Distance Learning, ICT And Capacity Building For Poverty Reduction: Definitions, Prospects And Challenges

A. Evolution of Distance Learning

Distance learning² is defined as a learning process where: the teacher and learner are separated in space and/or time; communication between the two is mediated by print or ICT; and learning is under the control of the learner rather than the teacher (Sherry, 1996). At one time, distant learning was limited to independent study relying mostly on pencil-andpaper correspondence courses, but with the rapid application of ICT, the options for delivering distance learning have broadened significantly.

Bates (2004) classifies the types of technology used in distance learning depending on two broad considerations:

• The level of interaction between learner and teacher. Distance learning technologies can either be one-way, allowing for no interaction between the teacher or learner (broadcast), or it can be interactive, allowing for the teacher and learner to communicate with each other (communications).
• The timing of the learning. Technologies can also be classified depending on the extent to which the learner can control the timing, i.e., whether the learning is done in real time (synchronous) or on-demand (asynchronous).

Table 1 [ PDF 95.3KB | 1 pages ] illustrates how this typology can be used.

Current Models of Distance Learning

To date, two broad models of distance learning have emerged, i.e., the open learning and the distributed classroom model. The open learning model is today’s equivalent of independent study in the past; this model allows students to study anywhere and anytime, following a syllabus and using course materials provided by the training institution. An instructor may provide guidance, answer questions and evaluate the learner’s work, and this interaction is achieved through one or a combination of two-way technologies, such as the telephone, traditional mail, e-mail or online tutoring (IDE-USM, 1997).

The distributed classrooms model, on the other hand, is a simulation of the traditional classroom environment; the class sessions involve synchronous communication and require students to be at a particular place and time in order to participate. Examples of the distributed classrooms model are the videoconference, audio-conferencing, or one-way video with two-way audio (Ibid).

Many of the distance learning courses offered these days feature a mix of both models; this gives the training institution as well as the students a wider variety of learning resources that can accommodate different learning styles.

B. Distance Learning for Capacity Building in Developing Countries: The On-Going Debate

The popularity of distance learning has grown dramatically in the past 10 years. Apart from private educational and training institutions, many development agencies including the World Bank, the UN, and the ADB, have also started to use distance learning in capacity building in developing countries.

Despite its growing popularity however, there continues to be a very lively, on-going debate surrounding the effectiveness and efficiency of distance learning, particularly in the case of developing countries. McLean (2001) identifies three major themes around which this debate continues to revolve:

• The issue of whether distance learning can improve access without sacrificing quality. It is widely accepted that distance learning has the potential to improve access to education and training opportunities. However, there is a perception that a) distance learning is not as good as traditional learning; b) distance learning is too isolated and lacks the student support that is critical for learning to be effective; and c) certification obtained from distance learning courses are somehow valued less in the workplace.
  
  In many cases this is simply not true, and accredited distance learning courses have proven to be just as effective as traditional ones. However, in developing countries addressing the issue of quality distance learning remains very real. Part of the problem is pedagogical and administrative: many distance learning providers treat distance learning as no more than the “automation of the traditional classroom” (Berg, 2001, p. 16), when in fact distance learning requires an altogether different approach to teaching as well as administration. The other part of the problem is regulatory: not many developing countries have established a system of accreditation that can help ensure the quality of distance learning and in this way, build the image of distance learning as a modality that is at par with conventional learning.
• The issue of whether distance learning can improve access without sacrificing equity. Addressing equity is another objective that is often missed. In theory, distance learning should be able to deliver instruction to remote regions or disadvantaged groups which are not adequately served by conventional institutions. But in countries where incomes and opportunities are highly skewed to begin with, the same privileged groups who benefit from conventional education are more likely to benefit from distance learning, unless there is a conscious effort to make access more equitable (McLean, 2001). This could pose a significant challenge particularly in the case of higher education or trainings aimed at adults or professionals, as the privileged groups are more likely to have the higher levels of education, technical proficiency, and perhaps even self-discipline required to participate and succeed in distance learning.

In the case of distance learning courses that are delivered internationally, cultural and linguistic differences might also be obstacles to equity. For instance, a course offered in English could limit participation of less privileged groups in non-English speaking countries.

• The issue of whether ICT can play an appropriate role in delivering distance learning, It is well recognized that ICT has been instrumental in broadening distance learning. However, this potential is far less in developing countries where the digital divide remains a major obstacle. This digital divide goes beyond the lack of basic infrastructure. As Heeks (1999, p.4) writes:

Accessing ICT-carried information requires a lot of overt resources including a telecommunications infrastructure to provide network access, an electrical infrastructure to make the ICTs work, a skills infrastructure to keep all the technology working, money to buy or access the ICTs, usage skills to use the ICTs, and literacy skills to read the content.

Table 2 [ PDF 96.9KB | 1 pages ] presents the facts that digital divide remains very real to developing countries. It is noted that costs of internet access relative to GDP per capita is 58 times higher in the least developed countries than in high income countries.

In addition to these three major issues, McClean (2001), raises another important concern which is of relevance to this paper, i.e.: whether it is appropriate for development institutions and donors to promote distance education for capacity building in developing countries. There seems to be an apprehension that distance learning activities pursued by development organizations --- like most development initiatives which rely on experiences and best practices drawn from developed countries --- may not be sensitive enough to differences in development context, culture, or even language. This would be pertinent especially if the activity spans across several countries and the medium of instruction is English. In addition, there are concerns regarding the sustainability of donorfunded distance learning activities.

C. Drop-out in Distance Learning

One major problem in distance learning courses is the high level of drop-outs compared to conventional learning. Drop-out rate is often used as a measure of the effectiveness of distance learning programs. Irani (2001), cited a study conducted in the US, has reported drop-out rates of between 20-50% for distance learning courses. Meanwhile, Carr (2000) reported that course-completion rates are often 10 to 20 percentage below traditional courses. Student withdrawals at the early part of the course also tend to be higher in the case of distance education (Galusha 1997).

Galusha (1997) suggested that "problems and barriers encountered by the student fall into several distinct categories; costs and motivators, feedback and teacher contact, student support and services, alienation and isolation, lack of experience, and training." Many of these problems and barriers can be addressed through the design of distance learning itself, and through the conduct of learner analysis as part of the planning and design stage is likely to play a critical role (Chyung, 2001).

However, there are also factors external to the course which could have a bearing on dropput rates. Situational factors involving the life and career circumstances of students can also have a huge effect on their ability to complete a distance learning program. Unless all of these factors are taken into consideration, it will be very difficult to ascertain the impact of the distance learning program per se.

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