The Third Circle: On Education and Distance Learning

Abstract

Has it been demonstrated that distance learning is as effective as face-to-face learning? This paper, proposing a “three circle” model of postsecondary education, argues that measurable competence, though a central component of education, is not in itself an adequate indicator of educational effectiveness. The model, supported by research into educational effects, is discussed in relation to the distinction between semantic memory and episodic memory, and in relation to the role of context in memory. Analysis of a widely-cited summary of 248 studies comparing distance learning and face-to-face learning concludes that these studies, which generally fail to go beyond measurable competence, and fail as well to support the newer interactive technologies commonly associated with distance learning, do not support any transfer of postsecondary education from the classroom to the screen. The limitations of distance learning are discussed in relation to their broader social implications.

Emerging themes in distance learning research and practice: some food for thought

“…In addition, workplace training differs from traditional education in many important respects: differing learner needs; different technology support; and workplace constraints (see Paulsson and Sundin 2000;Stefanov et al 1998). Indeed, as industry has come to realize how it can benefit from having employees engaged in lifelong learning (Benson 1994), the focus of training has shifted from delivery of a very specific set of skills to the provision of a broader educational system aimed at supporting an organization's strategic goals (Eamon 1999;Farber 1998;Fulmer 1997;Salas and Cannon-Bowers 2001). Also, workplace training has embraced such work-specific concepts as learning while doing, just-in-time learning, and just-in-place learning (e.g.…”

“…Although the use of DL is widespread, certain authors argue that basic research still has not proven conclusively that DL is better than or equal to traditional classroom learning (Eamon 1999;Farber 1998). Gilbert (1996) said that ''no form of distance education or .…”

Table of Contents

“…Farber (1998) finds the computer screen to be isolating and decontextualizing, reducing the amount of information available (compared with live situations) and mediating students' experience of reality. The screen, in this view, provides an unbreachable ontological barrier to unmediated experience, or, more simply, it is always virtual and never real, however real the emotions felt by the student.…”

“…Two problems arise, however, when relying on learning outcomes: first, it is difficult to quantify or reliably express what learning is desired, and second, the assessment methods chosen tend to shape what is being assessed (Farber, 1998). Farber's contention (1998) that distance learning, with its focus on competencies rather than education (which is not altogether true), will divide society into those who have a traditional "education" and those with "mere" competencies must be evaluated.…”

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

“…Early studies suggest that while students enjoy the flexibility afforded by computer-mediated study, the loss of collegial contact to acquire the intangible aspects of professionalism is regretted (Carnwell, 1998;Farber, 1998;Jacobs and Rodgers, 1998). The long-term and short-term effects of this physical absence still need to be evaluated, but research suggests that distance learners require contact with same-site peers and opportunities to meet tutors to gain a professional identity (Lia-Hoagberg et al, 1999).…”