JCMC 4 (2) December 1998

Message Board

Table of Contents

• Abstract
• The Challenge Facing Universities
• The Era of Lifelong Learning
• The Limitations of Existing Teaching Frameworks
• Traditional Distance Learning
• The Information and Communication Era: Widening Opportunities
• Traditional Higher Education in the Information and Communication Era
• Evaluation
• Integrating Learning Technologies: Impediments and Factors Promoting It
• The Implication for University Strategy
• Conclusion
• Footnotes
• References
• About the Authors

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Universities Won't Survive
Source: An Interview with Peter Drucker, Forbes Magazine, March 10, 1997, pp.126-127.

"Thirty years from now, the big university campuses will be relics. Universities won’t survive… Do you realize that the cost of higher education has risen as fast as the cost of health care? …Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that the system is rapidly becoming untenable. Higher education is in deep crisis… Already we are beginning to deliver more lectures and classes off-campus via satellite or two-way video at a fraction of the cost. The college won’t survive as a residential institution."
.....Or Will They?

Abstract

Technology-Mediated Learning and Distance Learning (TML/TMDL), and particularly asynchronous learning through the Internet, are becoming major vehicles for fulfilling the needs of Lifelong Learning (LLL). A hybrid model of studies using technological means is leading to the development of a new pedagogy of learning and teaching. Various new models of higher education are evolving in North America and around the globe, in response to LLL needs and to the new opportunities that are becoming available through the integration of learning technologies. These models are described and discussed in this paper, for the benefit of those who are interested in or are partners to higher education, and in particular the policy makers. Traditional universities can adopt some of these models, while other models may call for the creation of new types of institutions of higher education. Most institutions will find that a joint effort is necessary for reaching the critical mass required for providing their educational system and their faculty with a generalizable, scalable and sustainable TML solution. Creating such coalitions will turn out to be a challenge in and of itself.

The Challenge Facing Universities

The Era of Lifelong Learning

Throughout the world, the post-secondary learning market has become one of today’s growing markets, both in developed nations (Ghazi & Irani, 1997)² and in developing ones. Increasing competition, the need to keep up-to-date professionally, along with a rising standard of living and more leisure time, have combined to make studying an ongoing process – lifelong learning (LLL).

The studying population has not only grown larger; it is becoming older, on average, and has additional obligations - mainly work and family. As a result, there is an increasing demand for a flexible learning framework, one that does not tie the learner down to a specific time or place. Differences between individuals also require an adaptable pace and mode of study, suited to personal abilities and distinct learning styles. The adult learning market is becoming increasingly competitive and full of opportunities, both for existing institutions and for new entrants.

Hanna (1998) claims that: "throughout the industrial era, the system has focused upon serving the educational needs of youth to prepare for a lifetime of work. Today it is clear that the future will involve a lifetime of learning in order to work."

The Limitations of Existing Teaching Frameworks

Traditional university studies offer an impressive array of advantages, both in theory and in practice. When these advantages are realized in the classroom - in an encounter between an excellent instructor who is also a first-rate scholar and bright students – an optimal learning situation can be obtained.

However, traditional learning can no longer satisfy all learning needs, for the following reasons: (1) High quality learning depends, to a large extent, on finding a sufficient number of suitable lecturers; (2) Studies in public research universities are expensive; thus, accessibility is usually limited and subject to budget cuts and restrictions; (3) Traditional learning is limited to a particular place (the classroom on campus, which is also expensive to set up), a specific time, and a uniform pace.

Traditional Distance Learning

Distance learning provides answers to the problems of availability (accessibility and cost) and the demand for flexibility (time, place and pace) of learning. Traditional distance learning methods (utilized by open universities around the world) mainly use textbooks and other written materials (which replace lecturers), and supply students with varying degrees of individual support (academic and administrative). Under this model, distance learning is essentially self-learning, and requires great will power and self-discipline on the part of the student as well as suitable learning skills. Such studies often suffer from an inferior public image and/or low popularity compared to studies conducted at traditional universities, either due to low-quality academic materials and poor academic control, ³ or because of the difficulty of dealing alone with complex learning materials. The relatively low rate of success of these distance courses, and the even lower rates of those completing their studies and obtaining degrees, have contributed to the poor image. (It should be noted that the relationship between the distance teaching method and these results is not necessarily a causal one, since there is no way of separating these findings from the open admissions policy and student level characterizing most open universities.)

The Information and Communication Era: Widening Opportunities

With the inception of computer technology in the 1980s and developments in communications technology in the 1990s, the potential for improving the quality and effectiveness of distance learning has grown. This has resulted in the development of a variety of learning technologies and the incorporation of a number of new elements into distance learning: video films, multimedia courseware, and live lessons delivered to remote classrooms. Until the mid 1990s, the integration of such educational technologies was only partly successful, for methodological reasons, and due to considerations of cost and accessibility.

Today, we are at the threshold of a new era in which technological learning solutions are developing into effective applications: The Internet has become an essential communications platform; private Intra-net networks are providing specific organizations and populations with higher levels of Internet service; technological learning environments are being developed; a wide range of improved graphic means of presentation are available; and simple, user-friendly means of desktop production are providing solutions which, until recently, required large, expensive facilities. Continuous improvement in Internet capabilities - both in terms of applications and transmission rates – is transforming it into a vehicle for the delivery of an ultimate learning environment for distance learning in the 21st century.

Technological advances have made synchronous (same time) distance learning both viable and effective, primarily through video-conferencing and satellite systems. Combining this with asynchronous Internet-based delivery makes it possible to provide first-class teaching by excellent instructors to distant students while maintaining interaction between instructor, students and peers. ⁴ The technology allows the same experts who prepared the learning materials also to take command of and guide the learning process (unlike traditional distance teaching, where they were usually not involved in the actual teaching).

As a result, there is a growing trend in the US (where distance learning, until recently, was not held in high regard) to utilize various means for distance education (correspondence, extended classrooms, and recently, web-based online courses)⁵.

Traditional Higher Education in the Information and Communication Era

The growing demand among learners for improved accessibility and convenience, lower costs, and more direct applicability of contents to work settings is beginning to change the higher education environment (especially in the US and Canada). Technological developments (e.g., WWW, digital satellite technology, and innovative applications of virtual reality) are having dramatic effects on learning environments at all levels. New teaching and learning styles are being developed: learning based on prepared electronic materials; on-going interaction between partners in the learning process; learning by doing; and collaborative learning (Harasim et al., 1995)⁶ There is a shift from lecturing and telling ("sage on the stage") to facilitating and guiding ("guide on the side").

Major developments are taking place worldwide in higher education, with North America leading many of them (see Hanna, 1998). Most universities, including the leading ones, are in the process of integrating advanced technologies into their regular on-campus teaching methods. These are usually asynchronous modes (that allow for any-time, any-place, any-pace learning and are generally delivered via the Internet) that are intended to supplement traditional (synchronous) on-campus teaching. In the US, the Sloan Foundation, which coined the term ALN - Asynchronous (or Any time - Anywhere) Learning Networks, has actively advanced the integration of asynchronous learning technologies into university teaching (Mayadas, 1977)⁷ Universities that participated in the ALN endeavor soon discovered that it enabled them to provide distance learning and cater to students learning off-campus, in addition to on-campus teaching. As a result, a growing number of universities have adopted dual teaching methods. The recent announcement made by Stanford University that it will soon be offering its first completely online degree program - for a masters in electrical engineering – exemplifies this dual trend. Oxford University is also planning to include remote students in its top programs.

The successful implementation of technologies in leading universities has, among other things, increased the status of distance learning and is beginning to blur the distinction between on-campus and distance learners. An impressive example of courses taken simultaneously by students on-campus and by distance learners (who may be regular students who choose to study at home instead of coming to the campus) are the computer science courses taught by Professors Murray Turoff and Roxanne Hiltz at NJIT since the 1980s. In a series of papers and books, they reported that assessment studies show that there are no differences in terms of learning effectiveness between students studying on-campus and distance learners. Assessment studies have shown no significant differences in performance between these two groups of learners (see Hiltz and Turoff, 1993). Turoff (1997) claims that a paradigm shift is occurring in teaching, learning and training. He predicts that the distinction between distance and on-campus students will disappear, and students will act as intelligent consumers who will determine the appropriate combination of courses delivered electronically and physically.

The next phase, which is evolving naturally, is the formation of coalitions and alliances among universities and other teaching bodies. A number of coalitions of individual universities have recently been formed, primarily for the purpose of technology-mediated teaching. An interesting example is the Western Governors’ University (WGU) initiative, which incorporates 14 central and western states (not including California). This initiative reflects two interesting trends: (1) skill-oriented studies - to answer market needs and demands for greater accountability; and (2) a coalition of teaching bodies (including a pre-designed accreditation system)⁸. WGU and the British Open University have recently announced that they are joining forces to create Governors’ Open University System, ⁹ thus providing a vast variety of existing distance learning (DL) courses to new target populations. The State of California, with its Virtual University (CVU), provides students with a choice of 1,600 courses offered by 95 schools, all of which are available entirely online. The CVU Foundation includes the state's main universities - the University of California, California State University and the California Community College Organization - and several high-tech companies such as Sun Microsystems, Cisco Systems, Pacific Bell and Oracle.

Inter-university networks require common curricula and mutual academic accreditation. Within the current academic establishment, these may constitute stumbling blocks to achieving academic cooperation. However, this problem can be solved in various ways (even if only through the intervention of external bodies), such as the mutual recognition system in British Columbia, Canada, which produced a "Recognized Course Catalogue" on the Internet, which is open to everyone.¹⁰

As the marketplace becomes a global one, new initiatives in the form of international cooperation and global universities are emerging. MBA programs were the first courses of study around which the international initiatives began to develop. These global initiatives often take the form of a "virtual university".¹¹ Hanna (1998) claims that neither language nor distance are barriers to access when using new technologies, but cultural norms and patterns represent formidable obstacles to learning across political and cultural boundaries. Consequently, it is not at all clear which other programs will join this trend.

Developing effective learning solutions that combine advanced technologies with methodology and pedagogy has led to collaborations with relevant business partners. An example is the collaboration between the Open University of Israel ¹² with the Gilat and Arel companies in establishing OFEK, an interactive distance learning system utilizing satellite communication, which has received worldwide recognition (Beller, 1997). Other examples include the collaboration between the University of Colorado and RealEducation in developing and establishing an asynchronous study system through the Internet, ¹³ and between UOL Publishing Inc. and Georgetown University, George Mason University, Berkeley, and others, in jointly creating and distributing interactive online courses. Another phenomenon arising from technological developments and budgetary pressures is that of non-profit organizations entering into business ventures which are opening up in the field. One example is Online Learning Net, a for-profit business venture involving UCLA, which is a state university, and Sylvan.¹⁴

Textbook publishers are also likely to become key players in this arena. Noam (1997) claims that developing sophisticated, continuously updated electronic courses using the most effective and prestigious lecturers can make traditional university teaching seem boring by comparison. This is exemplified by UOL Publishing Inc., which produces on-demand Web-based courseware for corporate training and the educational market. A somewhat related phenomenon ¹⁵ that is beginning to come to the attention of the public in the US is the formation of ad-hoc associations of lecturers, to market specific courses to independent bodies.

Evaluation

An extensive list of research studies has been gathered by Russell (1996) and titled ‘No significant difference phenomenon’. The main conclusion of all of the surveys included in this report is that the study means make no difference in terms of learning achievements.

Hiltz (1994, 1997) reported that dropout or incomplete outcomes are somewhat more prevalent in asynchronous based courses (ALN) than in traditional courses, ¹⁶ while grade distributions for those who completed the courses tend to be similar. In addition, the overall ratings of courses by students who complete ALN courses are equal or superior to those for traditional courses . Hiltz claims that ALN delivery is not merely a ‘different’ way of doing the same thing; it is likely to change the nature and structure of higher education.

EvNet (a Canadian consortium) is carrying out an extensive evaluation project of the role of technology in delivering education and training. ¹⁷ EvNet has a dual general objective: (1) To conduct a comparative evaluation of alternative means of delivery of education and training in terms of outcomes of learning effectiveness and cost efficiency, and (2) To evaluate the impact that collaborative learning using new technologies has on learning.

In general, evaluation research in this area, whether quantitative or qualitative, is scarce. There is an urgent need for conducting systematic and rigorous evaluation research to further improve the understanding of the impact and effectiveness of these new learning environments.

Integrating Learning Technologies: Impediments and Factors Promoting It

Along with the positive prospects of harnessing technology for learning, certain other aspects should be taken into account in planning the integration of technologies into higher education: (a) Personal preference for traditional study, the difficulty of self- and distance learning, the appeal of studying at a leading university, and the social aspect of studying on campus, are a few of the factors which will ensure the continued leading status of the traditional higher education frameworks for those who are accepted and for whom the campus is physically (and financially) accessible; (b) Traditional university faculty may express passive opposition (lack of cooperation) or even active resistance (such as the recent strike by the faculty of York University in Canada, who wished to secure their livelihood in the information age) to the integration of technologies into the learning process. Pioneering faculty members who choose to implement novel teaching methods are still few in number (only 5-10% in universities which have significant technology-mediated programs), and they have not as yet succeeded in motivating others to join them.

On the other hand, a number of factors are expected to hasten the integration of technology into academic teaching: (a) Public funding of universities is steadily declining the world over, and the use of technology provides an opportunity for making the teaching system less costly and more effective. ¹⁸ (b) Universities are facing increasing demands for accountability: they must provide solid evidence of thoughtful and effective use of the huge public resources at their disposal. Here too, technology will play a part. (c) There is an increase in the level of consumer awareness among potential students (and among parents who often pay their tuition) regarding the quality of the teaching they receive.

The Implication for University Strategy

The leading universities will certainly wish to preserve their lofty status, in teaching as well as in research. Therefore, they should give serious consideration to providing answers to the growing and special needs of the lifelong learning era, in order not to leave the field open to other institutions (local or foreign), even if the latter are capable of providing high-quality teaching (at least at a level not leading to research). In addition, it is believed that most students will continue to prefer the ‘green campus lawns’ to distance study, even if the latter emanates from elite universities. However, conservatism and inertia on the part of the universities could prevent them from answering the growing demand for lifelong learning, a demand that will sooner or later be met by other bodies - existing or new. An example of an alternative framework in the US, which is specifically aimed at the adult, working student population, is the University of Phoenix, which functions as a distance learning business network within and outside the US. This university utilizes both traditional methods and technologically-mediated distance teaching methods. ¹⁹ An inevitable result of passiveness and resistance to change will be a decrease in the role played by traditional universities in the higher education market, which in the long run may have a negative impact on their quality and reputation.

Integrating educational technology into teaching will enable leading universities to adapt to changing needs while preserving their status. This can be done in two realms: (a) the inner realm of on-campus instruction, and (b) the outer realm, which reaches new target populations through distance teaching.

(a) Inner realm: Technology at the service of regular campus instruction

Learning technologies provide universities with the opportunity for improved and more effective teaching of on-campus students through the integration of electronic multimedia learning materials, special simulations and demonstrations; accessibility to a variety of knowledge data bases and experts; continuous contact with instructors and peers; better utilization of lessons for discussion and amplification (instead of the instructor's dictating the material to the students). ²⁰

Integration of technologies in on-campus teaching entails strategic planning for the university as a whole. The following matters should be carefully addressed:

1. The desired goals to be achieved by the integration of technologies: improving the quality of teaching; greater effectiveness (pedagogically, economically and organizationally); using technology for enrichment or as a central delivery mode; will the end products (e.g., online courses) be open to the public (as public goods).
2. Which types of courses lend themselves to an initial TML implementation plan: all courses; introductory large courses; advanced courses, complex courses; other.
3. Who will lead the integration initiative: Will it be regarded as a revolution led by top management, or as an evolutionary process that relies mainly on local initiatives and personal motivation.
4. Organizational aspects: centralization /decentralization of the process; creating a general infrastructure, providing a suitable learning environment and a set of sound pedagogical tools; the support system (for applications, faculty and students).

The challenge facing the universities is to try to implement these improvements at no additional cost - to restructure the teaching system through the use of technology for more effective utilization of current resources.

(b) Outer realm: Virtual campuses

Universities will be able to reach out to new student populations that they have an interest in serving. They will be able to provide services, such as continuing education (e.g., to engineers, teachers and doctors), and cater to students who meet admissions requirements but who cannot physically attend the leading universities’ campuses for various reasons.

The way to effectively answer the needs of these students is through technology-mediated distance teaching (TMDL). Integrating asynchronous means of delivery (generally as the major part of learning) and synchronous ones offers a very satisfactory learning solution. The synchronous mode, although proportionately smaller, provides the added value of presenting a complete picture of the subject matter, enabling clarification of complex or difficult topics, providing for real-time interaction and allowing for student socializing.

A decision to use technologies for outreach would entail even more profound consideration of the issues relevant for on-campus implementation, as well as the following:

1. Level and type of studies: regular academic studies; professional training; enrichment studies.
2. Types of populations: anyone who cannot study on-campus but meets a minimum cut-off point for admissions; focusing mainly on special populations (e.g., the working population, remote populations, physically disabled populations).
3. Modes of teaching and learning: integrating synchronous technologies for replacing on-campus teaching; effectively combining synchronous and asynchronous modes of learning; maintaining interaction between all partners in the learning process.
4. Collaboration: with other teaching bodies; strategic alliances with technological- business parties.

Conclusion

The above analysis calls for universities to examine their academic and administrative structure (internal and external) in the face of the era of lifelong learning in a technologically-rich environment. Each institution of higher learning will need to tailor its own TML strategy to fit in with its vision, mission and aims, taking into account its relative strengths and weaknesses.

Large leading universities can consider using their own resources to develop the necessary solutions (in terms of infrastructure, methodology and contents). The ability to reach a critical mass of TML is currently in the hands of very few institutions, and others will need to form coalitions. Such coalitions could offer full technology-mediated programs of study, rather than separate courses that would make no significant impact on the system as a whole. They could provide their members with a generalizable, scalable and sustainable learning solution. Unfortunately, since universities generally wish to preserve their autonomy, the establishment of such coalitions is rather unlikely. Bridging the gap between the reality of stand-alone operations and the need for pooling resources will turn out to be a challenge in and of itself.

 

Footnotes

¹ The term "leading universities" refers to research universities and prominent institutions of higher learning.

² The total scope of the learning market in the US in 1995 was estimated at $262B, of which $189B (72%) was devoted to higher education, and $60B (23%) to corporate training.

³ These phenomena are prevalent in the US, but not true of the high-quality materials produced by open universities in England and Israel.

⁴ Interesting examples of combinations of synchronous and asynchronous learning can be found at MIT [http://www-caes.mit.edu/], Stanford University [http://stanford-online.stanford.edu/], Rensselaer Polytechnic Institute (RPI) [http://www.rpi.edu/], The New Jersey Institute of Technology (NJIT) [http://eies.njit.edu/~hiltz/] and Rutgers University.

⁵ A list of Web-based courses can be found at [http://database.telecampus.com/home/]. See also Peterson’s guide to distance learning [http://www.petersons.com/dlearn/]. For a list of institutions involved in Web-based courses see: [http://geteducated.com/dlsites.htm]

⁶ See [http://www.telelearn.ca//].

⁷ For a list of leading universities participating, see [http://www.aln.org/alnweb/grantees.htm].

⁸ See [http://www.westgov.org/smart/vu/vu.html].

⁹ See: [http://www.wgu.edu/wgu/about/release19.html]

¹⁰ See: [http://www.bccat.bc.ca].

¹¹ For a list of Virtual Universities, see: [http://www.vu.org/index.html].

¹² See [http://www19.openu.ac.il/Thechnolog/].

¹³ See [http://cuonline.edu/index-CLAS.cfm]

¹⁴ See: [http://www.OnlineLearning.net/].

¹⁵ See [http://tenb.mta.ca/phenom/phenom1.html].

¹⁶ See also: [http://www.aln.org/alnweb/journal/issue2/hiltz.htm], and [http://eies.njit.edu/~hiltz/workingpapers/philly/philly.htm];]

¹⁷ See [http://socserv2.mcmaster.ca/srnet/part98.htm].

¹⁸ Thus, for example, CSU intends, through comprehensive use of technologies, to increase its student body from 330,000 to 500,000 during the next 5 years without any significant increase in public spending.

¹⁹ See: [http://www.uophx.edu/uop/_campus.htm].

²⁰ For an example of an extensive on-campus integration of technologies, see Wake Forest University, hyperlink at [http://www.wakeforest.edu/].

References

Beller, M. (1997). Integrating technology into distance teaching at the Open University of Israel. ALN Magazine, 1, March 1997. http://www.aln.org/alnweb/magazine/issue1/beller.htm#1

Ghazi, K., and Irani, I. (1997). Emerging trends in the $670 billion education market. In K. Ghazi (Ed.), The adult education market: A comprehensive guide. New York: Lehman Brothers Education Services, 1997.

Harasim, L., Hiltz, S. R., Teles, L., and Turoff, M. (1995). Learning Networks: A Field Guide to Teaching and Learning. Cambridge, MA: MIT Press.

Hanna, D. E., (1998). Higher education in an era of digital competition: Emerging organizational models. http://www.aln.org/alnweb/journal/jaln_vol2issue1.htm#hanna.

Hiltz, S. R. and Turoff, M. (1993). The network nation. Cambridge, MA: MIT Press.

Hiltz, S. R., (1994). The virtual classroom: Learning without limits via computer networks. Norwood, NJ: Ablex Publishing.

Hiltz, S. R. (1997). Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results. Journal of Asynchronous Learning Networks, 1, 2. http://www.aln.org/alnweb/journal/issue2/hiltz.htm

Mayadas, F. (1997). Asynchronous Learning Networks: A Sloan Foundation Perspective. Journal of Asynchronous Learning Networks. 1, 1. http://www.aln.org/alnweb/journal/jaln_issue1.htm#mayadas

Noam, E. M. (1997). Will books become the dumb medium?. Keynote address at EDUCOM ‘97, Minneapolis, MI. http://www.educause.edu/pub/er/review/reviewarticles/33218.html.

Russell, T. L. (1996 ). The no significant difference phenomenon. http://tenb.mta.ca/phenom/phenom1.html

Turoff, M. (1997). Alternative futures for distance learning: The force and the darkside. Invited Keynote Presentation at the UNESCO / OPEN UNIVERSITY International Colloquium, April 27-29: Virtual Learning Environments and the Role of the Teacher, Open University, Milton Keynes. http://eies.njit.edu/~turoff/Papers/darkaln.html

About the Authors

Michal Beller is an Associate Professor of Psychology at the Open University of Israel. She received her BA (Psychology and Statistics), MA (Psychology), and Ph.D. (Psychology) from the Hebrew University of Jerusalem. Dr. Beller established and directed "Shoham" - Center for Design of Distance Teaching Methods at the Open University of Israel (http://www.aln.org/alnweb/magazine/issue1/beller.htm#1). Her fields of specialization are: Measurement and Evaluation and Educational Technology. In her previous position Dr. Beller directed the Israeli Inter-University Center for Testing and Evaluation (NITE), an independent body which designs and operates the entrance examinations into Israeli Universities.
Address:Department of Education and Psychology, The Open University of Israel, 16 Klausner St., Ramat-Aviv Tel-Aviv 61392 ISRAEL.

Ehud Or has a B.Sc. in Industrial and Management Engineering from the Technion in Haifa, and a Master in Business Administration (MBA) from Tel Aviv University. Mr. Or served as Director-General of the Open University of Israel (OUI). While fulfilling this position, Mr. Or promoted and encouraged the integration of technology into the OUI study method. In particular, he was involved in setting up and directing "Ofek" – an interactive distance learning system via satellite. Currently, Mr. Or is working toward the initiation of a company that will deliver technology-mediated training and learning, and serves as a private consultant in this area.
Address: 1 Sharet St., Netanya 42245 ISRAEL.