LITERATURE REVIEW
2.2. WHAT IS DISTANCE EDUCATION?
2.2.1 . Introduction
It is perhaps an understatement to declare that there exist as many definitions of distance education as there are definitions of teaching and learning. The lack of a universaUy accepted definition has also impacted negatively on the growth of distance education into a discipline in its own right. The non-existence of a universally accepted definition thus makes the need to clarify the various
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terminologies within the distance education framework. Indeed no progress can be made in terms of understanding and analyzing the theory and practice of distance education without first reaching agreement on the meanings of the various concepts that are being around within the landscape of distance education.
The researcher therefore wishes to provide an in-depth analysis of the various terminologies and concepts that are being used within the framework of explaining what distance education is all about.
According to Chander ( 1 99 1 ), the term distance education has been used generically and interchangeably to refer to a host of teaching and learning strategies commonly referred to as Correspondence studies, Home studies, External studies, Independent studies and Open learning. The consequence of using these terms has had telling influences on the growth and recognition of distance education as a major role player within the education system of the world. It is hoped that the following analyses of these terms will begin to refocus and clarify some of the misconceptions and false perceptions that are held within the educational fraternity.
2.2.2. Correspondence Education I Studies:
The term correspondence study is perhaps the most commonly used term that has been used to refer to distance education. There has been grave concern for this substitution and interchangeable use of the term correspondence study to denote distance education. Scholars such as Keegan ( 1 99 1 ) and Sewart ( 1 988) believe that the term Correspondence study is rather "off putting and sublime" in the context of describing distance education. They go further to remind us that ,
correspondence study definitely has a place in distance education, however, one needs to be guarded against the perception that both concepts can be substituted for each other.
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Literature Review Chapter Two
According to Sewart ( 1 988) distance education is made up of various subgroups and thus the term Correspondence education refers to that subgroup of distance education delivery that is based entirely on printed materials which are dispatched via the post. Student contact rests on the study of these print materials in developing their knowledge and skills. Keegan ( 1 99 1 ) is also of the belief that correspondence study is one type of distance education delivery where face to face contact is replaced entirely by the dispatch of printed text books, workguides and reference material which is predominantly in the printed mode. Perry ( 1 975) states very clearly that Correspondence study is not a suitable word for describing distance education. He goes on to add that didactically, Correspondence study does not have the potential to encompass distance education of the 1 990s and beyond. The delivery of education via radio broadcasts, television broadcasts satellite broadcasts, videoconferencing, teleconferencing, computer based multimedia delivery modes or any other forms of audio-visual based delivery systems of distance education has shown to generate huge benefits in terms of enhancing the quality and access of education and training. Thus one cannot use the term Correspondence studies generically to refer to distance education.
Distance education is a diverse system of delivery that makes use of a host of technologically driven media. Correspondence education is just one of the delivery modes that distance education employs.
There is no doubt that Correspondence study was one of the first forms of distance education delivery systems that has a history dating back to the 1 8th century. In the same vain it ought to be noted that every distance education programme depends in some way or the other on Correspondence studies where print based materials are sent to students from time to time. In some distance education programmes, correspondence study formats are still the norm. However the last three to four decades have shown marked changes in the original form of
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correspondence studies. The changes are characterized by supplements of audiocassettes and videocassettes together with printed materials. Nowadays, correspondence studies also include face to face contact during certain parts of the study programme.
Tutorial sessions are also included in Correspondence studies, unlike in the past correspondence studies were solely based on print materials.
The researcher wishes to point out that, by its very nature, Correspondence Study, implies the sole use of postal services. Using this argument, it stands to reason that distance education via newspapers and other formats such as radio, television, etc cannot be labeled correspondence studies. When distance education is comprised solely on print, then the term "correspondence studies" is adequate to describe courses via other forms such as magazines and newspapers.
2.2.3. Home Study:
The term "Home Study" is indigenous to the educational landscape of the United States of America (USA). It is confined to the "further education sector"
with reference to technical and vocational education. Thus "Home Study" has little claim to be a generic term as it is mainly used in the USA. Sewart ( 1 988) argues that the "Home Study" student may not in fact only study at home. They may in part study at vocational centers and institutions where they fuUill the requirement of experiential learning in the form of practical application and in
service training. Moore ( 1 973) states further that, Home Study materials usually consists of do-it-yourself (DIY) kits.
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Literature Review Chapter Two
2.2.4. Independent Study:
Charles Wedemeyer coined the term "Independent Study" in 1 96 1 . Independent Study as a concept is widely used in the USA within the higher education spectrum. Wedemeyer ( 1 98 1 ) believes that the concept
"Independent Study" in the American context is generic to a range of teaching and learning activities that sometimes go by separate names such as Correspondence study, Open education, Radio and Television teaching and Individualized learning.
Wedemeyer( 1 98 1 ) thus defines "Independent studies as" "Independent Study consists of various forms of teaching and learning a"angements in which teachers and learners carry out their essential tasks and responsibilities apart from one another, communicating in a variety of ways, for the purpose of freeing internal learners from inappropriate class placing or patterns or providing external learners opportunity to continue learning in their own environments, and developing in all learners the capacity to carry on self directed learning, the ultimate maturity required of the educated person. (1 9 77:211)
Markowitz ( 1 983) argues that the major weakness of the term
"Independent study" is that it propagates the principle of independence from the educational institution and thus this should not be the case in distance education.
Sewart ( 1 988) states that the term "Independent Study" should be rejected totally as a generic term referring to distance education. He provides the following three reasons for his rejection of the term "Independent study" :
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• The normal understanding of the term "independent study"
must imply a different relationship to an educational institution and thus it cannot be equated to distance education and vice versa
• The ideal in distance education is never "independence" and as such a right mixture of "interaction and independence" ought to be attained. It is therefore logical that distance education and Independent study cannot be the same.
• Independent study in the USA is one where the student sets up an individual programme with the staff on a contract basis.
The contract may include periods of normal lectures and face to face contact and study at a distance.
2.2.5. External Studies:
According to Mark (1 990) the term "External Studies" is most widely used in Australia. The geographical location and sparse density of population in certain parts of Australia has resulted in many educational institutions providing tuition at a distance. The external students are part of the full time students and thus are not separate from the institution. For example a lecturer might have hundred students taking his/her course, 80 students may well be full time students at the face to face contact level. The other 20 students may be living in remote areas of Australia and as such have enrolled as external students.
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Literature Review Chapter Two
2.2.6. Open Learning:
There exists a lot of confusion regarding the synonymous us of the terms
"open learning and distance education". Distance education may share a lot of characteristics of open learning but they may not represent open learning in totality since each has its own epistemology, theory and philosophy. According to Sahoo ( 1 994 : 5 7) "Open learning is understood as broad term which covers several alternate ways of delivering learning". In open learning, the learner has free access to alternative learning resources such as materials, strategies, methods, equipment's, activities and so on. The learner is regarded as an independent personality and as such they may not depend on the teacher/lecturer in terms of the choice of modules and programmes. In this way the decision making powers in open learning are vested solely on the learner rather than the institution or teacher/lecturer.
Moore ( 1 997) argues that in open learning the autonomy in the setting of learning objectives, choice of methods of study and the undertaking of self evaluation are all vested with the learner. Bould ( 1 988) provides the following principles, which differentiate open learning from distance education:
• Opting to undertake additional non teacherllecturer directed tasks and work such as learning through self instructional kits, do-it
yourself manuals and kits
• Engage in self assessment and evaluation
• Learning and studying outside the confines of the educational institutions such as in the workplaces, home, etc
• Determine the criteria to apply to their work
• Do not seek assistance from tutors/teachers and lecturers
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• Work independently and not collaboratively with peers/
teachers/lecturers
• Decide when their learning is complete
The above is not an exhaustive list but merely some of the principles of open learning.