Historical aspects of distance education
Table of contents: The Kazakh-American Free University Academic Journal №1 - 2010
Author: Bordiyanu Ilona, Kazakh-American Free University, Kazakhstan
Distance education allows realization of
two fundamental principles of modern education - education for all
"and" lifelong education".
Conditions for the existence of humanity on
the threshold of the XXI century require a transition to a new strategy of society
development based on knowledge and highly educational technologies. Under these
conditions, one of the major problems of the world community is the educational
system formation and making it meet the challenges of the time. The feature of
the educational system in the beginning of the XXI century must be the greater
availability of education provided by the extensive use of new educational
technologies, including distance learning and self-education using information
and telecommunication technologies.
Strategically, distance learning can be
called the educational system of the XXI century. The results of the scientific
progress, previously concentrated on technology, today is concentrated in the
information sphere. Professional knowledge become obsolete very quickly, it
must be continuously improved. Distance form of education allows you creating a
system of continuous learning, sharing information worldwide and providing a
system of equal opportunities for all, regardless of social status and geographical
location. It is able to respond flexibly to the needs of society and ensure the
implementation of the constitutional right to education.
Today distance education is the subject of
research. Every day brings new techniques. The specialized seminars and
scientific conferences on this subject are conducted. On the Internet you can
find a lot of resources about distance learning programs.
But, despite this, distance learning is not
a new phenomenon. Accelerated degree programs have been widespread for many
years. One of the newest trends is the instructional television, but,
nevertheless, it has decades of existence. At the present time we feel a
"virtual rush" of distance learning because of the appearance of the
Internet.
Over the past few years the popularity of
Web-based technologies has increased, the same way as free access to the
Internet has influenced the increase of the number of Internet users. With the
Internet, we can enjoy direct access to various resources media worldwide. The
potential of Web-based technologies necessitates existence of teachers, as
these technologies make it possible to combine educational resources scattered
around the world, something similar to “bespoke” multimedia databases created
for their own educational goals.
Distance learning is widely taking
advantage of the new information and communication technology, allowing
education to enter the mainstream of the queries posed by the emerging
information society, as the future of education is for distance learning.
History tells us that Christ gathered
disciples and taught them to his faith. His teaching spread as far as possible,
and his apostles, including St. Paul recorded the lectures, and they
distributed them among the priests and asked them to read these lectures in
parishes. Therefore the question: who is the founder of distance education - Russia, Britain or other countries - (and such discussions have recently taken place) - can be
considered closed - distance education has been known since ancient times and
is inherently international.
If we talk about distance education as a
philosophy, methodology, then it may be noted that it’s been a long time since
people strove to organize distance learning, learning not only in the
classroom, in the presence of the lecturer. At the heart of the development of
distance learning there is the principle of separation of the university and
the student.
Next there are two directions: the first (a
form of asynchronous learning) – is a remote student. This trend has
historically taken shape as an accelerated degree program. The second direction
(synchronous learning, or distance learning in the modern sense) – is the
remote class, teaching it for a synchronous interaction between the tutor and a
group of students. Here it is clear that synchronous and asynchronous learning
fundamentally different, but they are interlinked and reinforce each other.
The idea of learning from others at a
distance is not new. In 1840 Isaac Pitman through the mail began to teach
stenography students in the United Kingdom, becoming, thus, the ancestor of the
first distance education course. In the 50’s of XIX century in Germany, Gustav Langenshaydt published his "educational letters" as a tutorial in
the language for adults.
An opportunity to receive higher education
at a distance appeared in 1836, when in the United Kingdom University of London
was founded. Students that had been studying at the accredited educational
institutions were allowed to pass examinations conducted by the University. Beginning
with 1858, these examinations were open to candidates from around the world,
regardless of where and how they were educated. This situation led to a number
of colleges offering courses by mail in accordance with the university program.
In the 70’s of XIX century in America several steps to distance learning were taken, for example in 1873, Anna Eliot Ticknor
(Ticknor's Society), took as a basis the British program «Society for the
Encouragement of Home Study», and in 1874, a training program was offered by Illinois State University.
In Pennsylvania, a daily newspaper entitled
"Koleri Inzhinie" started publishing educational materials aimed at
improving the technology of mining and preventing accidents in mines. These
publications were popular and had a great success; so in 1891 there was
designed an independent course, which served as a model for training programs
to mail a variety of subjects. William Rainey Harper is considered America's
"father of education by mail» in 1892 established the first university
department of distance learning at the University of Chicago, began
experimenting with extra-curricular teaching at the Baptist Theological
Seminary. In 1906, teaching by mail was introduced at the University of
Wisconsin.
Quite early distance education appeared in
Australia. In 1911, the university-level courses began its work in the
University of Queensland in Brisbane. In 1914 training was provided by mail to
the program of primary school children living away from regular schools. Students
of Teachers' College in Melbourne conducted their lessons, using e-mail. Soon
this practice spread to secondary schools and technical colleges. Similar
systems have been used for students in Canada and New Zealand. In 1938, in Victoria (British Columbia, Canada) the first meeting of International Council for
Correspondence Education was hosted.
After the 1917 revolution distance
education began to develop in Russia. It offered various courses at various
levels. A special "consultative" model of distance education was
developed in the Soviet Union, the name of which literally meant
"education without visual contact (accelerated degree program). By the
60’s of XX century in the USSR there were 11 accelerated degree universities
and many accelerated degree faculties in traditional universities. After the
Second World War, the Soviet Union followed the example of other countries in
Central and Eastern Europe.
A State Center for distance learning via
mail services was established in Western Europe, France in 1939, for the
purpose of training children who could not attend school, (Centre National
d'Enseignement à Distance, CNED). Now, this center has become the
largest institution of distance education in Europe. In 1946, University of
South Africa, UNISA made a transition to distant learning.
Founded in 1969 Open University of the
United Kingdom, UKOU has had a tremendous impact on the system of distance
education: educational institutions, leading distance learning, appeared in a
number of countries mainly in Europe and Asia. Among them there is Universidad
Nacional de Educación a Distancia (UNED) in Spain (1972), Allama Iqbal
Open University (AIOU) in Pakistan (1974), Sukhothai Thammathirat Open
University (STOU) in Thailand (1978), Korea National Open University, (KNOU) in
Korea (1982), Universitas Terbuka (UT) in Indonesia (1984) and Indira Gandhi
National Open University (IGNOU) in India (1985).
History courses by mail and distance
learning demonstrate the existence of several stable characteristics of this
form of training. Distance education provides a full range of skill levels from
basic to higher education and is aimed at people of different ages: from
infants to middle-aged people. Range of disciplines taught this way is
unusually wide. Methods applied are no less varied and include correspondence,
the use of printed materials, radio and television, workshops and public
examinations. Distance education systems are organized in both developed and
developing countries, in large as well as in small countries.
Problems, social and historical turmoil
that caused the emergence of these systems are different: the geographically
dispersed or displaced populations, imperialism and independence, wars and
revolutions, industrialization. In the new millennium because of the movement
of humanity towards the informational society distance education will play an
increasingly significant role, demonstrating its flexibility and variety of
forms.
If we look at the history of distance
education at a certain angle, we can see that the progress made in the course
of its development achievements belongs to several "generations". Garrison
(1985) and Nipper (1989) were among the first who used the term
"generation" to describe the three stages of development of distance
education, "which are historically associated with the development of
production, transport and communication technologies."
The most of "first generation"
distance education were handwritten and printed material. Manuscripts were used
for many centuries. The emergence of printing made it possible to issue
low-cost textbooks. Since the middle of the XIX century, extensive railway
system and rapid and efficient public postal service would deliver educational
materials to a large number of geographically dispersed students. In addition
to shared textbooks a limited edition of special teaching aids was issued,
which included lists of required literature and sample questions selected by
the leading teaching instructors in the mail.
The invention of radio in the 20’s of XX
century led to the radio courses consisting of a series of interviews. Sometimes
these courses were supplemented by printed materials and classes. In the 50’s
television courses were actively developed and coupled with the release of
textbooks, classroom, and from time to time exam supervision.
The emergence of Open University of the
United Kingdom, UKOU in 1969 marked the beginning of the "second
generation". At this point distance education began to adopt an integrated
approach to learning using the variety of tools, where printed materials had a
dominant position. Open University of the United Kingdom developed a huge
number of high-quality teaching materials specifically designed for distance
learning. One-sided interaction of University with students was done via
printed material, supplemented by radio and TV shows (audio tapes were extended
later). Two-way interaction between tutors and students was carried out through
correspondence, face to face consultations, and short courses domiciliary. This
model was highly valued in the preparatory phase. However, after all the
necessary materials and training programs for each new student were created,
that did not require a lot of expenditures.
"Third generation" of distance
education based on the active use of information and communication
technologies, offered two-way communication in various forms (text, graphics,
sound, animation) both synchronously (“in the same time "- in the form of
video or audiographic conferences, that was equally popular in North American
educational institutions) and asynchronously (not at the same time - using the
e-mail, Internet or teleconferencing). These technologies can be used as a
supplement to a course in first-and second-generation, or used independently. In
both cases, they can facilitate the interaction between mentor and student,
between student and student and between student and different types of learning
resources. Reducing the initial investment in the development and
implementation of technology, the model of distance education can reduce the
initial fixed costs, however, variable costs (for example, for each student)
will be higher than the distance education for the second model.
Development of distance education is
experiencing a significant influence of various factors, among which there are
efforts to spread higher education, the emergence of distance education of the
second generation and increased government spending. Some impact is also
changing the nature of the workforce: to improve career opportunities for
people seeking a second degree or upgrade their skills. Obvious solution to
this situation can be distance format of education.
Relatively new phenomenon is the
involvement of the state in the active planning of higher education. Up until
the mid XX century, efforts were focused on universal coverage of secondary
education. This problem was basically solved in most (alas, not all) countries
in the mid 60's. Since that time the goal was set to improve access to higher
education for the masses, expanding continuing educational programs, improving
professional skills and training. Equally essential tasks required for
innovative solutions served as impetus to searching for new, innovative forms
of organization in higher education.
In the 60’s attention of those responsible
was drawn to look for opportunities to make education more democratic and
professional. Distance education was a means of providing educational services
to a wide range of people who want to learn, but who are unable or unwilling to
devote their time to teaching in the traditional form. Didactic foundations of
higher education could be greatly expanded to include alternative initiation to
knowledge, in which the students were trained to self-control and supervision
of institutions of higher education.
The main factor in determining the status
and quality of distance education has been the creation of Open University of
the United Kingdom. This event was important for the practice of distance
learning and demonstrated the implementation of the media in the learning
process.
In September 1963 Harold Wilson, a leader
of Labor Party, proposed the idea of creating "Essential University”,
which would have combined learning with capabilities of radio and television. This
idea came after Wilson met with the organization of distance learning in the
USSR and television education in the U.S., which enjoyed great success. However,
the proposal did not receive support and was even ridiculed.
In spite of many opponents, in June 1969
the royal charter left, giving the University the status of an independent and
autonomous institution with the right to issue diplomas and academic degrees. In
January, 1971, 25,000 students were enrolled at the first year of the
University.
The emergence of Open University of the
United Kingdom and its recognition as a full and competent university was the
impetus in many countries whose governments had a powerful argument in favor of
non-traditional ways of development of higher education. This argument was used
extensively in discussions with supporters of academic traditions. Educational
institutions, similar to Open University of the United Kingdom, began to appear
in different parts of the world, and the state played a leading role in their
creation.
Later, under pressure from the government
and as a result of competition for students, many traditional universities
revised their structure, curriculum and programs, forms and methods of
learning, realizing the necessity of using new technologies and introduction of
distance learning courses.
Increased public spending, public pressure
and demands of time resulted in the 60’s – 70’s in increase of government
allocations for higher education. The apparent success of widespread
implementation of distance forms of teaching through the establishment of Open
University of the United Kingdom, persuaded the governments of different
countries to invest in the development of both new and traditional educational
institutions, contributing to the spread and diversification of teaching
methods.
Attitude toward education in society also
changed. It came to be regarded as a major factor of economic growth and social
development, contributing to solving national and global issues. Both developed
and developing countries have seen in education the formation of a guarantee of
their future prosperity. While developed countries have tried to retain and
strengthen its position in the global market, developing countries had a task
to overcome the chasm that separates them from developed countries in economic
and social plans. The processes of globalization and economic competition
between countries led to competition in technological and scientific fields and
create a need for skilled manpower. Field of education is one of the first
places in the list of investment priorities, involving both public and private
investment.
The history of distance education clearly
demonstrates the adequacy of its new needs of society, associated with
education, and relevance in different countries.
It also worth pointing that it is just one
model of the historical development of distance education. There are others
that represent alternatives to the development of distance education.
It is believed that the first attempt to
create a distance form of education was undertaken by Jan Comenius 350 years
ago, when he introduced illustrated books into a broad educational practice. He
also created the basis for a systemic approach to education, wrote his Great
didactics. Many researchers acknowledge his ancestor of distance education.
At the end of XIX century there was
correspondent training that was a progenitor of distance education. Now the
student could send their written work to teacher and receive comments and a new
batch of books by e-mail. These changes occurred because of the appearance of
regular mail service. To those who lived far from major cities and could not
learn in conventional schools this way of teaching was popular. For many people
it was the only way to get a serious education.
The history of distance education has the
Soviet roots. During the contacts between the countries of the former
coalition, UK scientists were interested in the Soviet experience of distance
education. In Britain, it was decided to form such a system of education. The
British Government has allocated significant investments for this project. Curricula,
programs, training manuals and educational technology were developed.
Prime Minister Harold Wilson took personal
control over the project of the world's first University of Distance Education
- Open University. The Open University was established by the Queen and the
Speaker of the House of Commons was appointed as the rector. Everything was
done for the university to become both massive and prestigious.
Currently, the development of distance
learning is influenced by two major factors: access to the Internet and its
quality. Typically, millions of users simultaneously use the Internet. The
higher is the number of people working simultaneously on the Internet the worse
is the performance. However, those students who have the advanced quality of
Internet connections are able to work with volume graphics Web-sites, good
quality audio, and even a small amount of video data. These people will have
the best quality. However, the material to reach each individual student should
be mostly in the form of text, but in some cases it is too restrictive. There
are also people who do not have access to the Internet because they do not have
it at all, or a place where they can access the Internet, is not a good fit for
study.
Another issue is that distance learning
should be interactive. Students should be able to communicate with teachers. In
the analysis of many existing learning systems is often found that the
interaction is limited to an opportunity to move through the system, and postal
communication with the lecturer and other students. At present, the possibility
of a good quality connection is not sufficient.
But, despite all the pros and cons, today
we can say that the emergence of distance learning as a new and efficient
technology in education are located in Kazakhstan at the stage of intensive,
but a complex development. Many universities of the republic to some degree or
another are involved in the process of creating conditions for development of
distance education. Naturally, Kazakh American Free University has been active
in introducing into the learning process of modern educational technologies. Since
2003 Kazakh American Free University provides opportunity of taking distance
learning courses from such universities as Seattle Pacific University, Indiana
Wesleyan University, Letourneau University, and receiving as a result a certificate
of a Western type. Also in 2006 Kazakh American Free University began to
cooperate and to continue working on the distance form of learning with Tyumen
State University, one of the most dynamic classical universities of Russia,
based on the best traditions of national science and education.
To sum it up, we can say that distance
learning is now in demand and, consequently, will develop rapidly as a modern,
affordable and efficient way to gain knowledge. This is the essential component
in the standard training at Kazakh American Free University, which will further
strengthen the position of the university in the education market, since this
has all the possibilities, both technically and intellectually.
REFERENCE
1. www.dist-edu.ru
2. www.hse.ru
3. www.ui.usm.ru
4. kampi.ksr.ru
5. www.distancelearning.com
Table of contents: The Kazakh-American Free University Academic Journal №1 - 2010
|