Designing
Distance Learning to Reach Underserved Populations
Faye Hall Jackson, PhD
William N. Chernish, PhD
Conrad N. Hilton
Abstract. The model used to deliver education from
teacher to learner had not changed fundamentally over the last several hundred
years. Affordable and accessible
developments in personal computers, applications software and
telecommunications have been facilitating and driving changes in the way
learning is made available, and those changes have opened the potential to
reach populations that had been underserved in the past: persons with cultural
differences, with physical distances, or with physical or mental
differences.
Introduction. The recent wide
adaptation of affordable and relatively easy to use computers and
telecommunication tools are driving a change—perhaps a revolution—that may
permit the delivery of materials to learners in different places, with
different needs and on different time schedules.(Chernish, Schott et al.
2003) Technology affecting
learning got its first major boost with the development of moveable type and
the ability to print books in a relatively inexpensive manner. While this expansion has altered the sensory
appeal of instructional delivery, it has also altered the accessibility and
acceptability of traditional classroom instruction.
Background. Distance learning has existed for more than a century in both the
Learning objectives coupled with
technology can drive content design and influence its development. As distance learning has evolved, aided by
technology, it has been feasible to break learning segments into smaller parts
or modules. These modules can be adapted
to meet different learner needs, different language or cultural differences, or
to meet impediments of learning because of individual needs. For greater efficiency, the modules should be
developed to operate in small, nearly free-standing, individual segments
likened to a pomegranate that may be pursued by learners in a nonlinear
fashion, as contrasted to traditional class or course design which might
resemble an orange with large segments that are followed in a linear manner.(Chernish, Schott et al.
2003) The modular approach
allows for compartmentalized updating or changes to meet particular needs. Like content design, instructional design
should be appropriate for the understanding and application of concepts for all
learners. This is made easier with
advances in technology as support tools for theoretical transmission and also
permits the customization of learning modules to meet the particular needs of
people with special learning needs.
Moore’s Law prescribes a formula that supposed
that the computing power readily available in machines for the public doubles
in a short period of time—about a year.(Sanford 2000) At the same time,
the prices of computing power have come down to the point where one may
purchase a workable computer for less than five hundred dollars. A second technological development that
affects the nexus facing education is the wide availability of cheap access for
telecommunication tools for the internet.
A workable (and no additional cost) connection using the local telephone
and other high speed access may be made though broadband telephone lines or
cable modems. Computers, and their
internet connections have proliferated in schools, libraries, businesses, homes
and other locations.(Horrigan 2003) Outside of the
The Nexus. The evolution and accessibility
of this combination of computing and telecommunications has permitted a nexus
bringing together education and a new potential to reach individuals and groups
who may not have had ready access to education and learning in the past. The accompanying figure shows this nexus with
traditional delivery of learning, the application of technology, and distance
delivery providing the tools and the potential to reach underserved groups. The
nexus facilitates the reaching out, while shifting from a teacher-driven linear
learning model to a learned-centered non-linear approach.(Hiemstra
and Sisco 1990) This newly designed
approach will address the needs of people with different requirements because
of differences in culture, physical limitations, or disabling conditions.
Different Population
Groups. One of the great
potential applications for distance learning lies in being able to modify
learning materials or learning modules to meet the particular needs of people
who are just not “typical” learners, those in the middle of the traditional
bell-curve representing the population.
By making adaptations in designing, developing and delivering distance
learning, people may be served who have not been fully able to take advantage
of traditional classroom settings. Common distance differences include culture
distances, physical distances, and disability distances. Cultural differences abound in ethnicity,
language, age, and gender. Just as
cultural sensitivity is practiced in face-to-face learning encounters, the same
sensitivity must be shown in distance learning experiences. The curriculum modules must be reflective of
the learners’ traditions, values and norms.
Even in a global environment strategies exist to bridge the cultural
divide. Efforts should be made to
stretch the comfort zones of the learners to experience something different in
instructional delivery and dialogue with virtual classmates. Care should be taken, however, to ensure
that the ‘stretch’ allows the freedom to retreat back to what is comfortable
when necessary.
Ethnic-Racial, Economic-Class. Ethnic barriers may be
addressed by tailoring distance programs or by creating peer groups with
similar learning backgrounds and interests.
Illustrations in distance learning delivery can include culturally
appropriate personal names and culturally accepted phrases. This illustration does not confuse any
theoretical offerings. Rather, it
embraces the background of the student and serves as an engaging point to keep
their interest. Economic or class
barriers may be addressed by tailoring distance programs or by creating peer
groups with similar learning backgrounds and interest. Social economic status in theory should not
be factored into the delivery system except as a means to promote accessibility
to distance learners. Rather, learner
groupings should be based on tendencies that are generally regarded as true
concerning the reference groups. These
tendencies will most likely be found in learner cultures.
Language. Properly designed
distance learning program offerings can be modified to accommodate different
language needs. Language translations
through technology will foster an environment for learners to engage in
dialogue with those of different language patterns. This activity, while initially uncomfortable,
will foster an environment of tolerance and inclusion.
Age,
Gender. Age differences and
barriers may be addressed by tailoring distance programs or by creating peer
groups with similar learning backgrounds and interest. Delivery systems for different age groups
relate most prominently to the amount of- and degree of-interactivity. Gender differences and
needs may be addressed by tailoring distance programs or by creating peer
groups with similar learning backgrounds and interests. Strategies for promoting inclusion regarding
gender issues suggest equally profiling men and women in curriculum
illustration in both traditional and non-traditional roles. Care should be taken to be sensitive to
diversity in sexual orientation.(Blumenstyk
1997; Journal 1999)
Distance:
Local, Regional, Global, Time. Physical
distances are predominately based on geographic areas. For many distance learners, removing physical
barriers can be a deciding factor in enrollment management and
accessibility. Inclusive strategies
based on physical distances surround local-, regional-, and global-areas as
well as time distance. Distance learning can eliminate the effects of distance,
whether the distance is a matter of feet, miles or continents, so long as the
learner and facilitator are not located in the same physical space. Time
differences may be bridged by using asynchronous distance learning delivery to
permit an approximation of anytime, anywhere learning. The luxury of real time responses
and interaction are benefits of distance learning.
Disabilities: Physical,
Mobility.
Disability differences reflect the criteria of accessibility. The spirit of the Americans with Disability
Act was to promote inclusion through accommodation in public places. Likened to this Act, to be effective for all
populations, distance learning delivery systems must promote inclusion through
accommodation. Disability distances
include physical, mobility, sensory, and mental-learning. Distance learning can
be designed, easily modified, and delivered to overcome physical disability
limitations. Delivery technology in this
area can be configured on a case-by-case basis to address the individual needs
of the distance learner. For students
with significant mobility impairments, this technology is a bridge to the
larger community. In the same way,
distance learning can be designed and delivered to overcome sensory physical
disabilities related to vision and hearing and to accommodate certain mental
and learning limitations.
Summary. If one were to view
educational and learning processes as an input-output model, the observation
might be made that very little change had occurred in the model over the last
several hundred years. In the past two decades,
however, the arrival of high-powered, inexpensive, accessible computers coupled
with high speed telecommunications and useful software have been facilitating
and even driving a change in educational approaches. The inputs of the model have been changing,
from the nature of essential educational topics to the need for speed and
flexibility of learning offerings to the profiles of the learners themselves
which have changed.
One of the most obvious changes in
learner needs relates to the diversity of the learners and the differing needs.
Whether by geographic distance, cultural differences, age, or physical
abilities and limitations, distance learning can be adapted to better serve the
learning needs of those people. To do so
will require change, and change will come.
References
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A Feminist Scholar Questions How Women Fare in Distance Education. The
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Businesswire
(2002).
Survey Reveals Computer Technology More Important Than the Library or Tutoring
for Student Success in Higher Education, Businesswire.com. 2002.
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W. N., M. Schott, et al. (2003). "Innovations in Distance Learning program
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Hiemstra, R.
and B. Sisco (1990). Individualizing
Instruction: Making Learning Personal, Empowering, and Successful. San Francisco, Jossey-Bass Publishers.
Horrigan, J. (2003). Adoption of
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