American Research: Distance Learning Is Problematic

Stanford University (note: amongst the 5 best universities in the world) triggered a flood of 150,000 applications from around the world for distance learning of a non-accredited artificial intelligence module prepared by renowned university professors. However, schools dreaming of a strategy to deliver accredited study programmes entirely online, such as English language learning, are irresponsible in considering the importance of the traditional method of delivering education.

Study programmes delivered entirely at a distance may be suitable for highly educated and motivated individuals, but are unsuitable for students who need support to succeed in their studies.

Research by the research centre of the Institute of Higher Education at Columbia University has shown that for students who choose distance learning, there is a much greater likelihood that they will not succeed in their studies. This means they will not receive what they expected for the hard-earned money allocated to tuition fees. Worse still, for students who have lower abilities even in traditional lectures and exercises, there is an even greater likelihood that they will not succeed in their studies.

A 5-year study involving 51,000 distance learning students in Washington showed that students are less successful for well-known reasons. Many students choose distance learning unprepared for learning, without basic knowledge of English and mathematics, and poorly organised in terms of time.

With a lack of self-confidence, as well as competences, these students need physical contact with the lecturer to feel more comfortable and succeed. What students mostly get with distance learning is alienation from the lecturer and mentor, who can barely get to know the student directly. Institutes of higher education and faculties must therefore better develop the distance learning system. In particular, schools with more students should require student success in traditional form before allowing them to use distance learning.

Interestingly, the research showed that students in hybrid modules – a combined method of traditional education with comprehensive e-support – are at least as successful as those who use the traditional method of education.

Distance learning offers interesting opportunities for expanding access to study, but to date the evidence suggests that (poorly) organised distance learning seriously threatens the success of the majority of students.

The article was published in the prestigious newspaper New York Times: The Trouble with Online Courses.

Academia's Comment

Academia does not deliver distance learning precisely for the reasons stated in the article. Internal research into the development of competences of our graduates indicates a lack of self-confidence before starting their studies, and significantly improved self-image after completing their studies in traditional form. Research by the Public policy institute of California proves that study success in the form of distance learning in technical programmes such as mechanical engineering, civil engineering, media production and security is 50% lower , and in programmes such as economist: sales specialist, accountant and tourism 10% lower than in traditional study.

Academia Institute of Technology therefore delivers study programmes mentioned in the article as hybrid study: 800 hours of lectures and laboratory exercises with e-support and 800 hours of work placement in a company. All traditional lectures are recorded and available to students on the E-Academia portal alongside e-materials as additional support for their studies.

Source: Academia (7. 9. 2015). Fotografije: arhiv Academie.

This English summary was produced automatically from the Slovenian article and is pending editorial review. Slovenska različica