The Evolution of Distance Learning

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2. Who Needs / Uses Distance Education

2.1 Adult learning In the past, most distance education focused on adult learners, especially in rural districts. The largest use was for "short courses to help farmers and small businesses adapt to new technologies" (Fulton 1992). This remains the most common usage worldwide. Estimates of the number of distance learners in China range from one to two million. Other adult-oriented programs include the entire Open University in the UK, and extensive programs from Norway to South Africa. (Distance/Faraway 1995) In recent years, complete post-secondary degree programs have begun to appear.

2.2 K-12 Education The most rapidly-growing distance learning sector is the pre-university age group - what in the U.S. is referred to as K-12. This is usually in the "form of curriculum enrichment modules and ongoing telecommunications projects" (Sherry 1994) This is an exploding market, and Universities are increasingly providing advanced course programs for middle school students ¯ courses for which there is not enough demand at their local school to allocate the resources, but which can prove profitable when made available to students at all of the area K-12 schools.

2.3 Disabled and Homebound Individuals who cannot easily travel, including senior citizens and the disabled, are natural candidates for distance education. Some people also may not be able to physically manipulate the technologies required ¯ a situation which will worsen as technologies evolve, unless specific action is taken to reduce the problems. Devices exist to alleviate physical barriers, and need to be incorporated in instructional designs.

2.4 Non-Native Language Speakers Increasing population migration has led to a growth in the numbers of people in all areas who are non-native language speakers, and who are unable to comprehend the classes normally on offer. (Day 1994)

2.5 Shift from Industrial to International Service Sector Economy 1956 saw the number of white-collar workers in the U.S. surpassing the number of blue-collar workers. By 1987, over 50% of the labor force in the U.S. could be categorized as "information workers." (Baker 1994) This has contributed to a number of factors which must be considered:

2.5.1 Changing Work Patterns: There has been an increase in alternative work arrangements, including flextime and work-at-home arrangements. Coupled with the flattening of institutional hierarchies engendered by new management theories (e.g. Total Quality Management), this has led to greater individual responsibility and thus increasing learner autonomy. To maintain currency, workers increasingly need to collaborate "with widely dispersed colleagues and peers whom they may never have seen." (Sherry 1994)

One effect has been a strong trend towards having programs delivered to companies, especially in global corporations. Cathay Pacific airline executives in Hong Kong, for example, are enrolled in 3-year distance education MBA programs through the University of Michigan. (Stewart 1995) For many workers, taking a year or two off from work to go back to school is an increasingly unacceptable tradeoff. It is much tougher to look for another job afterwards, despite new training, since the training may not directly relate to the changes in the job which have come about during those years. (North 1995)

2.5.2 Changing Social Patterns: Traditional desires continue, such as the opportunity to hear speakers and take courses which would otherwise be unavailable in the local community. Expanding global awareness has also led to an interest in other cultures and desire for exposure to different social, cultural, economic, and religious environments. (Chadwick 1995 - p16)

More significantly, the rising cost of living and tightening labor markets have led to more two-income families. It is no longer possible for many to return to school while their spouse works to support the family. And there is an increasing need to balance academic involvements with work and family commitments. People are less able to pick up and move for whatever reason.

2.5.3 Changing Education Patterns: Changing work patterns are leading in the direction of lifetime learning. Increasingly rapid changes in the work environment are bringing about a need for periodic retraining. There is a growing demand for employees with diverse and continually evolving skills, unlike the industrial era when the skills needed for different jobs were relatively fixed. (Toffler 1990)

Adults especially need to be able to begin courses at any time, rather than at the beginning of the traditional semesters. This usually involves self-paced tutorials, with some computer interaction (e.g. the continuous registration policy at Athabasca University). (Howard 1993)

Many of these patterns result in distance learners who are older than traditional campus students, and "they are usually self-directed, experienced, and motivated by extrinsic factors such as job promotion and salary" (Knowles in Howard 1993)

1. Introduction / What is Distance Education?
3. Changing Needs / Roles of Providers

last revised 5 March, 1996

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