Issues, Trends, and Challenges in Distance Education: An

International Perspective
Devin Taylor
Public Administration Undergraduate
University of Arizona
dtaylor4@email.arizona.edu
Fall 2006

1
Abstract

In today’s society, it is nearly impossible to obtain a formal university setting education

without sacrificing an extensive amount of time and money. For many individuals who are

seeking an advanced education the feasibility of sacrificing these resources is nonexistent,

particularly those who may already have full time jobs, families, and limited resources. Due to an

increased demand in “online” classes, many universities have turned to Distant Learning as a

means of catering to these individuals while simultaneously increasing revenue. The prevalence

of this can be seen internationally as well, distance learning is increasing societal linkages on a

global scale.

Despite all the positive outcomes correlated with Distant Learning there are also a

number of negative effects that may also stem from receiving an education without a classroom

including necessary student interaction and an onsite professor, particularly for those students

studying abroad. There is also the issue of access to technologies and other resources necessary

for distance learners which may be unattainable for many international students.

Within this paper, I hope to explore and analyze in detail both sides of the issue

within the context of international management, explore the "Global" perspective, discuss

opportunities abroad, and analyze issues that may be relevant to future managers.

Distance Learning: An Emerging Market Worldwide

The emergence of Distance Education within the last decade, particularly via the World

Wide Web, has altered the global market structure and brought about new economies of scale as

well as increased linkages in the international community. Currently 131 countries throughout

the world are utilizing web-based distance education of which a combined 55,000 courses are

2
offered by a multitude of universities, colleges, and various companies (DLCF). Students now

have the opportunity to enroll in a class not otherwise available to them due to the restrictions of

time and distance. The expansion of asynchronous education has many implications, both

positive and negative, on the future of our global workforce.

The quality and capabilities of employees in today's workforce are evolving due to

Distance Education. Distance education technologies are expanding at an overwhelming rapid

rate. Education at all levels is seeing a shift in its use of digital software and its more intense

incorporation into curriculum. This new educational trend has enabled the furthest-reaching

learning horizons society has ever seen touching all parts of the globe. The idea of taking classes

towards an accredited degree at any time, day or night, has captured the interest of millions. As

an online education recipient, you can receive classes and specialized instruction from a

university thousands of miles from your home. For most students, even if entrance requirements

were met, attending Ivy-League universities such as educational powerhouses MIT and Cornell,

was out of the question; but with the advent of distance education and the desire for increased

revenue by those schools, the opportunity to do so is more accessible now than ever before.

Opportunity seems to be endless for those hoping to pursue higher education at a distance;

nevertheless, hidden within all the excitement that arises from the prospect lies a multitude of

implications on national and international managers. Although the tangible benefits of receiving

an online education seem to contribute to a more generally positive outlook in the public's image,

the often-indistinct issues facing those individuals pursuing an informal education shouldn’t be

ignored.

3
A Historical Outlook & the Advent of Asynchronous Communication

Distance education, or distance learning, “is a field of education that focuses on the

pedagogy/andragogy, technology, and instructional systems design that are effectively

incorporated in delivering education to students who are not physically "on site" to receive their

education. 1 ” Rather than meeting in a conventional classroom, teachers and students

communicate asynchronously (at times of their own choosing) through the exchange of

electronic media and other sources. There are numerous types of distance education courses:

correspondance (through mail), internet, telecast, CD-ROM (interaction via stored computer

content), and PocketPC/Mobile learning (student may access materials through wireless devices).

Some of the first distant education universities sprung from South Africa, Great Britain, and the

United Kingdom using correspondance (some as early as the 1840s). Distance Learning in the

United States and abroad has taken off in recent years where oversight and operating costs are

minimal. As a result we are seeing a trend towards a more educated society and the beginnings of

a new market. However, accompanied by these trends we are also seeing an increase in

fraudulent behavior, including false accredidation by "so-called" online learning institutions and

the flourishment of online diploma mills 2 .

Technologizing of School Systems

School systems throughout the world are facing pressures to modernize and

"technologize" their processes by establishing more predictable outputs and methods (Tyack &

Cuban, 1995). Virtually all American Universities offer some sort of distance-based learning

courses, of which a steady increase of "comprehensive degree programs" are being offered at the

1
As given by Wikipedia, an online encyclopedia source
2
Are organizations that award academic degrees and diplomas with very little or no academic study, and without
recognition by official accrediting bodies.

4
undergraduate and graduate levels (Wilson, 2005). International universities are also offering

courses available to those in and out of country. The University of Liverpool is one of the

leading institutions in international study; it offers three accredited masters programs completely

online (one in management and two in technology) as wells as a number of undergraduate

programs available to students residing in any part of the globe. Governments as well as public

and private organizations and entities in developed countries are increasing their use of distance-

based training materials. Even lower education public school systems are beginning to see an

increase in their use of distance education methods; rapid change is being observed at all levels.

B.G. Wilson, author of the article titled, "A Survey of Progressive and Conservative Trends in

Education with Implications for Distance Education Practice," explored some of the current

trends in distance learning (See Figure 1, page 7). Wilson uses the term "digital shift" to

represent the idea that new technologies are serving a number of newly adopted functions,

including the empowerment of people towards "augmented possibilities for action" and

"metaphors for new ways of thinking about problems." Wilson goes on to explain that as

information undergoes digital transformation, it changes in a number of ways, including:

• Archivability-Digitized information is traceable and archivable. Exchanges and

Interactions are more easily captured, at least on a digital level.
• Searchabilty-Digital databases are searchable to a degree that we can often retrieve needed
resources when solving problems in real time.
• Replicability-Because of their non-rival nature, digital resources can be copied and
distributed an infinite number of times at zero or extremely low costs.

Additionally, Wilson believes products such as Hypertext Liability, communication tools, and

Representation and Modeling tools explain the digital shift within today's society (Wilson, 2005).

This shift can not only be seen in America but all over the world. As the national and

5
international community continues to become highly reliant upon digitized technologies in

research and information sharing, this has led to an increased ability to offer courses to those

unreachable in the past and new means by which we can communicate and interact at the global

scale.

Figure 1:

Source: Wilson, Brent G. A Survey of Progressive and Conservative Trends in Education.

6
Advantages of Distance Learning

Throughout America and all over the world there are millions of people who possess a

desire to obtain or further their education but are unable to do so due to a host of demands and

strains. The demands imposed by family and work don't always allow for the time and resources

required in attaining a conventional education, specifically for adults. But just as other products

have adjusted to the busy life of an everyday individual, so to has education. Via "virtual"

campuses and the "technologizing" of school systems just about anybody can complete courses

offered entirely online leading to degrees from Anthropology to Zoology.

Convenience, flexibility, cost, and opportunity seem to be the key factors influencing

people to turn towards distance learning. The prevalence of the internet enables students to

access their classes almost anywhere they can find a connection.

Due to low overhead and minimal maintenance costs, online classes are generally

cheaper and many don't require the purchase of books because required readings may be posted

online and often free of charge. The opportunity for increased marketability, 3 a stronger intellect,

and higher income potential is appealing to those seeking higher education. With knowledge

comes confidence, and confidence may lead to more productive, outgoing, functional workers

and a more dynamic workforce. Education is a priceless commodity, without it we would lack

the insight, intellect, and innovation that has pushed society forward since the beginning of time.

In a recently published article by U.S. News & World Report titled Online Education 4 ;

Kenneth Terrell explains “Many students have said that taking a course online is actually more

challenging than a traditional method.” Students are required to login regularly, complete

3
According the US Census Bureau, in 2003 those individuals with at least a bachelor’s degree had a median income
of $50,916 as compared to those who had only graduated High school whose income was nearly 50% lower at
$28,763; if an individual held a graduate degree the percentage nearly doubles with a median income of $61,698.
4
Published October 16, 2006 as part of the cover story “e-learning explodes,” page 69.

7
assignments with multiple deadlines, and participate in online discussions that force the student

to develop a disciplined, organized lifestyle in order to be successful. This isn’t always the case

within a traditional classroom in which the majority of coursework is often bunched around

exams and writing assignments. “You can’t quietly hide in the back of a room when you haven’t

done the assigned readings,” commenting in chats and website postings quantitatively show how

actively engaged in the assignments a student may be. As a result, managers may not only be

more selective due to an increased number of educated applicants but can choose from students

who have disciplined themselves to work efficiently and are more capable and comfortable with

deadlines, an inevitable function in any organization.

In an analysis performed by the United States Distance Learning Association (USDLA),

the organization explains, “Telecommunications systems that serve education can also benefit

the community at large, in rural areas, especially, telecommunications systems and services are

tied increasingly to economic development and community survival. 5 ” Managers can use e-

learning to provide employees with essential training without having to relocate for a limited

period of time which often incurs a number of travel costs, expenses, and contractor fees if the

training is tasked outside the office.

Issues facing Distance Learners

Distance Education may be seen as a crowning achievement of modern society, but with

what price? Distance learning, like most other highly marketable programs and business ventures,

does not go without its flaws. The United Sates Distance Learning Association argues that, “The

5
USDLA is a non-profit 501(c)3 organization that was the first nonprofit Distance Learning association in the
United States to support Distance Learning research, development and praxis across the complete arena of education,
training and communications. USDLA addresses many learning communities including: pre K-12, higher education,
continuing education, corporate training, military and government training, home schooling and telemedicine. In
addition USDLA is also focused on national and international technology based Distance Learning

8
ability of the teacher and students to see each other may not be a necessary condition for

effective distance learning.” However others tend to argue this statement, like Jack Wilson, a

professor and dean of physics and engineering science at Rensselaer Polytechnic Institute, who

said in a forum on International Higher Education, “The traditional model of distance learning

has merely pushed back classroom walls, using a lecture-based format with one-way

transmission and no interaction, this is the mainframe model, similar to an old-style mainframe

computer with several dumb computers hooked up to it….instead we need to progress to a client

server model, wherein every student and every faculty member is a resource, comprising a rich

interacting community of learners” (Wilson 1999).

A face to face interaction allows the student to acquire essential social skills (necessary

for working anywhere) and gives the student a chance to pick up on a professor’s body language

and other cues that enhance and support educational concepts which would be unattainable to

those who may only read the material from a computer screen. Research shows that studying at a

distance often conflicts with the learning process where meaning is constructed through dialogue

and reflection with others (LaPointe 76). Research also shows that distant educations isolating

experience is frequently responsible for higher drop-out rates, upwards of 21% (Simpson, 2002

79).

9
Figure 2:

As mentioned by L. Visser and K. Gagnon in their article titled “Defining ‘Issues’ and

‘Trends’ in Distance Education,” there are two very prevalent issues surrounding distance

education abroad and internationally, these are that of course management and the use of World

Wide Web resources. Concerning the issue of course management there is an apprehension as to

how courses are should be organized, for instance with cultural considerations of various

countries, which as explained later is very difficult to do, as well as how student monitoring

should be set-up; it’s not feasible for everyone to report to a testing center for exams (hence the

reason they are taking a distance learning class). Finally, how evaluations should be administered

(Visser & Gagnon). Another issue, the use of World Wide Web resources, involves the topic of

intellectual property. Is it proper to use or reuse web-based materials and other resources without

the expressed permission from the author? Some would argue yes considering the fact that the

web is a “free and open repository system.” Just like those distance learners studying

10
domestically, international learners are just as reliant upon web materials as others, if not more.

Because web access is extremely limited in some countries of the world, and in some places

nonexistent, it questions the feasibility and successfulness a distance course(s) may have abroad.

Again, there is the issue involving intellectual property 6 for educational institutions.

Quoting one of the University of Arizona's Public Administration professors Sarah Maxwell 7 ,

"plagarism is a completely different story in the real world (in relation to an academic setting)."

Faced with financial uncertainty organizations may mimic or copy other organizational ventures

that are percieved as successful, 8 for instance Distance Learning platforms which prove to be

safe, viable venture plans for guaranteed revenue. Due to the recent explosion of Distance

learning a myraid of complex copyright issues are surfacing related to both "the question of

ownership of the newly created work, as well as the question of ‘fair use’ of existing materials,"

as reported by the Copyright Managment Center at Indiana University 9 . Some Distance Learning

educators have been accused of "clipping" pieces of text, images, and sound and including them

in their classes. The attempted alleviation of the problem through the "TEACH Act," signed into

legislation by President Bush in November of 2002, has made some strides in regulating the

activity however the concept of intellectual property continues to be an issue facing the Distance

Learning market (Krews). Managers in this market may find it hard to protect their ideas or

streamline innovative business plans for fear of profit losses and uncertain organizational

credebility.

6
A broad term surrounding the legal entitelments that are attached to certain types of information, ideas, or various
other intangibles in their expressed form.
7
Professor Maxwell is a lecturer in the school of Public Administration and Policy at the University of Arizona.
8
This institutional mechanism stems from the idea of Mimetic Isomorphism, a scientific term focused on how
species (in this case an organization) fills a niche.
9
The Copyright Management Center (CMC) serves the Indiana University-Purdue University Indianapolis (IUPUI)
and larger Indiana University community with the management of copyright issues arising in the creation of original
works and in the use of existing copyrighted works for teaching, research, and service.

11
 When compared to traditional students, distance learners are more likely to have learning

insecurities. Cost issues, disruption of family life, and lack of suppport from family and

employers have effects on distance learners resulting in higher dropout rates when compared to

tracitional students (Knapper, 1988). While more people have access, what they learn is not

always useful or relevant, to a mid-career working adult for example, and this contributes to

drop-out rates as well. Learning via a computer screen can substantially decrease a student's

social confidence and lead to a number of degree holding individuals lacking necessary and

increasingly important "people skills" essential for working in any organization operating in the

private or public sector. Working for a number of characteristically diverse managers in my

young adult life has made it easy to see what characteristics make a successful manager (in terms

of effectiveness, efficiency, and overall likeability). Managers need to posess technical

competency, an ability to motivate, and good people skills; the latter of the three is an important

characteristic lacking among many of those who may obtain an informal online education due to

poor student/teacher and student/student interaction and may lead to an inabiltiy to self-evaluate.

"The seperation of student and teacher imposed by distance removes a vital "link" of

communication between these two parties" (Keegan, 1986).

Change in Dynamics with Evolving Technology

Despite the type of organization you may be managing or working for now or in the

future, all company leaders need employees who are willing to be flexible and adaptable. Often

this requires the assistance of fellow workers, peers, and management (who may offer advice,

experiences, evaluations, and other necessary inputs) that may contribute to acclimating you to

the organizations culture and identifying success criteria. However, what if the worker (or often

12
manager) hasn't been exposed to a system in which they must rely on others to achieve success

or understand the importance of using planners, schedulers, technical assistance, etc., which may

often be the case surrounding distance learners (Galusha). Even the most inclusive of

organizations requiring minimal employee interaction, like some sections of IBM where an

employee may spend most of his entire nine-hour work day typing or editing code on a computer

screen, still need some degree of social skills if he/she is to be promoted to team leader or

supervisor at some point. This characteristic may develop sluggishly in students obtaining an

education online and whose highest degree of daily interaction is with the Television.

Another issue facing current and potential distance learners as well as the distance

learning market is that of access. According to a study conducted by “Education Atlas,” an

online education, degrees, and distance learning guide, “Low-income, minority, and

underrepresented students are likely to be among those who may not have access to the

technology or have the technological experience necessary to take advantage of distance

education courses (Education Atlas).” This creates horizontal inequity within our education

system, disproportionately and negatively affecting those who may rely on distance education

the most; the higher or more exotic the technology, the fewer the students who have means to use

it (Lemke and Others, 1992). This can be applied to the international learning community as well

where many of international students often fall into this “technology gap,” where access to the

internet, computers, and other technology platforms is extremely limited (Education Atlas).

The Global Marketplace

In the last few decades, economies worldwide have moved towards greater linkages and

interdependencies for the sake of efficiency and a broader client base. According to many

13
economists, this "move" is known as the global economy or global marketplace. The delivery of

educational and learning resources in a global setting has many implications on the markets of

those countries (Collis & Grommer). By virtue of the World Wide Web an increase in online

learning is leading to a shift in the market for learning resources from a local to global scale.

Schools in foreign countries may offer courses attractive to students from all over the world and

the student service offices traditionally responsible for handling registration, sales of books and

materials, applications, etc. are now competing with Websites and portals that prove to be faster,

more convenient, and often cheaper. This shift in the educational market and a new target

population is creating new economies of scale (Wilson, 2005). 10 Global Education as an

alternative to a national curriculum is leaving its own mark and insight on students and the way

in which students may view other cultures. "The global education curriculum takes broadly-

based positions on issues of non-violence and conflict resolution, sustainable growth policies,

treatment of rich and poor, and protection of the global environment (McEneaney, Kolker, &

Ustinova, 1998)." As a result, international students are gaining an increased understanding of

the policies that shape other countries and may formally or informally share this information

with peers; as a more optimistic result I believe we will see a more open-minded, unbiased

international community in years to come. The University of Liverpool has been a catalyst for

those who seek an international education. It offers a description of its programs, entrance

requirements, and a number of other details about the University in atleast six foreign languages

(See Figure 3, page 15). Making the effort to attract foreign students and finding a way to cater

courses to these students has widened its client based, increased its revenues, and made it one of

the world leaders of true distance education adaptation.

10
Refers to an economic property of production that affects cost if quantity of all input factors are increased by
some amount. If costs increase proportionately, there are no economies of scale; if costs increase by a greater
amount, there are diseconomies of scale; if costs increase by a lesser amount, there are positive economies of scale.

14
‫‪Figure 3:‬‬

‫ﺗﺄﺳﺴﺖ ﺟﺎﻣﻌﺔ ﻟﻴﻔﺮﺑﻮل ﻓﻲ ﻋﺎم ‪ ،1881‬وهﻲ واﺣﺪة ﻣﻦ أﻗﺪم اﻟﺠﺎﻣﻌﺎت اﻟﻤﺪﻧﻴﺔ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻤﺘﺤﺪة‪ ،‬وﻣﺆﺳﺴﺔ اﻟﺤﺠﺮ اﻷﺣﻤﺮ اﻷﺻﻠﻴﺔ‪ .‬وﻣﻊ ‪ 20.000‬ﻃﺎﻟﺐ ﺗﻘﺮﻳﺒًﺎ ﻳﺪرﺳﻮن ﺑﺪوام آﺎﻣﻞ‪ ،‬ﻟﻴﻔﺮﺑﻮل هﻲ أﻳﻀًﺎ واﺣﺪة ﻣﻦ‬
‫أآﺒﺮ ﺟﺎﻣﻌﺎت اﻟﻤﻤﻠﻜﺔ اﻟﻤﺘﺤﺪة‪.‬‬

‫ﻼ اﻷﻋﻤﺎل‬ ‫ﻼ اﻟﻘﺎﻧﻮن‪ ،‬واﻟﻬﻨﺪﺳﺔ‪ ،‬واﻟﻄﺐ‪ ،‬وﻃﺐ اﻷﺳﻨﺎن( إﻟﻰ اﻟﺒﺮاﻣﺞ اﻟﺤﺪﻳﺜﺔ ﻓﻲ ﺣﻘﻮل دراﺳﻴﺔ ﺟﺪﻳﺪة )ﻣﺜ ً‬
‫واﻟﺠﺎﻣﻌﺔ ﺗﻘﺪم ﻧﺤﻮ ‪ 300‬ﺑﺮﻧﺎﻣﺞ ﺟﺎﻣﻌﻲ ﻓﻲ أآﺜﺮ ﻣﻦ ‪ 100‬ﻣﺠﺎل دراﺳﻲ‪ ،‬ﺗﺘﺮاوح ﺑﻴﻦ ﺷﻬﺎدات ﻓﻲ اﻟﺤﺮف )ﻣﺜ ً‬
‫اﻹﻟﻜﺘﺮوﻧﻴﺔ(‪ .‬وﻳﻌﺘﺒﺮ اﻟﻄﻼب اﻟﺪوﻟﻴﻴﻦ ﺟﺰءًا ﻻ ﻳﺘﺠﺰأ ﻣﻦ ﻣﺠﺘﻤﻊ اﻟﺠﺎﻣﻌﺔ‪ ،‬وﻳﺸﻜﻠﻮن ﺣﻮاﻟﻲ ‪ 14‬ﺑﺎﻟﻤﺎﺋﺔ ﻣﻦ إﺟﻤﺎﻟﻲ اﻟﺠﺴﺪ اﻟﻄﻼﺑﻲ‪ .‬وﺗﺮﺣﺐ اﻟﺠﺎﻣﻌﺔ ﺣﺎﻟﻴًﺎ ﺑﺤﻮاﻟﻲ ‪ 2.800‬ﻃﺎﻟﺐ ﻣﻦ أآﺜﺮ ﻣﻦ ‪ 100‬دوﻟﺔ ﺣﻮل اﻟﻌﺎﻟﻢ‪.‬‬

‫إن ﻣﻌﻴﺎر اﻟﺒﺤﺚ ﻓﻲ ﺟﺎﻣﻌﺔ ﻟﻴﻔﺮﺑﻮل ﻣﻨﻌﻜﺲ ﻓﻲ ﻧﺘﺎﺋﺞ اﺧﺘﺒﺎر ﺗﻘﻴﻴﻢ اﻟﺒﺤﺚ ﻟﻌﺎم ‪ .(RAE) 2001‬وﻓﻲ هﺬا اﻻﺧﺘﺒﺎر ﺣﺼﻞ ‪ 38‬ﻣﻦ أﺻﻞ ‪ 43‬ﻣﺠﺎل دراﺳﻲ ﺧﻀﻌﺖ ﻟﻠﺘﻘﻴﻴﻢ ﻋﻠﻰ ﻋﻼﻣﺔ ‪ ،4‬أو ‪ 5‬أو ‪) *5‬ﻣﻦ أﺻﻞ ‪*5‬‬
‫ﻣﻤﻜﻨﺔ(‪ .‬وﻣﻨﺬ ﻋﺎم ‪ ،1995‬ﺗﻢ ﻣﻨﺢ ‪ 17‬ﻗﺴﻢ ﻣﻦ أﺻﻞ اﻷﻗﺴﺎم اﻟـ‪ 27‬ﻋﻼﻣﺔ اﻻﻣﺘﻴﺎز ﻓﻴﻤﺎ ﻧﻘﺼﺖ ﻋﻼﻣﺔ واﺣﺪة ﻟﺨﻤﺴﺔ ﻣﻮاﺿﻴﻊ أﺧﺮى ﻣﻨﻌﺘﻬﺎ ﻣﻦ اﻟﺤﺼﻮل ﻋﻠﻰ ﻋﻼﻣﺔ اﻻﻣﺘﻴﺎز‪.‬‬

‫وﻟﻴﻔﺮﺑﻮل ﺟﺎﻣﻌﺔ ﺗﻬﺪف إﻟﻰ ﺗﻘﻮﻳﺔ رواﺑﻄﻬﺎ ﻣﻊ ﺧﺪﻣﺎت ﻗﻄﺎع اﻷﻋﻤﺎل واﻟﻘﻄﺎع اﻟﻌﺎم ﻋﺒﺮ اﻟﻌﺎﻟﻢ‪ .‬وﻟﻘﺪ ﺳﺎﻋﺪت اﻻﺳﺘﺜﻤﺎرات اﻟﺮﺋﻴﺴﻴﺔ ﻣﻦ اﻟﺼﻨﺎﻋﺔ ﻓﻲ ﺑﻨﺎء ﻣﺪرﺳﺔ اﻷﻋﻤﺎل اﻟﺠﺪﻳﺪة‪ ،‬واﻟﺘﻲ اﻓﺘﺘﺤﺖ أﺑﻮاﺑﻬﺎ ﻟﻠﻄﻼب ﻓﻲ ﺳﺒﺘﻤﺒﺮ‬
‫‪ ،2002‬وﻣﺮآﺰ ﻋﻠﻮم اﻷﺣﻴﺎء اﻟﺠﺪﻳﺪ ﺑﻘﻴﻤﺔ ‪ 23‬ﻣﻠﻴﻮن ﺟﻨﻴﻪ إﺳﺘﺮﻟﻴﻨﻲ‪ .‬وﻣﺆﺧﺮًا اﻓﺘﺘﺤﺖ ﻣﺒﻨﻰ ﻓﻼﺟﺸﻴﺐ اﻟﺘﺄﺳﻴﺴﻲ اﻟﺠﺪﻳﺪ‪.‬‬

‫وﻳﻮﺟﺪ ﻓﻲ ﻣﻜﺘﺒﺘﻲ ﻟﻴﻔﺮﺑﻮل اﻟﺮﺋﻴﺴﻴﺘﻴﻦ أآﺜﺮ ﻣﻦ ‪ 1.5‬ﻣﻠﻴﻮن آﺘﺎب وﻧﺸﺮة‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻋﻠﻰ ﺗﻮﻓﻴﺮ اﻟﻤﺴﺎﺣﺔ اﻟﺪراﺳﻴﺔ واﻟﻮﺻﻮل إﻟﻰ أﺟﻬﺰة آﻤﺒﻴﻮﺗﺮ ﺷﺒﻜﻴﺔ‪ ،‬وﻗﻮاﻋﺪ ﺑﻴﺎﻧﺎت أﻗﺮاص ﻟﻴﺰرﻳﺔ وﺗﺴﻬﻴﻼت وﺳﺎﺋﻂ ﻣﺘﻌﺪدة‪ .‬وﺗﺘﻮاﺟﺪ‬
‫ﻻ ﻣﺠﺎﻧﻴًﺎ إﻟﻰ ﺷﺒﻜﺔ اﻹﻧﺘﺮﻧﺖ‪ ،‬وﻳﺘﻢ إﻋﻄﺎء ﺟﻤﻴﻊ اﻟﻄﻼب ﻋﻨﻮان ﺑﺮﻳﺪ إﻟﻜﺘﺮوﻧﻲ ﻣﺠﺎﻧﻲ‪.‬‬
‫ﻣﺮاآﺰ اﻟﺤﻮﺳﺒﺔ ﻓﻲ ﺟﻤﻴﻊ أﻧﺤﺎء اﻟﺤﺮم اﻟﺠﺎﻣﻌﻲ وﺗﻘﺪم وﺻﻮ ً‬

‫وﺷﻬﺪ ﺳﺒﺘﻤﺒﺮ ‪ 2004‬اﻓﺘﺘﺎح ﺗﻮﺳﻌﺔ ﻣﺮآﺰ اﻟﺠﺎﻣﻌﺔ اﻟﺮﻳﺎﺿﻴﺔ ﻓﻲ اﻟﺤﺮم اﻟﺠﺎﻣﻌﻲ ﺑﻘﻴﻤﺔ ‪ 3.5‬ﻣﻠﻴﻮن ﺟﻨﻴﻪ إﺳﺘﺮﻟﻴﻨﻲ‪ .‬وﺗﺘﻀﻤﻦ اﻟﺘﺴﻬﻴﻼت اﻵن ﺣﻮض ﺳﺒﺎﺣﺔ ﻣﻐﻠﻖ ﺑﻄﻮل ‪ 33‬ﻣﺘﺮ‪ ،‬وﻗﺎﻋﺘﻴﻦ رﻳﺎﺿﻴﺘﻴﻦ ﻣﺆﻟﻔﺘﻴﻦ ﻣﻦ أرﺑﻌﺔ‬
‫ﻣﻼﻋﺐ‪ ،‬وﺟﻨﺎح رﻗﺺ وﻟﻴﺎﻗﺔ ﻋﻠﻰ أﺣﺪث ﻣﺴﺘﻮى‪ ،‬وﻏﺮف أوزان‪ ،‬وﺛﻼﺛﺔ ﻣﻼﻋﺐ اﺳﻜﻮاش وﺣﺎﺋﻂ ﺗﺴﻠﻖ داﺧﻞ اﻟﻘﺎﻋﺔ ﺑﻄﻮل ‪ 9‬أﻣﺘﺎر‪.‬‬

‫وﺗﻘﺪم ﻣﻼﻋﺐ اﻟﺠﺎﻣﻌﺔ اﻟﺮﻳﺎﺿﻴﺔ‪ ،‬واﻟﺘﻲ ﻳﺼﻞ إﺟﻤﺎﻟﻲ ﻣﺴﺎﺣﺘﻬﺎ إﻟﻰ ‪ 74‬أآﺮ‪ ،‬ﺗﺴﻬﻴﻼت ﺗﺘﻀﻤﻦ ﻣﻠﻌﺒﻴﻦ ﻋﺸﺒﻴﻴﻦ ﺻﻨﺎﻋﻴﻴﻦ ﻣﻀﺎدﻳﻦ ﻟﻠﻔﻴﻀﺎﻧﺎت؛ و‪ 14‬ﻣﻠﻌﺐ ﻋﺸﺐ ﻃﺒﻴﻌﻲ – ﺳﺘﺔ ﻣﻨﻬﺎ ﻟﻜﺮة اﻟﻘﺪم‪ ،‬وأرﺑﻌﺔ ﻟﻠﻌﺒﺔ اﻟﺮﻏﺒﻲ‬
‫)اﻻﺗﺤﺎد واﻟﺪوري(‪ ،‬واﺛﻨﻴﻦ ﻟﻠﻬﻮآﻲ واﺛﻨﻴﻦ ﻟﻠﻌﺒﺔ اﻟﻠﻜﺮوس؛ وﻣﻠﻌﺒﻲ آﺮﻳﻜﻴﺖ وأرﺑﻌﺔ ﻣﻼﻋﺐ ﺗﻨﺲ‪.‬‬

‫)‪Source: www.liv.ac.uk (Arabic script‬‬

‫‪Disintegration of Products and Services‬‬

‫‪It's hard to place a quantitative value on the non-traditional outcomes stemming from‬‬

‫‪residential school experiences. Some examples include, built friendships and networked contacts,‬‬

‫‪the exposure to real life work practices through internships, risk taking and personal‬‬

‫"‪development, a physical disconnect between home/work/school, the idea of "rights-of-passage‬‬

‫‪instilled and obtained in a grounded university through its own organizational cultural‬‬

‫‪(interaction with professors and students, class punctuality, student traffic, registration lines, and‬‬

‫‪other environmental externalities) to name a few. Online learning providers need to somehow‬‬

‫‪differentiate the valued outcomes of schooling experience and find ways to better cater to‬‬

‫‪students who place a high value on these outcomes. For example if college students and‬‬

‫‪15‬‬
graduates find high value in the personal experimentation and growth factors involved with

going away to school than online education providers must find ways in which their students can

personally experiment online. Some possible avenues may be through political involvement

(student government), or online clubs similar to those on a traditional campus in which students

may chat and share experiences during weekly meetings, say for example about sports or music.

Even more complicated is to do this for a number of different countries whose students all place

values on different elements and who share different interests.

Effects on the International Business Market

Schools and learning resource providers around the globe are being forced to become

more competitive. An Australian based company can outsource a graduate level computer-

science course to an experienced PhD holder for facilitation at $7/hour. Rather than being

coerced into paying an inflated salary because of the limit of qualified professionals, the web is

enabling institutions to be less selective because of an expanded labor pool and technological

advances. The Web is causing a change in salary scales and hiring practices for online resource

providers leading to a more globalized e-marketplace (Wilson 2005).

International Limitations

Attempts to provide online education to overseas institutions (from the United States to

China for example) is not always culturally grounded. The credibility of foreign degrees in

countries such as China and India are often questionable by these governments. Students

attending universities in these countries are often required to report to assigned locations with

photo ID's to take exams to prevent cheating. A Stipulation like this one isn't always required for

16
most online education courses offered in the U.S. and thus, those from China and India may be

skeptical about the quality and credibility of online degrees from foreign institutions (Ke Zhang,

2005). The market for online learning in China is weak partly due to the fact that the English

language and cultural are so different from that of other countries, and not all Chinese citizens

are proficient enough in the English language to successfully complete an online course offered

by the U.S. (America is at the forefront of online education and as a result most available courses

are written and catered to Americans).

As a result, the market for Chinese learners and other foreigners would increase when

universities within those countries, or those outside, are willing to cater to culture and language,

in order to take stake in the online education game (Ke Zhang, 2005). Making a single course

available to anyone around the world that may be interested in it could be efficient; however, it is

not culturally and contextually adequate and is monetarily uneconomical (Carr-Chellman, 2005).

"In globalizing any product, there is a certain amount of homogenizing that must occur and given

the market driven forces it is imperative that the product is palatable to the largest majority of

potential buyers" (Clark, 1987). It is unfeasible and impractical for American professors,

educational instructional designers, and various other web-educators to realistically develop a

single course of study that is attentive to the cultural needs and "contextual sensitivities" of

numerous countries and societies. Monetary problems may arise as well. If the distance

education institution offering the course resides in the US for example and is offering an online

course taken by a handful of students in different countries, a means of collecting currency

applicable to that country is an obvious issue (i.e., conversions, and the rise and fall in value of

various currencies, etc.).

17
Case Analysis: Distance Education in Foreign Countries

South Africa: Distance learners are challenged in many ways in South Africa. Unreliable or

non-existent postal, telephone, and internet services for people living outside of the major cities

and other less developed suburban townships severely impedes their use to access any type of

distance education course. People here also attempting to upgrade their skills and their standard

of living must continue to work full-time while studying part-time. This adds a number of

external pressures to daily living and family commitments (especially if it compounded by living

with a number of others in a small, candle-lit shack). And finally, poor education practices

during the “colonial and apartheid periods” have left a number of South Africans lacking skills

and prerequisite knowledge for further studies. However, due to the high density of those who

have access to or own a cellular phone (upwards of 90%) M-Learning (mobile learning) is taking

off in Southern Africa. The effective use of SMS technology (short message service) may reduce

the isolation typically associated with distance education and provide more South Africans with

a means of pursuing higher education (West, 2005).

Figure 4:

Source: Human Development Report of the United Nations Development Program (2001), from the book titled
"Issues and Trends in Distance Education," page 173, written by Yusra Laila Visser, Michael Simonson, & Ray
Amirault.

18
Turkey: Turkey, a developing country, has a population of about 65 million. Higher education

institutions in Turkey have traditionally modeled their programs after their British, German, and

American counterparts however their education issues more resemble those of their European

and Asian neighbors. Anadolu University (Open Education Faculty) in Turkey has more than

doubled in student population in the past two decades due to the Open Education programs

offered there. Though positive, it is important to maintain and improve the quality of programs

offered while enrollments continue to increase (Demiray, 2005). Turkeys more favorable

political environment has led to the implementation of many educational reforms since the

beginning of the 1980s where developments in distance education have accelerated. In 1981, it

was decided that all educational institutions in Turkey should offer distance education as part of

their educational offerings. Continued support by the Turkish government has led to an increased

motivation in making it possible to produce a large variety of distance education programs

offered by the OEF. In 2001, Turkey had 479,317 of nearly 1,500,000 candidates enrolled in

university programs of which 181,346 students were placed in Open Education Faculty (OEF)

programs. In 2004, the Open Education Faculty had a total of 524,494 students. The percentage

of female and minority learners is steadily increasing as well while simultaneously enrollment

age is lowering (Demiray, 2005).

Brazil: Brazil is still trying to successfully implement distance education courses into its

mainstream education system. Distance learning here is especially relevant due to a number of

reasons including: an increased demand for education, the relatively low levels of funding for

building new education institutions, and the geographical expansion of the country (Litto, 2002).

The Virtual Library for the Brazilian student, a web-based system that offers access to

19
multimedia resources and full-text literary materials free-of-charge, is currently in use in Brazil.

The challenge has been the monitoring of educational activities in this nation due in part to its

shear size and population 11 . This makes “fine-tuning” of distance education practices at the

national level extremely difficult and also leads to a number of policy issues. Brazil has 10% of

its 18-24 year old population enrolled in higher education (3.5 million students), which is

significantly lower than figures for other countries (See Figure 5, page 21). Because Brazil lacks

the financial means for building a large number of new campuses, some suggest the country

should invest in an open distance-learning university, this would provide a larger proportion of

the population with access to higher education. Access to information is also extremely limited

for students in Brazil; the libraries of the 1,900 higher education institutions have a total of 32.2

million volumes, which translates to a mere 9.2 books per student (Litto, 2002). The lack of

information and other technologies doesn’t end there; limited access to computers and internet in

primary and secondary education institutions is a continuous problem. Some of the key figures

are listed below:

• 80% of schools have electricity

• 50% of schools have a telephone line

• 27% of schools have computers (total of 276,988, 80% of which are in

private schools)

• 11% of schools have access to the internet (an average of 5.7 computers in

each school, 174 students per computer)

Source: Loureiro, 2004; Instituto Brasileiro de Geografia e Estatistica, 2004; Instituto Nacionalde
Estudos e Pesquisas Educacionais, 2004.

11
Area = 3,218,130 square miles. Population = approximately 180 million

20
Figure 5:

Percentage of 18-24 year olds enrolled in higher education

Source: From scholars attending the International Learning Conference in 2002-2004 in the book titled "Issues and
Trends in Distance Education," page 173, written by Yusra Laila Visser, Michael Simonson, & Ray Amirault.

Educational Entrepreneurs

Distance Learning has quickly become a multi-billion dollar market, as a result, it is no

wonder many are looking for ways to capitalize in one of America’s newest trends. "The U.S.

market for corporate e-learning is expected to reach approximately $10.6 billion by 2007,"

according to research firm IDC. Although current revenue figures for international distance

education are extremely limited, one can be sure the market for education abroad via web based

courses is very enticing. With the expansion of for-profit (higher) education in recent years a

new kind of entrepreneur has entered the market. John Sperling, founder of the University of

Phoenix, the most successful of these ventures and the biggest name in for-profit education

turned himself into billionaire almost overnight. His company has amassed nearly 8 billion in

capitalization and continues to grow serving national and international students with competitive

tuition prices and flexibility (Vedder). Problems arise however when education is viewed more

as a marketing ploy than for its true intention of personal and professional development.

21
“Universities will differentiate themselves based upon their audience and core expertise. Some

will endeavor to become brand name institutions that will deliver outstanding educational

experiences with high perceived value in particular areas of core expertise. Others will provide

broad access to a commodity-style education at competitive costs” (Wilson 1999). A definite

focus in international contextual designs for distance based courses needs to be addressed.

Educational entrepreneurs need to find a way to cater their courses to an international crowd as

well if they wish to take advantage of the true revenue opportunities of this market.

Entrepreneurs in this field have the ability to reach globally, building synergetic linkages

between a multitude of countries all the while increasing revenue exponentially if they perform

the proper amount of research and find a way to better cater to the international community,

where people are hungry for the opportunity to learn and be educated.

Future Outlook and Recommendations

As the market for education continues to grow worldwide, a number of opportunities are

arising for those previously unable to attain a higher education as well as opportunities for

corporations looking to streamline training practices. This is all taking place under an

educational platform that is constantly evolving and "technologizing" to increase its client base.

There are many issues that face distance learners abroad; access to resources like computers,

internet, and books, as well as pressures of family life and the necessary need to continue

working make it difficult for those in other countries (particularly those countries with unstable

and unsupportive governments and those with limited resources). Many countries have yet to

successfully implement a bonafied distance education program and must overcome national and

international barriers first in order to do so. However, there are many countries that have been

22
successful in doing just that, and their success should be used as a reference point to other

countries looking to do the same. There are a number of international implications that also arise

from the use or lack of use of distance education; which include outsourced jobs and a horizontal

salary base, new economies of scale through a globally competitive market for education, and

increased linkages between countries. Educational entrepreneurs have also emerged as a result of

society's increased desire for higher education. However, checks and balances must be made,

through political action if necessary, to ensure education doesn't become a marketing ploy. In

addition, distance-learning institutions must make strides in adapting course material to the

cultures of the various students they serve in order to give those students the education and

training in which they are sacrificing so much to attain.

23
 Works Cited

Carr-Chellman. (2005). Alison A. Global Perspectives on E-Learning, Rhetoric and Reality.

Sage Publications. University of Pennsylvania.

Clark, H.F. (1987). Consumer and Corporate Values: Yet another view on Global Marketing.

International Journal of Advertising, 6(1), 29-42.

Collis B., & Grommer, L. (2001). Stretching the Mold or a New Economy? Part 1:Scenarios for

the University in 2005. Education Technology 41(3), 5-18.

Crews, Kenneth D. New Copyright Law for Distance Education: The Meaning and Importance

of the TEACH Act. Copyright Management Center. 2005. Accessed October 8th 2006.

<http://www.copyright.iupui.edu/teach_summary.htm>.

Distance Learning Course Finder. 2006. <http://www.dlcoursefinder.com/>.

Education Resources Information Center. Education’s Entrepreneurs. November 1978. Accessed

October 16th 2006. <http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true

&_pageLabel=RecordDetails&ERICExtSearch_SearchValue_0=EJ192667&ERICExtSea

rch_SearchType_0=eric_accno&objectId=0900000b800a34df>.

Galusha, Jill. Barriers to Learning in Distance Education , University of Southern Mississippi.

1997. Accessed October 8th 2006. <http://www.infastructure.com/barriers.htm>.

Keegan, D. (1986). The Foundation of Distance Education. London: Croom Helm.

Ke Zhang. (2005). China’s Online Education: Rhetoric and Realities. Sage Publications.

Knapper, C. (1988). Lifelong Learning and Distance Education. American Journal of Distance

Education, 2(1), 63-72.

Litto, Michael (2002). A Multimedia Digital Library to Support Distance Learning in Brazil.

Information Age Publishing.

24
Loureiro, M.D. (2004). O Minesterio da Educacao e a EAD: Visao Geral e Legislacao Atual.

Seminario Internacional de Educacao a Distancia, Brasilia, UNI-LEGIS, 9 Jun 2004.

McKeaney, J.E., Kolker, J.M., & Ustinova, H.S. (1998, April). Technology-based Global

Education and its Implications for School/University Partnerships. Paper presented at the

meeting of the American Educational Research Association, San Diego.

<http://www.iusb.edu/~edud/global/pub2.htm>.

“The Future of Distance Learning.” Education Atlas. 2006. <http://www.educationatlas.com/the-

future-of-distance-learning.html>.

Vetter, Richard. A New Breed of Higher Education Entrepreneur. Center for College

Affordability and Productivity. August 5th 2006.

<http://collegeaffordability.blogspot.com/2006/08/new-breed-of-higher-education.html>.

Visser & Gagnon. (2005). Defining “Trends” and “Issues” in Distance Education, an Interview

with Don Ely. Information Age Publishing.

West, Paul (2005). The Promise of M-Learning for Distance Education in South Africa and other

Developing Nations. Information Age Publishing.

Wilson, Brent G. (2005). A Survey of Progressive and Conservative Trends in Education with

Implications for Distance Education Practices. Information Age Publishing.

Wilson, Jack. “Continuous Learning: The Killer Application of Technology.” Spring 1999.

<http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News15/text4.html>.

25