As web-based distance learning becomes more and more common, it seems more and more critics tout its desirability: it is more cost-effective, it allows learners to learn at their own pace, and it is more accessible to many learners than traditional learning models. But as with any revolutionary teaching model, we must consider the issues that arise with web-based distance learning, and accessibility is certainly an important component to think about.
When discussing accessibility of distance learning, the first thing most people probably think of is learners’ access to the technology needed to participate. This will most likely include, at the very least, a computer with an internet connection. But as distance learning advances with all other forms of technology, learners may also need cameras, microphones, and other peripherals to participate fully in an online course. These peripherals can be expensive, and learners who cannot afford this equipment will not find distance learning accessible. In fact, the NVCC found that distance learning does increase accessibility—for the students who are already involved in completing more traditional forms of education. A report by the American Council on Education found that “poor and less educated students are less likely to have access to computers or online services and will not be able to participate in online programs” (6). This lack of technology and the skills needed to wield it effectively is called the digital divide, and students on the wrong side of this divide will not find distance learning effective. This is especially unfortunate, because poor and less educated students would certainly benefit from the flexibility distance learning provides.
Another access problem with distance learning is that the class is entirely reliant on the equipment and software functioning properly. In a face to face classroom, if the technology goes down, the teacher can still administer the lesson with minimal, even no, technology. However, if the instructor needs a webcam to administer her lecture, and the network in her office goes down, everyone in the class suffers. It is frustrating for everyone when the technology doesn’t work properly, especially for the student where “an inability to get a flow to the class and feel like progress is being made can hinder the learning process” (Valentine).
The other aspect of accessibility in distance learning has to do with learners with special needs. Students who have physical and learning disabilities may need additional hardware, software, or peripherals to access the course and participate fully. For example, a deaf student will benefit little from a videoconference that does not include captioning or where the signal is too poor for lip-reading (Burgstahler). Instructors need to take into account the needs of these learners so that these courses are effective and enriching for all. Of course, these accommodations may be expensive or difficult to accomplish, especially if the instructor and technician are racing to catch up, so it is best to design courses that are universally and natively accessible. Burgstahler also brings up the point that you cannot just discuss accessibility with regards to the technology involved in an online course; you also have to be sure that the content is accessible. Asynchronous participation means that participants may not get an immediate answer to a question they way they would in a face to face model. This lack of immediate feedback necessitates an online course that is understandable, complete, and with redundant presentation features. These qualities will benefit all students, not just those with disabilities, so it is in an instructor’s best interest to maintain an online course that embraces them.
As with any new model of instruction, distance learning has its costs and its benefits. While accessibility issues may seem daunting, it is worth finding solutions so that web-based distance learning can truly be accessible for all.
Works Cited
Burgstahler, Sheryl. “Issues in Accessing Distance Education Technologies for Individuals with Disabilities.” WebAIM, Center for Persons with Disabilities. Utah State University. Mar 20 2002. Web. Nov 27 2012.
“Postsecondary Distance Education: Issues of Student Outcomes, Access, Cost, and Quality Assurance.” North Virginia Community College. Jan 2002. Web. Nov 27 2012.
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
Emma Mora
ETEC 523
Fall 2012
Accessibility
As distance education continues to grow, there are questions about the accessibility for all students. While it is intended for all students to benefit from distance learning some students do and some students are left behind because they don’t have the means nor the intellectual skills to participate in such electronically delivered instruction.
According to a report by the American Council on Education (ACE) “poor and less educated students are less likely to have access to computers or online services and will not be able to participate in online programs”. Income level is a major determinant in technology access. The availability of technological equipment and computers is greatly determined by family and personal income levels.
The lack of universal access, that is, the lack of affordability, easiness to use, and availability of resources make it difficult to increase education for all individuals. In the United States the lack of universal access has prompted a “digital divide”. Not only is there a division between the “have” and “have nots” (Farmer 36), but there also exists a division between individuals who feel at ease with technology and individuals who are reluctant to use it (usually adults). When individuals cannot accept an online environment they will not have access to information delivered by this method of instruction.
In her article “Rethinking the Promise of Distance Education” Jennifer Grill warns against institutions assuming that their programs will fit the needs of the community. She suggest that there should communicating with local libraries, learning centers, secondary schools, and other organizations to determine the true needs of the community.
Distance learning is not for all students. The successful student needs to have a number of characteristics such as tolerance for ambiguity, a need for autonomy, and an ability to be flexible distance learning requires students to be more focused, better time managers, and to be able to work independently and with group members. ( Valentine, 2002 )
Works Cited:
Farmer, Lesley. "Instructional Design". Chapter 7
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
“Postsecondary Distance Education: Issues of Student Outcomes, Access, Cost, and Quality Assurance.” North Virginia Community College. Jan 2002. Web. Nov 30 2012.
Joo Yun
As a student who is currently taking a grad course fully online, web-based distance education does enhance learning and possesses positive aspects, but it can never measure up to face to face lectures. As much as distance learning can be beneficial since it promises learners convenience of time and place and cost-effective education, problems do exist. One of the problems is accessibility issue.
In order to take distance learning courses, learners need high speed internet, equipments, and basic knowledge about technology. Even if they have internet, if it is not working properly, learners will face difficulties. For instance, the computers can freeze, internet can stop working, computer can unexpectedly shut down, keyboard might not allow learners to type, or the sound system can block learners to hear the session. Everyone is welcomed and invited to join web-based distance education, but not everyone can attend it. Distance education does promise cost-effective education, but learners are asked to purchase needed equipments, which means money is still pouring out from pockets. Also, even with internet and equipments in their hands, distance learning will not go smoothly if learners do not know how to troubleshoot technical issues. If computer freezes and shuts itself down, learners have to wait a certain amount of time until they rejoin the session; they cannot help but miss whole chunk of session through no fault of their own. Distance education will not be successfully effective if all learners have is just technology.
So what do learners do when they encounter equipment malfunctions, sudden internet disconnection, and other accessibility issue? They can check if everything is running perfect beforehand and acquire feasible knowledge so that when problems arise, they can act fast. Distance education is ready especially for well-prepared, strong-willed students.
Reference Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.”Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
ETEC 523
Accessibility in Web-Based Distance Learning
As web-based distance learning becomes more and more common, it seems more and more critics tout its desirability: it is more cost-effective, it allows learners to learn at their own pace, and it is more accessible to many learners than traditional learning models. But as with any revolutionary teaching model, we must consider the issues that arise with web-based distance learning, and accessibility is certainly an important component to think about.
When discussing accessibility of distance learning, the first thing most people probably think of is learners’ access to the technology needed to participate. This will most likely include, at the very least, a computer with an internet connection. But as distance learning advances with all other forms of technology, learners may also need cameras, microphones, and other peripherals to participate fully in an online course. These peripherals can be expensive, and learners who cannot afford this equipment will not find distance learning accessible. In fact, the NVCC found that distance learning does increase accessibility—for the students who are already involved in completing more traditional forms of education. A report by the American Council on Education found that “poor and less educated students are less likely to have access to computers or online services and will not be able to participate in online programs” (6). This lack of technology and the skills needed to wield it effectively is called the digital divide, and students on the wrong side of this divide will not find distance learning effective. This is especially unfortunate, because poor and less educated students would certainly benefit from the flexibility distance learning provides.
Another access problem with distance learning is that the class is entirely reliant on the equipment and software functioning properly. In a face to face classroom, if the technology goes down, the teacher can still administer the lesson with minimal, even no, technology. However, if the instructor needs a webcam to administer her lecture, and the network in her office goes down, everyone in the class suffers. It is frustrating for everyone when the technology doesn’t work properly, especially for the student where “an inability to get a flow to the class and feel like progress is being made can hinder the learning process” (Valentine).
The other aspect of accessibility in distance learning has to do with learners with special needs. Students who have physical and learning disabilities may need additional hardware, software, or peripherals to access the course and participate fully. For example, a deaf student will benefit little from a videoconference that does not include captioning or where the signal is too poor for lip-reading (Burgstahler). Instructors need to take into account the needs of these learners so that these courses are effective and enriching for all. Of course, these accommodations may be expensive or difficult to accomplish, especially if the instructor and technician are racing to catch up, so it is best to design courses that are universally and natively accessible. Burgstahler also brings up the point that you cannot just discuss accessibility with regards to the technology involved in an online course; you also have to be sure that the content is accessible. Asynchronous participation means that participants may not get an immediate answer to a question they way they would in a face to face model. This lack of immediate feedback necessitates an online course that is understandable, complete, and with redundant presentation features. These qualities will benefit all students, not just those with disabilities, so it is in an instructor’s best interest to maintain an online course that embraces them.
As with any new model of instruction, distance learning has its costs and its benefits. While accessibility issues may seem daunting, it is worth finding solutions so that web-based distance learning can truly be accessible for all.
Works Cited
Burgstahler, Sheryl. “Issues in Accessing Distance Education Technologies for Individuals with Disabilities.” WebAIM, Center for Persons with Disabilities. Utah State University. Mar 20 2002. Web. Nov 27 2012.
“Postsecondary Distance Education: Issues of Student Outcomes, Access, Cost, and Quality Assurance.” North Virginia Community College. Jan 2002. Web. Nov 27 2012.
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
Emma Mora
ETEC 523
Fall 2012
Accessibility
As distance education continues to grow, there are questions about the accessibility for all students. While it is intended for all students to benefit from distance learning some students do and some students are left behind because they don’t have the means nor the intellectual skills to participate in such electronically delivered instruction.
According to a report by the American Council on Education (ACE) “poor and less educated students are less likely to have access to computers or online services and will not be able to participate in online programs”. Income level is a major determinant in technology access. The availability of technological equipment and computers is greatly determined by family and personal income levels.
The lack of universal access, that is, the lack of affordability, easiness to use, and availability of resources make it difficult to increase education for all individuals. In the United States the lack of universal access has prompted a “digital divide”. Not only is there a division between the “have” and “have nots” (Farmer 36), but there also exists a division between individuals who feel at ease with technology and individuals who are reluctant to use it (usually adults). When individuals cannot accept an online environment they will not have access to information delivered by this method of instruction.
In her article “Rethinking the Promise of Distance Education” Jennifer Grill warns against institutions assuming that their programs will fit the needs of the community. She suggest that there should communicating with local libraries, learning centers, secondary schools, and other organizations to determine the true needs of the community.
Distance learning is not for all students. The successful student needs to have a number of characteristics such as tolerance for ambiguity, a need for autonomy, and an ability to be flexible distance learning requires students to be more focused, better time managers, and to be able to work independently and with group members. ( Valentine, 2002 )
Works Cited:
Farmer, Lesley. "Instructional Design". Chapter 7
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
“Postsecondary Distance Education: Issues of Student Outcomes, Access, Cost, and Quality Assurance.” North Virginia Community College. Jan 2002. Web. Nov 30 2012.
Joo Yun
As a student who is currently taking a grad course fully online, web-based distance education does enhance learning and possesses positive aspects, but it can never measure up to face to face lectures. As much as distance learning can be beneficial since it promises learners convenience of time and place and cost-effective education, problems do exist. One of the problems is accessibility issue.
In order to take distance learning courses, learners need high speed internet, equipments, and basic knowledge about technology. Even if they have internet, if it is not working properly, learners will face difficulties. For instance, the computers can freeze, internet can stop working, computer can unexpectedly shut down, keyboard might not allow learners to type, or the sound system can block learners to hear the session. Everyone is welcomed and invited to join web-based distance education, but not everyone can attend it. Distance education does promise cost-effective education, but learners are asked to purchase needed equipments, which means money is still pouring out from pockets. Also, even with internet and equipments in their hands, distance learning will not go smoothly if learners do not know how to troubleshoot technical issues. If computer freezes and shuts itself down, learners have to wait a certain amount of time until they rejoin the session; they cannot help but miss whole chunk of session through no fault of their own. Distance education will not be successfully effective if all learners have is just technology.
So what do learners do when they encounter equipment malfunctions, sudden internet disconnection, and other accessibility issue? They can check if everything is running perfect beforehand and acquire feasible knowledge so that when problems arise, they can act fast. Distance education is ready especially for well-prepared, strong-willed students.
Reference
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.