Distance Education:
Distance Education System & Study skills
Studies across the globe, comparing distance education to traditional classroom instruction,
indicate that teaching and learning at a distance are as effective as traditional
instruction, when the learning materials, method and technologies used are appropriate to
the instructional tasks and when student-to-student interaction and teacher-student feedback
are robust. The typical challenges posed by distance education are countered by
opportunities to:
Reach a wider student audience.
Meet the needs of students who are unable to attend on-campus classes.
Involve outside speakers who would otherwise be unavailable, and
Link students from different social, cultural, economic, and experiential backgrounds.
These days with advances in science and technology a wide range of technological options are
available to the distance educator. They can be grouped into four major categories namely
voice, video, print and web (Internet) options. Voice tools include passive or one-way
technologies (tapes, radio, etc.) and the interactive technologies (telephone, audio
conferencing, etc.). Video tools include still images such as slides, pre-produced moving
images (e.g., film, videotape), and real-time moving images combined with audio-conferencing
(one-way or two-way video with two-way audio). Print version in self-learning format is a
foundational element of distance education programs and the basis from which all other
delivery systems have evolved. Various print formats that could be used for distance
learning are: textbooks, study guides, workbooks, course syllabi, and case studies. With the
advance and affordability of communication technology, web or Internet based learning have
become reality. Technology plays a key role in the delivery of distance education. However,
the focus of the program is on the instructional outcomes rather than on the technology of
delivery. In other words, the main thrust is on the needs of the learners, the requirements
of the content and the constraints faced by the teacher, before selecting a delivery system.
Typically, this systematic approach has resulted in a mix of media, each serving a specific
purpose as touched upon below:
Print component provides much of the basic learning content in the form of learning
materials (which are in self-learning format), supplemented by suggested readings and other
support materials in print.
Interactive sessions provide real-time/face-to-face (or voice-to-voice) interaction (audio
or video conferencing). This has proved to be, among others, a cost-effective way to
incorporate guest speakers and content experts.
Computer conferencing (e.g., Chat session, discussion forum, bulletin board) or electronic
mail to send messages, assignment feedback, and other targeted communication to one or more
class members is also prevalent. This helps to increase interaction among students and
between students and teachers.
Pre-recorded video tapes/CD/DVD's are used to present class lectures and visually oriented
content.
Fascimile services are used, where affordable and required, to distribute assignments,
just-in-time announcements, receive student assignments provide timely feedback, etc.
Using this integrated approach, the task is to carefully select among the technological
options depending on students (infrastructural facilities available in their locality),
subject requirements (field visit, case studies, etc.) and institutional commitments. The
goal is to build a hybrid instructional media, meeting the needs of the learner in a manner
that is instructionally effective and economically prudent.
Distance education programs have been initiated with careful planning and a focused
understanding of course requirements and student needs. Appropriate technologies have
evolved through the efforts of many individuals and organizations, which rely on the
consistent and integrated efforts of students, faculty, facilitators, support staff, and
administrators. When instruction is delivered at a distance, additional challenges result
because students are often separated from others sharing their backgrounds and interests,
have few if any opportunities to interact with teachers outside of class, and rely on
technical linkages to bridge the gap separating class participants. Hence, the success of
distance education effort rests squarely on the shoulders of the faculty and resource
persons. In a traditional classroom setting, the instructor's responsibility includes
assembling course content and developing an understanding of student needs.
Need for Environmental Engineering Distance learning Courses
Rapid industrialization of developing countries has led to an increasing demand for
continuing professional development for environmental engineering personnel at all sectors,
including industrial and infrastructure management sectors. Recognizing the need for
continuing professional development, the Commonwealth of Learning (COL) provided five high
quality environmental engineering texts earlier developed through a UNESCO-COL partnership
to the Indian Institute of Sciences (IISc.) They jointly examined the relevance of, and the
degree of modification required for, offering at a distance those texts for practicing
professionals in environmental engineering. This resulted in a COL-funded project with IISc,
taking the responsibility of coordinating and contributing to the design and development of
a series of learning materials in Engineering Sciences for open distance learning.
Based on the analysis of target audience, learning goals and objectives, and the desired
course content with particular relevance to India, an outline of the content was created,
which was reviewed by a committee of content and instructional design experts. The
development of five self-learning environmental engineering courses included formative
evaluation by project review committee and electronic list discussions. The summative
evaluation included validation and pilot testing and brainstorm sessions to ascertain the
suitability of materials to meet the project goals and objectives. The materials thus
produced were revised on the basis of the feedback and are on offer at a distance initially
in India. Nonetheless, these courses when suitably adopted with contextual examples can meet
the continuous professional development requirements of the developing countries in the
Commonwealth. It is also believed that these courses can be appropriately modularized to
contribute to the proposal put forward by the World Federation of Engineering Organizations
for the World Engineering Partnership for Sustainable Development.
