Embarking
on ICT-enabled distributed learning
Lessons Learnt
TJ de Coning*
Summary: The
distributed learning industry is characterized by explosive growth, giving host
to a high number of entrants, both from the public and private sectors,
entering into the industry. The result is hyper competition and convergence
with an unnecessary failure exit of many
providers Ð as the industry moves towards consolidation and a higher
degree of regulation.
It is against this background where especially
public sector providers of higher education should reconsider their entry into,
as well as strategic positioning in the industry. The guiding principle should
be an appropriate and sustainable distributed learning typology, incorporating
a high degree of value innovation by taking cognizance of the experiences of
various new entrants into the industry; and the appropriate use of technology -
taking into account the dispositional and situational realities of the target
population.
This paper endeavors to, based on the experience
gained with the use of ICT for educational purposes, reflect on some of the
lessons learnt.
1. Introduction
The
last decade of the previous century and the first two years of the 21st
century have been marked by an unprecedented rise in the number of tertiary
institutions embarking on distance education programs[1].
In some instances it would appear as if some were enticed to go this route by
the lure of countering declining student enrolments; others perhaps by the
envisaged monetary gains (potentially it is a very lucrative market); possibly,
others by the ease with which their demographic student profile can be put
right (equitable access); and others, as a means to enhance the efficiency of
residential learning.
In addition, it would appear that some have boarded
the technology roller coaster and view technology as the alchemy to solve the perhaps pandemic problems
of higher education.
In an ICT-industry which is characterized by hyper
growth and convergence, many education endeavors are threatened by an
unexpected early demise, reducing ICT-mediated education to just another
Ôflavor of the monthÕ- something to put to rest in a cemetery where it will
join other concepts which have been tried and discarded Ð as one of the
dinosaurs of the postmodern era, the traditional public tertiary education
sector, perhaps continues on its merry way to unavoidable extinction.
It is against
this background that current ICT- education endeavors should be reflected on
and lessons be learnt which could assist with the articulation of an
appropriate typology Ð a typology which could, in systemic fashion, facilitate
the transformation of the outdated public tertiary education sector into an
entity which is not only distinctly different but also distinctly better to
what it was before. Furthermore, a transformation where the artificial barrier
between distance and residential learning falls away and where hybrid,
networked institutions will be the norm Ð applying appropriate multi-mode
approaches along an integrated continuum of possibilities Ð irrespective of
whether it is a so-called distance or residential student.
For this purpose
it is perhaps necessary to rise the level of the debate above the semantic
arguments of residential versus distance
education. Perhaps it will be more helpful to approach ICT-mediated learning
by:
á
Considering
residential and distance education as part of the same continuum of learning
possibilities
á
Accepting the
fact that the barrier between so-called residential and distance education is
an artificial one
á
Understanding that ICT can (should) be used to
mediate learning in both a residential and distance context;
á
Recognizing
ithat ICT-mediated education can span the total spectrum of learning
possibilities; and
á
Allowing
dispositional and situational realities of students, balanced with the
institutional goals of the particular HE-provider, dictate the appropriate mix
of ICT-mediated learning.
2. Going back to zero
The
famous futurologist Joel Barker, coined the phrase Ôgoing back to zeroÕ. In
essence it means that if a paradigm shifts, everybody goes back to zero. It is
immaterial how good institutions were at the old ways of doing things Ð it is
simply no longer relevant.
This principle is directly applicable to the HE-
sector. A simple force field analysis clearly indicates that:
á
Readily
available and quality substitutes for public tertiary sector programs, abound
á
The
divide between public and private sector suppliers of tertiary education has
been bridged
á
Technology
is rendering concepts such as distance and time, irrelevant
á
Despite
authorities futile attempts to stem the tide, Higher Education has become a
global industry.
These realities have brought the traditional public
tertiary education sector to the brink, to the point where the risk is run of being put
back to zero by the emergence of a new paradigm.
This new
paradigm requires traditional residential HE-institutions to also provide for
distance education and at the same time, to optimize residential learning via
appropriate use of ICT-applications. The lesson to be learnt is that it is no
longer a case of residential or distance education, rather residential and
distance education as core elements of a new integrated paradigm. Distance
education can therefore not be treated as a convenient Ôadd-onÕ, something to
become involved in if the particular institution happens to have excess
capacity, or if one or a few eccentric academics who are always engaged in one
or other quest to search for and find the academic worldÕs holy grail, are
enthusiastic about distance education. It is part and parcel of a new
integrated paradigm where the 'new' HE-institution to emerge will in all
probability be a hybrid - appropriately geared for ICT-mediated learning in
both a residential and so-called distance context.
3. Distance education is
not technologically mediated residential learning (and ICT-mediated residential
learning, is not traditional residential learning)
Inconvenient but
true.
From a
conceptual point of view, one should distinguish between various forms of
learning along a continuum of possibilities, as demonstrated in Figure 1 below.
Figure 1:
Changing approaches to teaching and learning
Although the
content of residential and distance education programs is the same, the
underlying instructional design and teaching strategies differ fundamentally Ð
as can clearly be deduced from Figure 1.
In the extreme, if a HE-institutionÕs approach is
based on Ôtalk Ôn chalkÕ, it poses an almost insurmountable barrier to distance
education. Surviving on oneÕs wits as a lecturer and ÔfreewheelingÕ from
contact session to contact session are simply impossible in the distance
education domain. ÔUse of technologies Érequires a new kind of teacher: the
enabler and facilitator, the Ôguide by the sideÕ rather than the Ôsage on the
stageÕ (SA Department of Education, April 2002: 21).
Embarking on
ICT-mediated education is thus an inherently risky affair. It can be doomed if
it is perceived and implemented as traditional residential education which is
technologically mediated. A fundamental rethink of how programs should be
taught is therefore required. However, if institutions wait until such a
fundamental paradigm shift is internalized as part of their ÔbeingÕ before they
embark on ICT-mediated programs, they may find that the opportunity window has
closed Ð other, more adventurous (sometimes maybe less scrupulous?)
institutions may have decided to run the risk and successfully establish
themselves in the traditional feeder markets of less adventurous ones. The
lesson therefore is that institutions cannot wait until all the facets of the
new paradigm have been mastered; it is a case of Ôlearning by doingÕ
(experiential learning).
At
the same time institutions should guard against becoming so enthralled by
technology that sight
is lost of the fact that technology must be easily accessible and affordable to
the various target audiences. This is a crucial consideration, especially in
the context of Africa where the socio-economic circumstances of the majority of
the population are such that inappropriate technology can exclude them from
Higher Education.
4. Embrace contextualism
A
distance education student is not merely a residential student separated by
distance from the institution. They should therefore not be treated as such.
Distance
education students differ vastly from their residential counterparts in terms
of dispositional and situational dimensions.
Although it will be a gross oversimplification to
talk about a generic disposition of the distance education student it can, with
a fair margin of safety, be speculated that distance education students should:
á
Have
an internal locus of control, enabling them to, to a large extent, take charge
of their own learning experience
á
Be
highly motivated in order to be able to persevere and to succeed in the face of
many barriers
á
Possess
an acceptable degree of both domain-general and domain-specific prior knowledge
so as to be able to contextualize learning.
The lesson to be learnt is that the aforementioned
dispositional attributes cannot be accepted as common to so-called first time
students Ð giving rise to a host of questions as to whether and how distance
education programs, especially those of a traditional residential tertiary
education institution, should primarily be aimed at young first time students.
It also raise questions about the appropriate use of ICT in a residential
setting.
Cognizance should however also be taken of distance
education studentsÕ situational realities:
á
The
need to balance the requirements of study with the need to take care of family
and career responsibilities
á
The
need to determine the pace of learning
á
A
need for intermittent synchronous learning
á
Cost
and time constraints which have a bearing on their perceptions of the value of
particular distance education programs
á
Their
easy and cost-efficient access to ICT.
The
aforementioned situational realities necessitate that HE-institutions should
take them into account when delivering distance education programs (especially
ICT-mediated programs). In the delivery of these programs the trap of a high
incidence of synchronous learning interventions Ð especially if it requires
that students should frequently travel to central points where such synchronous
learning can be enabled, should be avoided. Such an approach is not aligned
with the situational realities of the distance education student. (Thus: a
clear need to balance 'on-line' with 'off-line' learning)
ICT-programs,
whether aimed at distance or residential students, should therefore be designed in such a manner that
cognizance is taken of the contextual, dispositional and situational realities
of the distance student.
5.
Avoid
institutional red tape
Residential
students are very often exasperated with the amount of administrative red tape
they encounter at tertiary education institutions. When it comes to distance
education students, a general rule of thumb is that more or less seventy
percent of the studentÕs interaction with the institution will be on
administrative issues. For obvious reasons it is therefore vitally important
that all administrative issues should be dealt with swiftly and efficiently.
Each administrative interaction with a distance education student represents a
crucial moment in the budding relationship between the student and the
institution. Given the possibility of possibly reinforcing the distance
education studentÕs total learning interaction with the institution, such
interactions should be optimized. This stresses the importance of a one-stop
service portal into the institution through which all administrative
interactions to and from the distance education student can be channeled and
where the efficiency and speed with which the institution reacts, can be monitored
and managed.
6. Leave academic staff to
their own devices
Definitely
not.
A
fragmented island style approach to ICT-mediated education is undesirable for a
number of reasons.
Firstly,
the lack of uniform education practices.
In
a highly competitive industry protection of the institutionÕs quality image
becomes a vital factor. Therefore, although academic ownership of ICT-mediated
education programs should always remain with academic departments, care should
be taken that stringent and uniform design and delivery standards are met. A
central vetting and clearing of such programs, can therefore be considered to
be a prerequisite for success.
Secondly,
the high unit costs of an island approach.
This is
especially the case with computer assisted learning where program design can be
an extremely costly affair. In an island approach, funds are channeled to a
number of islands where each island takes on the costly and time-intensive task
of designing and packaging programs. The result:
á
High
capitalization cost per individual program
á
So many
islands, so many standards
á
Lack of
internalizing core competencies re computer assisted instruction
á
Lack of
institution-wide learning.
For these
obvious reasons, academic departments cannot be left to their own devices
(there are others as well, such as the sobering realization that the
technological literacy levels of academic staff seems to be at a generally very
low level Ð fear of technology may therefore be to the detriment of developing
appropriate ICT-mediated programs).
7. Use subcontracting as a
convenient escape mechanism
There are many
facets of ICT-mediated education which are foreign to the being of a
traditional residential tertiary education institution. These facets include
aspects such as marketing to and administration of distance education students.
A joint venture with a private provider of tertiary education, especially one
where the private supplier takes care of marketing and administration, seems an
easy way out of this dilemma.
There are however
a number of potential dangers in this arrangement:
á
The
possibility that the private supplier may be primarily fee-driven, good on
marketing and selling but perhaps not so focused in maintaining the integrity
of the value chain for the totality of the distance education studentÕs
learning experience
(The possible
result could be low pass rates)
á
The
institution presenting the program be blamed for the mistakes/lapses of the
private sector partner, which renders the institution strategically vulnerable
á
The
authorities perceiving the public tertiary education institution as abdicating
its academic responsibility to a private sector partner whilst still claiming
subsidies for such distance education students (the authoritiesÕ current
moratorium on the further development of new distance education programs,
proofs the point).
The
lesson therefore is that a public tertiary institution cannot abdicate academic
responsibility and accountability to a private sector partner; furthermore that
it does not make strategic sense to, via such arrangements with private sector
partners, put the institution in such a strategically vulnerable position.
(This is not to say that joint ventures with private sector partners are
perceived to be undesirable, it depends on a synergistic division of functions
and strategic control of the total education process to be vested in the public
tertiary education institution).
8. Position the institution
as a full range supplier of
ICT-mediated programs
It is to do with
gaining and maintaining a position of sustainable competitive advantage.
How does one
differentiate the institution from the competitors? Probably not by necessarily
becoming a full range supplier.
Can a
traditional residential HE-institution for instance really afford to become a
ÔpureÕ distance education provider? This is highly unlikely and, in a more
global sense, undesirable in terms of the HE-system as a whole. Sustainability
in this context most likely depends on an institutionÕs ability to position itself
as complementary rather than in direct opposition to ÔpureÕ distance education
providers, other suppliers of mass education for undergraduate students as well
as to residential tertiary education institutions which have a more restricted
local perspective. Building on this line of thought, strategic logic dictates a
niche approach as a means to sustainable strategic positioning, according to
which specific target audiences are carefully selected and distance education
programs, delivered via appropriate technology, offered to such audiences.
The implicit
lesson is that distance education at traditional residential institutions
should not be a numbers game Ð residential institutionsÕ institutional
capacities are simply not designed for servicing vast numbers of distance
education students.
9. The value chain and
value innovation
The value chain
enables an institution to, in systemic manner, map both the primary and
secondary value adding activities in the ICT-mediated education chain. As such
it is an extremely valuable tool to reduce complexity to manageable simplicity; provide indicators for
vital links between value adding activities; and, points to activities that are
likely candidates for being outsourced to external suppliers.
The value chain
also provides the platform for the application of another valuable tool, namely
the concept of value innovation.
In applying
value innovation to their ICT-mediated endeavors, institutions have to consider
a number of key questions:
á
Which
ICT-education activities are, in terms of conventional strategic outlooks,
considered as important but can possibly be done away with (e.g. a fixation on
technology per se)
á
Which
activities/ perceptions/approaches can be de-emphasized (e.g. the perception
that the institution has to be a full range supplier of ICT-mediated education
programs)
á
Which
activities should the institution be extremely good at (e.g. quality content,
sound instructional design and packaging of material, appropriate delivery
modes, efficient administration)
á
Which
activities should be added to the value chain in order to enhance effectiveness
(e.g., the notion of a one-stop service portal)?
The
aforementioned tools are key instruments to facilitate both optimal strategic
positioning and efficient operation of ICT-mediated education programs.
The lesson to be
learnt is that ICT-mediated education adds another dimension to an already
complex system. The appropriate approach to reduce this inherent complexity to
manageable simplicity, is to apply proven instruments such as the concepts of
the value chain and value innovation.
10. Glocalization of education
Given
that it is totally unrealistic to expect institution-wide enthusiasm for
ICT-mediated education, it can be expected that pockets of ICT-mediated learning
will begin to emerge in the institution. The inherent dangers of this dynamic
are a fragmented approach with varying standards, which could seriously
jeopardize the image of the institution as a whole.
Glocalization,
a combination of the terms global and local, has, in terms of ICT-mediated
education, both an external and internal dimension.
Externally
it refers to the need to source globally as far as content and technology is
concerned; and, to have a global perspective both in terms of sources of
competition and potential target audiences for ICT-mediated programs.
Internally it
refers to the necessity to establish a central enabling entity which, in a
global sense, works with the institution as a whole (informing, motivating and
facilitating), whilst allowing faculties to locally, with the direct support of
the central entity, develop need-driven ICT-mediated programs meeting global
uniform design, packaging, marketing,
delivery and service standards.
The lesson to be
learnt is that a fragmented Ôlone rangerÕ approach with an evolving (by means
of trail and error) ICT-mediated
typology, is potentially to the detriment of the institution as a whole and
should therefore be avoided.
11. The unequivocal support of academic departments
Reality is quite
different.
There is very
little direct correlation between academic content for which there is a proven
high demand and eagerness on the part of the relevant academic departments to
embark on ICT-mediated education.
Some of the
academic departments at residential HE- institutions are flooded with students
(a ratio of 1:600 is common in modules of some programmes). The academic
content of such modules are in obvious high demand, but the overwhelming
workload of the academic staff is such that they steer away from the initial
additional workload of designing, packaging, presenting and servicing
ICT-mediated programmes. The inherent lesson is that special extrinsic and
intrinsic incentives have to be established to build enthusiasm for
ICT-mediated programmes. Furthermore, that the practical manifestation of
incentives should be such that it should result in more people sharing the
workload.
ÒSuccess breed
successÓ and it is only when academic departments see and experience the
positive practical manifestations of success that enthusiasm for ICT-mediated
education will be cultivated.
12.
ICT-mediated
learning only manifests off-campus
Some
institutions treat ICT-mediated education as something that you only find
off-campus. They fail to see the unstoppable convergence of distance and
residential education into a new open learning paradigm whereby both
residential and distance education students will, in fluid arrangements, move
between what is traditionally known as respectively residential and distance education.
As this new paradigm evolves, ever increasing numbers of residential students
will, whilst physically present on the campus, elect (insist?) to complete
whole or parts of modules via distance education modes. Thus, any institution
treating distance education and residential learning as two separate concepts
(Ôsomething that does not affect usÕ) may find themselves in positions where
they drift away from and lose alignment with the needs of their students.
13. Conclusion
In this paper it
was endeavored to, from a systemic perspective, reflect on a particular
institutionÕs experiences with its ICT-mediated initiatives. A number of
lessons learnt Ð both from a macro and micro perspective Ð were put into
perspective. These lessons should be internalized and be considered in the
articulation of an appropriate ICT-mediated education typology for the
institution.
In this context,
decisions on information technology, as they apply to Higher Education, are
crucial. Technology has to be aligned with the contextual realities of the
student; be accessible and affordable from both an institutional and student
perspective; should not be perceived as an alternative for sound instructional
design and appropriate packaging of material; and, should receive careful attention
as a likely candidate for outsourcing; and a balance should be struck between
cutting edge technology and the readily availability of a sturdy platform for
ICT-mediated education programs.
Author
Prof.Dr. TJ de Coning
Senior Director:
Strategic Initiatives
University of
Stellenbosch
P/Bag x1
Stellenbosch
Republic of
South Africa
e-mail:
tjdc@maties.sun.ac.za
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