, L., & Floyd, B. (1995). Faculty attitudes toward distance learning. Journal on Excellence in College Teaching 6(2):145-159.

Keegan, D. (1996). A theoretical framework, pp. 111-122 in Foundations of Distance Education 3rd ed., New York: Routledge.

National Center for Educatonal Statistics (NCES). 1997. Statistical analysis report: distance education in higher education. Available at http://nces.ed.gov/surveys/peqis/publications/98062/

Parer, M.S. (1988). Institutional Support and Rewards for Academic Staff Involved in Distance Education. Victoria, Australia: Centre for Distance Learning, Gippsland Institute.

Stinehart, K. (1988). Increasing faculty involvement in distance teaching. Developing Distance Education, eds. D. Sewart and J.S. Daniel, Oslo; International Council for Distance Education. pp. 412-415. (ERIC ED 320 447).