Reflections on Chapter 10

There are beliefs about learning and teaching that are shared by all distance educators. They include the premise that learning and teaching can occur in different places and at different times and that teachers and learners can communicate effectively through electronic and print media. However, the true challenge comes when a teacher or student waits on communication instant feedback an individual receives in a class that is not available. There is general agreement also that distance education is the only cost-effective way of distributing scarce expertise, and making it available on demand. The ability of distance education to deliver instruction on demand is important for business and industry, which have to find ways of providing training and retraining, throughout the year and on the job, in response to ever-changing market conditions. While there might be agreement about these benefits of distance education, there are two distinctly different perceptions about how resources should be organized to bring about these benefits. One of these views is very common, yet the future success of the field depends on a wider acceptance of the other. The schools that have long distance should look into investing in an around the clock service so that demands could be meet. Graduate students can meet some of those needs through an on-line commutation lab. The American idea of distance learning remains a very limited one. It is usually seen as the addition of high technology communications media in otherwise conventionally organized and taught classes. Because there is still a craft view of teaching, most distance education programs suffer from being under resourced. Administrators should look into creating a distance learning program that is funded solely for distance learning environments. A working environment creates an open line of communication that helps everyone contribute.