Table of Contents

Table of Contents...........................................................................................................2
COMPONENTS OF DISTANCE EDUCATION PROGRAMS...................................4
Background................................................................................................................4
Introduction................................................................................................................4
Knowledge of Technology.....................................................................................5
Availability of Viable Information Technology Infrastructure...............................5
Access....................................................................................................................5
Competent Educators.............................................................................................5
Understanding the Nature of DE............................................................................5
Effective Content Organization..............................................................................6
Effective Course Platform and Course Design......................................................6
Motivated Partners.................................................................................................6
Individualized Learning.........................................................................................6
Valid and Reliable Assessment...............................................................................6
Characteristics of Distance Learning Students..........................................................7
Demographics of Distance Learning Students.......................................................7
Age.........................................................................................................................7
Gender....................................................................................................................8
Employment Status................................................................................................8
Marital Status.........................................................................................................8
Location..................................................................................................................9
Affective Characteristics of Distance Learning Students..........................................9
Internal Locus of Control.......................................................................................9
Self-directedness....................................................................................................9
Other Personality Traits..........................................................................................9
Learning Styles.....................................................................................................10

Motivation............................................................................................................10
Implications for Instructors of Online Courses........................................................10
Conclusion................................................................................................................11
References................................................................................................................11

COMPONENTS OF DISTANCE EDUCATIONAL PROGRAMS

Background
Distance education programs abound in higher education, particularly in degree
programs in undergraduate education, and in certificate and graduate programs in
education and business. Currently, about 56% of all regionally-accredited colleges and
universities offer courses or degree/certificate programs through distance education
and learning models (CHEA 2002). Although individual courses or other forms of
curriculum are offered through distance learning technology in most fields of study,
including the professions, relatively few professional degree programs outside the
fields of education and business are available through distance education. Exceptions
to that are the nursing and social work professions, each of which has in their
professional training accreditation standards provisions for distance learning (National
League for Nursing Accreditation Commission, 1998-99 Winter; Council on Social
Work Education, 2000).
Introduction
Distance education is defined as a formal educational process in which the majority
of the instruction occurs when student and instructor are not in the same place.
Instruction may be synchronous or asynchronous. Distance education may employ
correspondence study, or audio, video, or computer technologies (Regional
Accrediting Commissions).
Electronically-mediated education covers a wide set of electronic applications and
processes such as Web-based learning, computer-based learning, virtual classrooms,
and digital collaboration. It includes the delivery of content via Internet,
intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive
TV, and CD-ROM.
Distributed education is the application of electronically-mediated instruction to
students in traditional residential programs and programs or courses of instruction in
which students and instructors are separated by time and/or distance

Critical Components in Distance Education

For a distance education program to succeed, some critical components need to be
observed. Depending on the type of DE program and on the method of delivery, these
concepts may vary. Because of my extensive involvement in online education, I will
focus on some of these critical components as they pertain to online programs.
Knowledge of Technology
For a DE program to start, all involved should have sufficient knowledge of how
technology can be applied (Khan 2001, p.32). Lack of knowledge may promote
resistance and deprive the institution from its ability to develop strategic plans (Berge
2000).
Availability of Viable Information Technology Infrastructure
Unless the institute provides the access and the support needed, a DE program is
doomed to fail (Khan 2001).
Access
For a DE program to meet its objectives, access must be available to all
involved. Institutions ought to recognize this new circumstance and do what they
can to provide access to available technology (Khan 2001, p.27).
Competent Educators
Not only that an instructor be competent in the subject matter s/he is teaching, but also
competence in technology is essential (Khan, 2001, p.25). In order for an instructor to
provide an effective course, s/he must be able to utilize new and available
technologies.
Understanding the Nature of DE
Not all teachers make effective distance educators. A distance educator has to be able
to give up some of his/her control and traditional role as the sole provider of
4

information. In DE, the instructor is a facilitator who provides challenging objects

and who guides the learner to think critically (Kearsley & Marquardt 2001).
Effective Content Organization
Because of the nature of DE, course materials must be clear, well organized and easily
accessed. Content must integrate available technologies to enhance learning and to
improve the chances of meeting course objectives.
Effective Course Platform and Course Design
It is essential that learners surf through course materials with ease. A complex and
cumbersome design will impede learning. Thus, how a course platform is designed
may play a significant role in outcome.
Motivated Partners
Both the teacher and the students should be motivated and self-disciplined. The
instructor must may available to provide feed back. The learners must not be
intimidated and must be eager to participate (Khan 2001, p.24).
Individualized Learning
Teachers in DE ought to know the various learning styles and attempt to
accommodate some individualized instructions using available technologies such as
chat rooms (Khan 2001).
Valid and Reliable Assessment
Assessment is crucial for the success of a DE program. Assessment here does
not refer only to the learners performance, but also to the program itself (Khan 2001,
p.47).

Characteristics of Distance Learning Students

Demographics of Distance Learning Students
Although it is not intended to identify distance learning students as a homogeneous
group, research indicates that there are demographic and personality similarities
among many of them that provide the basis for the description of a typical distance
learning student. Understanding distance learning students can help you tailor your
distance learning course logistics, syllabus, and course design to meet their needs.
Age
Most research indicates that distance learning students tend to be, on average, older
than typical students in campus-based programs. In a 2004 survey of potential
graduate school students in African university's campus-based graduate programs, it
was found that 73% of the students were under the age of 35. In an April 2007 survey
of distance learning students at Kenyan Universities, it was found that only 58% of
students are under the age of 35. The breakdown of age ranges for distance learning
students is shown below.

Gender
In most distance learning programs in North America, distance learning students are
predominately female, with different studies indicating that between 60% and 77% of
students being female. Kenyan universities distance learning programs do not follow
this trend. Of students responding to the April 2007 survey of distance learning
students, 75% of distance learning students are male.

Employment Status
Several studies indicate that more than half of distance learning students hold fulltime jobs outside of the home, with some programs reporting as many as 90% of their
students being employed full-time. Little research has been done to establish
employment statistics distance learning students, but it is likely that the 77% of
students attending this program on part-time are employed (see Status below). The
students are usually taking courses to help them advance in their careers.
Marital Status
Various studies indicate that more than half of distance learning students are married
with dependents. This means that they are often juggling a family and a job with their
coursework.

Location
Traditionally distance learning programs have attracted students whose geographic
distance from a college campus prevented their enrolment in campus-based classes.
This is changing however, with more and more distance learning students living
within commuting distance of the college they are attending, but who choose to take
distance learning courses because of their convenience.
Affective Characteristics of Distance Learning Students
Students who are attracted to distance learning programs and succeed in their courses
tend to have the following affective characteristics:
Internal Locus of Control
Research studies show that students enrolled in distance learning courses are more
likely to have an internal locus of control than students in campus-based programs. An
internal locus of control is the belief that consequences stem from one's own
behaviours and efforts.
Self-directedness
Distance learning students are self-directed, able to manage their own learning and
success in their courses. This, however, does not mean they are interested in selfdirected learning, as a study of distance learning students at the Open College found.
Students want explicit directions from the instructor and then are able to self-direct
their efforts to follow those directions.
Other Personality Traits
Distance learning students tend to be more intelligent, emotionally stable, trusting,
compulsive, passive, conforming, self-sufficient, introverted, and expedient than oncampus students (Thompson, 1999).

Learning Styles
Most studies have not found a link between sensory-type learning styles (that is,
auditory, visual, or tactile) and the tendency of students to enrol and succeed in
distance learning courses. However, some studies show that distance learning students
tend to have less concrete learning styles, meaning that they can learn from a variety
of content types and activities. Distance learning students also tend to have less of a
need to relate to others in the educational environment than on-campus students.
Motivation
As it was mentioned above, distance learning programs traditionally attracted students
who lived too far from a college campus to attend on-campus classes. Today, the
convenience of not having to be in a specific location is still a motivator for distance
learning students, but the convenience of not being time-bound has become a more
important factor. Distance learning students lead busy lives and they need to be able
to fit their coursework into their schedules when it is convenient for them. In addition
to the lack of time and location constraints, some distance learning students are
motivated by the mode of instruction itself.
Implications for Instructors of Online Courses
Understanding the demographics and characteristics of distance learning students can
help you related to them and provide them with information they need to succeed in
their courses.

Distance learning students are committed to their coursework, usually for the
purpose of advancing in their careers. For this reason, you can expect quality
work and diligent participation from students.

Since distance learning students are usually busy with families and jobs, they
don't have a lot of time to figure out the details of assignments and course
logistics. Make sure you provide a thorough, detailed syllabus.

Be flexible with student requests, within reason. Since distance learning

students have so many obligations in their lives, occasionally something may

interfere with their coursework. Be understanding and make reasonable

accommodations.
Conclusion
Given the above components, all being in place and working for the best interest of
the student, there still must be an organization in place with the policy and structure to
control and administer the program.
References
Khan, B.H.. 2001. Web-Based Training. Englewood Cliffs, New Jersey : Educational
Technology Publications.
Thompson, M. (1999). Distance learners in higher education. Educational technology
publications. London

10