Distance and Online education: A must option for Nigeria

By

Ugo Harris

Nigerian does not have the money to build physical educational facilities for enough University or higher institution for the population. We will fail because we do not have the money that can build enough schools for our population. What we need now is to improve all the Universities and higher institution of learning we have by emphasising and improving distance and online education. Even developed countries supplements their educational facilities by integrating distance education and online education for the benefit of their teeming population, and because of that educational opportunities is available for everybody.

Improving the manpower skill and the educational system by aggressively pursuing distance/online education is the way to go for Nigeria. University education, adult education and nomadic education can be improved overnight by the government making available resources and facilities for distance and online education. Improving the telephone/communication system and making personal computer system cheap and available for every Nigerian by Government sponsored loan scheme for buying and installation of personal communication medium like desk top computer, laptop computer and personal communication system (PCS) etc, at a reduced price will surely enhance the level of education in Nigeria. Also, all existing Nigerian Universities will have to be equiped with communication and computer technology resources so that they can compete with the best in the world.

The National University commission can undertake the networking and integration of all Universities and higher institution, by connecting them to each other with computer. The system can be used for interaction and work between different schools and to try to fill some gap and learning deficient from one University to the other. Lecturers in different schools can supplement others lecturers in another school when the is a gap in teaching. Physical school are expensive to build and maintain in Nigeria, we need more virtual, online and distance education schools.

If distance/online education is improved immediately, we will not be surprise to see in five to ten years from now situation whereby a farmer in Abakaliki can use his or her laptop and access information on the price of rice in Kano or Lagos and decide where he or she will make better sells online, or a cattle rearer in Kano while feeding his cattle can determine the weather pattern in Jos and Abuja with his laptop before venturing to his destination and also find a better price for his cattle for supplies and delivery ,and these farmers and cattle rearers can also do their school work by distance and online education. Information is power and We need mass education and mass information, distance and online education is the only way out.

Training and learning is taking a different shape with the application of technology software and hardware in the school systems, industry and other learning environment. This new concept in training and learning with the latest technological systems is enhancing the ability of individuals to learn at a very fast pace; and also it reduces a lot of cost and expenses to both the learner/trainer and the sponsors. Governments and industries are saving a lot of money in this new system application. The application of this new system of learning and training, whether web based, Internet based, computer based or multimedia based is really transforming the economy and the productive process in the school system or in the industry.

The application of these learning tools cannot be complete without including and understanding how technology relates to educational application. Cognitivism and constructivism are two element that has to be considered very seriously, as it will affect application of technology to learning and training and the way it will relates to human learning, memory and knowledge if not properly applied. When cognition and constructivism is combined with technology in education; the result will be something that we expect to fulfill the full result and desire of a complete and genuine education.

Cognitive psychology, which is an area of psychology that teaches how people acquire knowledge, process it and the use of information, deals a great deal with constructivism, objectivism, connectionism, biological basis of knowledge, critical thinking and reasoning. All these will be very important and crucial when introducing technology into learning and teaching, because people will want to know whether technology enhances learning and training or diminishes learning and training. Also the question will be asked does cognition and technology in education motivates people to learn or otherwise.

“Educators have long realized that active participation in the learning process enhances learning. In the early 1900s John Dewey urged reorganization of the curriculum and instruction to make student participation a central part of the process. Later, in the 1950s and 1960s experiments employing behaviorists approaches demonstrated that instruction providing for constant reinforcement of desired behaviors is more effective than instruction in which responses are not reinforced. More recently, cognitive theorists of learning, which focus on internal mental process, have also supported the principle that effective learning demands active manipulation of information by learners. Cagne’ has concluded that there are several necessary conditions for effective learning of each type of objective; the one condition that pertains to all objectives is practice of the desired skill (Cagne’, 1985)”

(Instructional Media and Technologies For Learning pg341(1999)

TECHNOLOGY AND EDUCATION

“ Because our society in general is receptive to new technology, we tend to assume that our subcultures are also receptive. This simply isn’t so. Education is the classic example of a culture that has a spotty record at best in using technological developments to change instruction. As described earlier, the organization of instruction today is basically the same as it was 100 years ago. New technology carries no imperative. What matters is how potential users perceive it. If a new development is useful, easy to master, and non threatening , the likelihood of acceptance is very good. The problem is that people within the same organization vary in their perception of new technology according to how it will affect what they do. For example , teachers accepted and usually welcomed, the introduction of the overheard projector because they viewed it as a more versatile chalkboard, easily fit into their established practice, and reinforcing their status in the classroom. But if a principal joins a satellite network because she wants her school to benefit from the coursework offered, her staff may perceive the technologically delivered courses as an affront or a challenge to their professional status. Teachers may easily perceive whole course delivered technologically as threats to their job security: If high school students can learn by means of two-way television, why not replace teachers entirely.” ( Instructional Media and Technologies For Learning, pg 341(1999)

INCREASE USE OF TECHNOLOGY FOR INCLUSION

“ Students and their parents continue to press for access to technology that can expand opportunities for expression, communication, academic success, social participation and inclusion, and preparation for an independent life"(Male, 1997). By incorporating technology into the classroom, teachers will be better able to meet the special needs of all learners – those with learning disabilities and physical disabilities, as well as gifted students, students whose native language is not English, and others. With the increase uses of and new developments in technology it is possible to include more special needs learners; it is also possible to pass by special-needs learners with the rush to the newest technologies in the classroom. Thus, it is important to provide access to technology for all learners.We can begin by integrating technology into individualized education programs” ( Instructional Media and Technologies For Learning, pg 341 (1999)

GROWTH OF LEARNERS-CENTERED INQUIRY-BASED INSTRUCTION

“The growing interest in learner-centered, inquiry-based instruction has arisen primarily out of the constructivist movement in education that gained attention in the 1990s. The central claim of this school of thought is that since learners construct their own meanings based on their own experiences, instructional environments ought to allow greater autonomy for learners and encourage learners to explore, ask questions, and encounter multiple perspectives on problems. Grabinger(1996)has coined the term “rich environments for active learning (REAL)” to encompass the common ideas found in the various instructional configurations that have evolved from this movement. IN schools, REAL are found only as local experiments, although there is a growing discussion and acceptance of Constructivist Learning Environment” as an ideal.” ( Instructional Media and Technologies For Learning, pg 341(1999)

“In Universities , a significant number of professional schools, particularly medical and business schools, have been completely restructured around problem-based learning models. Upward slope of this trend is still low, but could accelerate as educational institutions are held more accountable for transferability of student learning to the world of work. Corporate interest in REAls stems from a demand to make training more productive, particularly to increase learning from the training environment to the work environment. To achieve this, many corporations are shifting to instruction that is more problem based or “situated”. Example are high-fidelity simulations of business problems, referred to as “ goal-based scenarios,” used in training at Anderson Consulting (Rao, 1995) and onsite consultation with working teams at Apple computer (Keagan & Jacobson, 1995). Perelman(1995) views this move toward learner-centered, inquiry-based instruction as shrinking the loop between learning and working – getting the learning as close to the work environment as possible. It is a trend that can only grow as pressures for productivity increases.” ( Instructional Media and Technologies For Learning, pg 341 (1999)

ELECTRONIC LEARNING DEMANDS EXPANDED SKILL SET FOR LEARNERS AND TRAINERS

The are different ways Computer technology can be used in Electronic learning and training in schools, organizations and the work place. The designing of the system takes a lot of time and cost a lot of money, and because of that educators and computer technologist have to come together to plan the process of the system. so that they can outline what is needed, objective and what the focus should be. Also, the assessment, maintenance and evaluation of the systems and process will have to be undertaken so as to have a reliable system and process. Further, the design and creation of a conducive learning environment in an online environment is important to the success of this learning model. Education professionals and computer technologist will have to work hand in hand to design and develop a reliable and good system.

“ If you’re a professional trainer, you’re undoubtedly aware that the industry you’re part is in the midst of a transition, with the expanding world of e-learning driving much of the change. Inside corporation there’s a race to the web” said Kathleen Kurke, national practice leader for the starbridge group, a recruiting firm in Fairfax, Virgina.“more and more companies are rushing to put all their training programs online.” What’s the motivation? “ The perception is that employers will save worker downtime by not having to send employees to a hotel or training facility for training.” explained Kurke. For the same reasons, e-learning opportunities are proliferating on the supplier side of the training equation as well, said Pat Galagan, editor-in-chief of the training and Development and learning Circuits, the print and online magazine published by the Alexandria, Va – headquartered American Society Training and Development (ASD). “ There are companies like Lotus , IBM and Cisco, getting into the e-learning business. Wall street has also discovered this business and sees great potential in e-learning. The new money being poured into this industry is creating new companies and more jobs for those able to bring training content online.” There are also jobs in sales and marketing, in public relation, in accounting, in finance and in personnel in these new training companies, added Galagan. “It’s an exciting time. There’s a lots of opportunity,” she said.

(Sheryl Silver, Washington post, Wednesday, March 8, 2000)

“The are also new challenges. The nature of e-learning is such that designing and delivery training programs require a more diverse skill set than ever before. “Trying to design something for use on the web involves working as a team,” Said Galagan. “ There is a content person who provides the actual content of the course. The instructional designer then determine how you chunk the information and design tests to facilitate and measure the learning taking place. The software designer on the team figures out how the content will work electronically and a multimedia person is needed to use the audio and visual capabilities of technology to provide learners a richer learning experience.” As a result of the team effort required, Galagan said, “ We’re seeing people with backgrounds in software development and multimedia being pulled into the field,” to work alongside with classroom training and instructional design expertise, who have traditionally designed and delivered training. Not suprisingly, e-learning is also adding to the skills needed by trainers and instructional designers. “ Trainers still need good presentation skills and some instructional design skills. Now , however, they also need some knowledge of technology. They need to at least be conversant with the components of e-learning.” Said Galagan. “ They also need to be able to work in teams.” “ They must also change the way they think about their jobs, “ Said Kurke. “ They need to think of themselves not just as doing classroom training but as people who shepherd learning.” Due to the skills required, trainers seeking to boost their marketability “ Should combine their classroom experience with some sort of online program management experience, “ Said Kurke. “ A company’s trainer or training director might oversee the technical people or champion the content on a team that includes technical developers. It wouldn’t matter what the subject matter was . It could be training program on supervisory skills, on JAVA, on something unique to the corporation, or anything else.”( Sheryl Silver, Washington post, Wednesday, March 8, 2000)

ONLINE LEARNING: WHAT’S MISSING

“The scramble is on to respond to the easyy access to knowledge and financial opportunities that computers can provide. Earlier this year the U.S Department of Education reported that distance education programs had almost doubled in the past three years. Every week another college, university or private individual seeks to establish online education – whether for profit like Michael Saylor’s projected on-line university whose motto would be “free education for everyone on earth, forever.” If education were only as simple as reading, then libraries would have replaced schools long ago. We educators are in the business of forming minds-not just filling them.”

(Michele Tolela Myers, Washington post, March 21, 2000, page A25)

Gutenberg’s invention of printing in the 15th century essentially ended up removing priests as the only gatekeepers of information and knowledge. In the same way, the computer and web are allowing larger and larger numbers of people direct access to more information and may well take the more traditional middlemen and gatekeepers (our teachers and educators) out of the systems. Really available technology is good for society and good for education because it will bring ever more information from the wider world to everyone. Every academic institution will clearly want to embrace this new technology to enhance the learning experience in the classroom and to reach those who do not have the money or time to attend school. The principle role of a university or college is not; however, to transmit information. If it were, then our goal would be most “ productive” way of passing on information. Logically, the Larger the auditorium the better, with one teacher lecturing hundreds of students . Distance learning and virtual education are clearly even better vehicles for transmitting information, with the computer screen delivering a pre package syllabus to thousands, possibly millions at a time. It makes great economic sense, and predictions may be right that classrooms will go the way of the hand-scribed text.

But higher education in the 21st century is in a different business - a business made even more imperative precisely because of the ubiquity of information technology. More than ever, we need to teach our young people to learn how to learn, to sort and evaluate information, to make judgments about evidence and sources. They must learn how to separate the important from the trivial and, most important, they must learn to think analytically and creatively, to have ideas, to write and speak intelligently about ideas, and to know how to go from ideas to actions. It is not enough for our students to know; rather they should know what to know and have the capacity to imagine.”(Michele Tolela Myers, Washington post, March 21, 2000, page A25)

“There is no better way to form good minds than in one-on-one interactions. Research tells us that the two most significant factors that contribute positively to learning among college students are their interaction with each other and their interaction with teachers. Is there any doubt that for children and adolescents, face-to face time is important? Parenting and teaching both require human physical contact and creative individual responses to a singular individual to be most effective. More than ever, we are going to need liberal arts preparation at the undergraduate level, the kind of education Liberal arts colleges are best positioned to offer. This kind of education may not be the most efficient, but it is clearly the most effective. A Liberal arts college offers the most contact time between teachers and students. It offers time for students to actually practice writing, speaking, arguing, evaluating and researching in small classes with real professors who care about them as individuals and care about their work, who will critique them and hold them accountable. It is here that students hone their skills to communicate effectively- the number one quality that corporation seek when they are interviewing candidates. No Computer can sharpen the mind as well as a cross-fire discussion among students with their teacher. In human affairs, there is ultimately no substitute for real human contact. The emergence of computers challenges us to know what our business is. We must respond that we are in the business of ideas, not information, of forming minds, not filling them.”(Michele Tolela Myers, Washington post, March 21, 2000, page A25)

ASSESSMENT AND EVALUATION OF TECHNOLOGY IN EDUCATION

“The rapid growth of distance learning in the United States raises concerns about how to assure the quality of such offerings and protect against fraud and abuse, says a report released today in Washington, DC. The report calls for the higher education accreditation community to take additional steps to guarantee that distance learning courses meet high standards, and for federal officials to explore ways to make student aid available to those enrolled in distance learning programs. The study, Assuring Quality in Distance Learning: A Preliminary Review, was issued by the Council for Higher Education Accreditation (CHEA), the coordinating body for self-regulation of the nation's colleges and universities. CHEA's membership includes more than 3,000 accredited institutions, the most of any higher education association. The report was prepared by The Institute for Higher Education Policy, a nonprofit research organization based in Washington, DC. The number of distance learning courses and providers has exploded in recent years due to advances in communications technology and the spread of the Internet, the report notes, making it difficult to measure the current extent of student participation. However, studies show that as recently as academic year 1994-95, more than three-quarters of a million students were formally enrolled in almost 26,000 distance education courses nationwide. Those figures almost certainly are much higher now. One-third of higher education institutions offered such courses in Fall 1995, and another 25 percent planned to offer them within three years.” In addition to colleges, universities, and other post secondary institutions, the main sponsors of distance learning are the military services, corporate universities, and unaffiliated providers offering courses bearing no credit and not leading to a degree or certificate. The U.S. Army is investing $840 million over a 13-year period to provide global access to training through distance learning; by 2003 it plans to develop 535 courses and build 745 classrooms. The major providers of distance learning in higher education are traditional colleges and universities that offer some courses or entire programs of study at a distance; statewide or regional consortia and collaboratives of traditional institutions; contracted or brokered arrangements that bring together institutions, faculty, or other providers solely to deliver distance learning; and virtual institutions that offer most or all of their instruction via technological means..”( Institute Of Higher Education Policy, May 1998)

"The growth and diversity of distance delivery challenges all educators and accreditors to address appropriate quality indicators for this new and exciting environment," said CHEA President Judith S. Eaton. "Voluntary accreditation organizations already are actively engaged in accreditation review strategies to meet this need."

The report identifies four "cultural and technological catalysts" that have accompanied the growth of distance learning in all its forms: The emergence of lifelong learning, with people updating their education throughout their working lives and beyond; Efforts to make instruction more learner-centered, which shifts the focus from the teacher to the student to achieve greater "learning productivity"; The desire to provide access irrespective of where a student lives--not just on a college campus; and The development of "knowledge media"--the convergence of telecommunications, computing, and the learning or cognitive sciences--which provides the opportunity to change the emphasis from the classroom and teaching to the individual and learning.

Little evidence exists that institutions emphasize student learning outcomes in evaluating their distance learning programs more than they do in their traditional offerings, the report finds. The most striking difference is that quality assurance efforts in distance learning appear to be more focused on "bottom-line" or market-oriented results.

The proliferation of distance learning courses and providers raises challenges of quality assurance for accrediting agencies, states, and the federal government, the report says. The innovative nature of such programs requires accrediting agencies "to adapt standards that are rigorous, to be prepared to re-evaluate traditional processes, to be open to alternatives, and to provide public evidence of measures of performance against the standards."

”( Institute Of Higher Education Policy, May 1998)

ACCREDITATION, EVALUATION AND ASSESSMENT

The IHEP report recommends that accreditors:

(1)Establish reliable and valid performance measurements for distance learning;

(2)Require evidence of contact between faculty and students;

(3)Require evidence of effective instructional techniques;

(4)Promote systematic efforts to select and train faculty;

Assure that students, faculty, staff, and administrators receive adequate training to use electronic resources; and

Monitor institutions' technology infrastructure more closely. The study also identifies a number of barriers in federal law that prevent students in distance learning environments from receiving federal student aid. These include the current legal definition of "sites," "branch campuses," and "locations"; program length requirements; standards for administrative capacity; campus security, drug enforcement, and crime reporting requirements; minimum enrollment requirements; and measurements of financial need. While some of these standards could be rewritten easily to accommodate distance learning students, changes in others could make student aid programs more susceptible to fraud, the study warns. With Congress moving this year to reauthorize the Higher Education Act, the report recommends that lawmakers address student aid eligibility provisions in Title IV for distance learning to accommodate such providers without inviting new opportunities for fraud. CHEA is working with Congress and the Department of Education to build a strong partnership between government and voluntary accreditation so that quality assurance of distance learning and government monitoring of student aid programs go hand in hand, Eaton noted. "The challenge of distance learning goes to the heart of our commitment to quality higher education and our shared vision of a community of learning that brings students and faculty together in a special place devoted to building intellectual and emotional capacity," she said.”( Institute Of Higher Education Policy, May 1998)

The National Education Association (NEA) and Blackboard Inc. today unveiled an important, research-driven list of quality benchmarks for distance learning in higher education. The list of 24 quality measures is the centerpiece of "Quality On the Line" -- an Institute for Higher Education Policy study commissioned by NEA and Blackboard Inc. With the growth worldwide of teaching and learning on the Internet, attention is being paid to the nature and quality of online higher education. Speaking before an international forum of higher education policy makers convened for the Blackboard Summit 2000, NEA President Bob Chase and Blackboard Inc. Chairman Matthew Pittinsky previewed the findings of the study and declared the 24 benchmarks essential to ensuring excellence in Internet-based learning. "The distance from faculty to student must be measured in results achieved for our students," said Chase. "The benchmarks identified in this study are important guideposts as our nation navigates the future of online higher education." Pittinsky said, “The quality of the education we provide for students is the driving force behind the way teaching and learning takes place. The benchmarks identified in the NEA-Blackboard study will be invaluable to colleges and universities around the world for years to come as they keep their focus on quality while working to create and improve their Internet-based teaching and learning environments.” (Institute Of Higher Education Policy, May 1998)

“To formulate the benchmarks, the report identified first-hand, practical strategies being used by U.S. colleges considered to be leaders in online distance education. The benchmarks distilled from this study are divided into seven categories of quality measures currently in use on campuses around the nation. Many are common sense, but the study validates their importance. The categories and benchmarks include:

Institutional Support Benchmarks

1. A documented technology plan that includes electronic security measures to ensure both quality standards and the integrity and validity of information.

2. The reliability of the technology delivery system is as fail safe as possible.

3. A centralized system provides support for building and maintaining the distance education infrastructure.

Course Development Benchmarks

4. Guidelines regarding minimum standards are used for course development, design, and delivery, while learning outcomes -not the availability of existing technology - determine the technology being used to deliver course content.

5. Instructional materials are reviewed periodically to ensure they meet program standards.

6. Courses are designed to require students to engage themselves in analysis, synthesis, and evaluation as part of their course and program requirements.

Teaching/Learning Benchmarks

7. Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways, including voice-mail and/or e-mail.

8. Feedback to student assignments and questions is constructive and provided in a timely manner.

9. Students are instructed in the proper methods of effective research, including assessment of the validity of resources.

Course Structure Benchmarks

10. Before starting an online program, students are advised about the program to determine if they possess the self-motivation and commitment to learn at a distance and if they have access to the minimal technology required by the course design.

11. Students are provided with supplemental course information that outlines course objectives, concepts, and ideas, and learning outcomes for each course are summarized in a clearly written, straightforward statement.

12. Students have access to sufficient library resources that may include a "virtual library" accessible through the World Wide Web.

13. Faculty and students agree upon expectations regarding times for student assignment completion and faculty response.

Student Support Benchmarks

14. Students receive information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services.

15. Students are provided with hands-on training and information to aid them in securing material through electronic databases, inter-library loans, government archives, news services, and other sources.

16. Throughout the duration of the course/program, students have access to technical assistance, including detailed instructions regarding the electronic media used, practice sessions prior to the beginning of the course, and convenient access to technical support staff

17. Questions directed to student service personnel are answered accurately and quickly, with a structured system in place to address student complaints.

Faculty Support Benchmarks

18. Technical assistance in course development is available to faculty, who are encouraged to use it.

19. Faculty members are assisted in the transition from classroom teaching to online instruction and are assessed during the process.

20. Instructor training and assistance, including peer mentoring, continues through the progression of the online course.

21. Faculty members are provided with written resources to deal with issues arising from student use of electronically-accessed data.

Evaluation and Assessment Benchmarks

22. The program's educational effectiveness and teaching/learning process is assessed through an evaluation process that uses several methods and applies specific standards.

23. Data on enrollment, costs, and successful/innovative uses of technology are used to evaluate program effectiveness.

24. Intended learning outcomes are reviewed regularly to ensure clarity, utility, and appropriateness.”( Institute Of Higher Education Policy, May 1998)

Finally, more research and work is needed in learning the outcome for integrating technology in education, and also the views by educationist and other professional will be needed to enhance this process; especially as regards cognition and constructivist views and applying other learning theories in the integration. We all need to look at the different learning theories differently and apply them, particularly cognition and technology in education so as to advance, improve education in Nigeria and as such Nigeria can quickly catch up the the developed nations.

The writer is the Coordinator - Nigeria Democracy and Justice Project and a researcher on Educational Technology Application.

Washington, DC