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Troy University—eTroy/Covington

ADE 6674

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Carr-Chellman, A. A., & Zang, K. (2000, March 3). China’s future with distance education. Information, Communication and Society, 303-312. Retrieved September 5, 2006, from http://www.tandf.co.uk/

Carr and Zhang describe China’s attempt to expand their long-standing interactive radio and television learning system to one that can reach a broader audience, specifically distance learning utilizing the Internet. Chinese motives for basic education are highly vocational in nature valuing literacy and work skills with learning outcomes expressed in terms of hiring and promotion. China’s population of 1.2 billion does not have equal access to the technology required for distance learning, particularly those who live in rural areas. The financial burden for new innovation in distance learning, as China seeks to expand from radio and television to internet resources, falls to the government in terms of release time from work and promotions. Ultimately, it will be the government that decides where funds will be placed in the online infrastructure, not the individual learners. Although decidedly different political systems are in place, the United States and China are experience similar difficulties in establishing equal access for all distance learners. With this in mind, this source would prove useful in researching the history of distance learning.

Hirst, K. (n.d.). A distance learning timeline. In Distance learning articles. Retrieved September 9, 2006, from http://www.degreeinfo.com/.html

Beginning circa 360 BCE and continuing through the 21st century, Hirst provides a

distance learning timeline that includes the concern of teachers over the written word which was considered to be new technology for that time in history (50-60A.D.), through the year 1999 in which Jones International University became accredited by the North Central Association. Although far from complete, the timeline is very informative in regards to the early events that led to current day online learning technologies.

Lowell, M., & Hess, F. M. (2007). Issue 19: Do computers negatively affect student growth. In J. W. Noll (Ed.), Taking sides clashing views on educational issues (14th ed., pp. 343-359). Dubuque, Iowa: McGraw-Hill.

Lowell and Hess address the issue of computer use and student growth. Lowell claims that computers can overwhelm students with information and differentiates between learning something and learning about something, insisting that an excess of information can destroy ideas. Students need computer skills, but also need an appreciation of the world that is separate from the machine. Hess argues that while useful technology is helpful in education, it has also become essential in improving public services and availability of data. In addition computers are able to reduce the amount of time teachers spend on routine tasks, enabling them to attend to more productive tasks. The information provided by this resource would be particularly helpful in establishing one’s personal philosophy of computer technology in education.

Lyons, J. F. (2004, August). Teaching U.S. history online: Problems and prospects. The History Teacher, 37(4), 447-456. Retrieved September 6, 2006, from Academic Search Premier database.

Lyons explains his experiences and his views on teaching online courses. As the number of such courses is increasing, teachers are expressing concerns in regard to distance education, specifically in the areas of student interest, communication between students, between teachers and students, and in preparation time on the part of the teacher. Online instruction offers advantages for both the student and the instructor in terms of time in class, and regular office hours required for the instructors. Disadvantages include more preparation time for the instructor, potential plagiarism in student work, and the mechanization of the teaching process. This article provides insight into the roles of instructor and learner participating in distance learning.

Prewitt, T. (1998, July). The development of distance learning delivery systems. Higher Education in Europe, 23(2), 187-194. Retrieved September 9, 2006, from Academic Search Premier database (6675684).

Distance learning technologies have been primarily evaluated for their initial purpose which was to reach students in remote physical locations. Experiencing dramatic growth since the 1920’s in the form of radio broadcasts, the 1970’s as educational television (ETV), and the 1980’s as correspondence courses, distance learning has expanded to become the “third space.” As the demand for professional development increases, so will the demand for distance learning technologies. Ironically, since the majority of the electronic classrooms are text-based, a hybrid space has been developed that consists of both oratory and print. The role of the instructor is changing from purveyor of information to information management specialist. Effective techniques using such technologies as the electronic classroom are described. This article proves to be a good introduction for investigating the history of distance learning, although the historical component is dealt with only briefly.

Pulliam, J. D., & VanPatten, J. J. (2003). Education in the future: From now to then. In D. A. Stollenwerk (Ed.), History of education in America (pp. 345-348). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Trends in education for the future include a broad range of predictions that include the impact of the Internet and the World Wide Web. University campuses will become relics due to high cost and the ability to offer lectures in various media including satellite and video formats. Collaboration will continue both locally and at greater distances. The addition of devices to connect to the Internet will expand exponentially and technologies such as voice recognition will change the way computers are managed. Flexibility will be required on the part of students and other learners as the need for more dependable software and hardware becomes necessary In addition, students will need to learn how to cope with problems associated with occasional energy shutdowns. This section of the text offers a unique look at the future of technology and its many applications in education.

Ramirez, A. (2003, March). Interview. American Journal of Distance Education, 17(1), 59-69. Retrieved September 2, 2006, from Academic Search Premier database (9723226).

Alberto Ramirez, director of Instructional Technology at Frederick Community College in Frederick, Maryland interviews Dr. Eugene Rubin, the chair of the Master of Distance Education Program, Graduate School of Management and Technology at the University of Maryland University College (UMUC). The focus of the interview is that of converging technologies such as WebCT and Blackboard. Rubin cites examples of distance learning institutions as British Open University and the German FernUniversitat and discusses the needs and characteristics of distance learners, faculty and administrative training, and the creation and teaching of online courses. The interview assists readers in understanding the complexity of establishing effective distance learning programs and the pursuance of degrees in the field of distance learning.

Silverman, F. (2001, December). The pros and cons of distance learning. District Administration, 29-31. Retrieved September 9, 2006, from http://www.DistrictAdministration.com

Silverman presents compelling information on virtual high schools. Educational alternatives need to be made available for students that need access to courses that are not provided at their high school and for students who may not learn best in a traditional high school setting. Proponents of virtual schools say that the pros of online education far outweigh the cons. Although not for every learner, particularly those who are not self-motivated or who have difficulty with reading and writing, online courses offer the flexibility, rigor, and access for students who might not flourish otherwise. This article presents useful information for parents, students, and teachers who are interested in virtual learning on the high school level.

Uhlig, G. E. (2002, Summer). The present and future of distance learning. Education, 122(4), 670-673. Retrieved September 9, 2006, from Academic Search Premier database (7003403).

This article briefly describes the history of distance learning beginning with correspondence courses and the transition into the age of personal computers. It identifies characteristics of the successful online learner such as keyboard proficiency, self-motivation, and the ability to read and write well. It defines the typical online learner as one who is a working person wishing to upgrade their skills or as someone wanting to increase their employment opportunities. Requirements for online learning include access to a computer, modem, and a telephone line or cable connection. The expectations of an online student are listed. A major concern of faculty and administrators across the nation is that of cheating on the part of the students since the online learning environment increases the opportunity for this activity. This article presents a concise and practical look into the future of distance learning as well as an assessment of its current status.

Williams, P., & Nicholas, D. (2005). E-learning: What the literature tells us about distance education. Aslib Proceedings: New Information Perspectives, 57(2), 109-122. Retrieved September 5, 2006, from http://www.emeraldinsight.com/.htm

In this review of literature involving e-learning, the CIBER group at the University of College London evaluates achievement, attitude, and barriers to learners and their characteristics. In addition it provides a brief discussion on the history of distance learning. The literature shows little difference between distance learning and traditional learning in terms of achievement. The article also provides definition of distance education and descriptions of the various forms of media that can be used in distance learning such as DiTV, video and audio conferencing, web/internet, video and audio tapes, CD-ROM, and telephone/fax. This article would serve as an effective source of background information on the history of distance learning, the technologies that are applicable, and as source for general information on distance education research.

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