Distance learning the high tech way
by Sara Galer

That clacking that emanates from your colleague's cubicle may not just mean he's hard at work on a new proposal. He could well be pursuing an MBA while everyone else slogs away on the strengths of their old qualifications. Thanks to the distance learning explosion and new Internet technology, higher education is undergoing a facelift. However, the computer's power as a learning tool is only as effective as the individual who receives and processes the information it provides. People are discovering that they lack the skills necessary to compete fully in an info-intensive society, and for professionals who are constrained by location, time, or family factors, distance learning could be the answer.

"When I started using computers a while back, I realized that the possibilities for education are unlimited," says Louise Haynes, a TESOL student working towards an MS degree in Newport Asia Pacific University's distance learning program. Another hopeful distance learning student, Suresh Lal -- vice president and manager of accounting & control at an American bank, said "Distance learning offered me the flexibility of doing the course at my own pace without taking time off from my job. I hope it will give a boost to my career." Lal is a second year MBA student in Heriot-Watt University's distance learning program, based in Edinburgh, Scotland.

The job market calls

Lal is not alone in his aspirations. "Some time ago, I felt the urge to complete my education," says Catherine Oden, a new student in the same program. Oden is currently the deputy director of the French government tourist office in Japan and "may soon become a director either here in Japan or in one of our 26 offices worldwide." Both students are paying their own way for education, clearly spurred on by the ever-increasing educational requirements for top jobs, whether in Tokyo or any where else. As an English teacher in Japan, Louise Haynes originally did not intend to obtain a Master's degree. "I was quite happy with my life and was resigned to the probability of remaining forever a teacher of conversation at one language school or another. But recently, friends have commented on the dwindling job prospects in Japan, and on how a Master's degree is becoming the basic requirement to get a job. I had to seriously consider adding to my credentials in order to increase my employability."

Among distance learning students, convenience gets top priority. "It is much more convenient than a full time program. I don't have to quit my job. I don't have to move away for the duration of the program, I can go at my own speed, and I can work at home," says Duane Flowers, an NAPU TESOL graduate student. His thoughts sum up the advantages of online learning, and Haynes puts it even more eloquently: "At what other university can you go to class in your pajamas?"

Student numbers rise

Flowers and Haynes represent a growing number of students embarking upon distance learning courses that lead to higher degrees. Dr. Clive Grafton, president of NAPU, points out that for all the talk of flexibility, most of the world's higher education institutions are rather inflexible in terms of their time scheduling. "The whole concept of Internet learning has revolutionized education. It has no limits -- geographically or temporally. I think that's one of the important changes. Obviously we're at the beginning of a revolution here, and I don't think anybody really knows where it's going to go." NAPU, established in 1996, took in its first students in 1997 and is one of the world's first entirely online universities.

Workload is tough

The Internet's ability to transcend borders has offered many students the chance to realize their academic goals without losing valuable career time. However, a distance learning course is nothing to be sniffed at. Convenient as the courses may be, the workload is not easy. Dr. Anthony Al-Jamie, director of the Distance Learning Center in Saitama, Japan, coordinates several distance learning courses for students in Japan, including NAPU and Heriot-Watt University. Al-Jamie says that unlike many distance learning programs, NAPU makes the most of Internet technology by offering online classes. These consist of 6-8 students who gather in an online class once a week at a prescribed time. Students enter 'class' 30 minutes prior to the starting time and engage in a conversation (Internet Chat), which is led by that week's student host. The student host changes weekly and is responsible for chairing discussions based on the past week's readings. The professor joins them after half an hour. The student host retains his or her position throughout the entire week and is responsible for the group of students in his or her class. This host brings up topics in the offline conference center and facilitates student participation. This involvement obviously pays off, says Al-Jamie: "They're the most motivated students I've ever seen."

Obviously, we're at the beginning of a revolution here, and I don't think anybody really knows where it's going to go.

Al-Jamie explains that NAPU students communicate by e-mail as well. "They communicate in what we call the student conference center, where students communicate by e-mail messages which go out to all the other students in the program. They discuss their homework and different issues that come up in the online classes. They continue the discussions, do research, and ask each other for resources and help. The professors are also members of this conference section. The discussions are student-driven, but if professors see a need, they'll jump in. The students spend approximately an hour to an hour and a half a day communicating in the student conference center."

Tying people together

Communication is a major issue for distance learning students. Before committing to a course, wise students will consider how their program facilitates communication with other students and professors. Catherine Oden, an MBA student at Heriot-Watt, acknowledges the advantages of the face-to-face communication that occurs naturally as part of the traditional on-campus setting: "If I could, I would attend classes on a campus but for personal and family reasons I have to work, so I have decided to take a distance learning course. With distance learning you can of course go online to ask for help, but it is not quite the same." Oden was attracted by the lack of online demands at Heriot-Watt. "I chose Heriot-Watt because I could receive the entire course on paper without having to get connected to the Internet. I was afraid that an online course would be too frustrating with connection problems and too demanding -- too inflexible. With Heriot-Watt I can study at my own -- slow -- pace."

For other students, online communication is essential. Haynes compares her distance learning program with her experience at a conventional campus and finds the latter somewhat lacking. "When I recall my experience at UCLA and compare it with NAPU, I would have to say I'm much happier here. Unfortunately, I didn't get to know many people at UCLA. Here in this program, it seems like we are a more intimate group, especially after meeting each other last year at the first seminar in Tokyo. I have been able to get to know and make friends with the others in whatever course I happen to be in, and I know that some of those friendships will continue even after we graduate. And so far, the classes are small, so everyone gets their two cents' worth in. The only drawback I can see is that the online tutorials are only an hour, with a half-hour of student discussion afterward. But what we lack in the onlines, we can make up for somewhat in e-mail."

Al-Jamie points out that NAPU students are required to meet each other twice throughout the two year MS TESOL program, when students come to Tokyo to attend a four-day residential session. They have the option of attending three additional one-week residential sessions.

While individual study needs may vary, an essential consideration before launching into any educational program is the quality of the teaching staff. Al-Jamie says that NAPU's program is unique in that it brings the most highly sought-after professors in TESOL together at one (albeit virtual) university. "David Nunan is the Dean of the School of Education and is the current president of TESOL, the largest association of language teachers in the world. Under David Nunan are Rod Ellis and Ruth Wajnryb. Rod Ellis is well known in the field of second-language acquisition and grammar. He was here in Japan with Temple University for a number of years, and all three are Oxford and Cambridge authors." NAPU's ability to draw the leaders in the field stems from the motivation of the professors themselves. "They're interested in what NAPU is doing -- the technology, the possibilities, the convenience of it, the new breakthrough in higher education, so they are willing to work together." The professors also hold positions as directors in their own universities and must balance their online duties with more conventional ones. As Al-Jamie says, "That's just the point there -- they're able to remain where they are. That's the potential of online education -- it's very hard for Harvard University to hire Donald Trump to come in and teach a business class. But it is possible to get him to open his laptop computer on his desk and join in on a one-hour class once a week. So the potential for bringing in the best professors in the world on a regular basis is here, in distance learning. DL has been revolutionized by the Internet."

Online contact with the big names is certainly effective in motivating students to join in and stick to their program. "It's perfect because NAPU chooses all the well known professors in this field," says Hla Myat Mon, a Burmese TESOL student studying at NAPU from Thailand. Gregg McNabb said "I took two courses from two of the world's leaders in the TESOL field. This gave me more than a little motivation in that I didn't want to embarrass myself in front of them. Also, if I could put their names on my CV, and say that I got an "A" from them, then this would set me apart from many others." (Greg did -- in both courses.)

One factor in Twyman's case was that work duties demanded much more computer time from him, resulting in a dwindling enthusiasm to use the computer at home.

While the online classrooms are a boon to NAPU's program, they do not encompass the needs of all distance learning students. "The greatest advantage distance learning offers is its flexibility. The students are allowed to complete the course at their own pace. The disadvantage is no feedback from -- and no opportunity to discuss issues with -- the teachers and other students," says Suresh Lal, the MBA student at Heriot-Watt. He says there hasn't been any communication with professors or other students. "There is an online student network available, but I haven't had time to participate in any of the discussions." And even at NAPU, with its intensive communication between participants, the info-glut that often characterizes the Internet is a constant hazard. Jerry Mort, another NAPU TESOL student, speaks of an 'avalanche of input.' "I often receive 40 or more e-mails from my fellow students and that takes time to process." While Grafton says that NAPU's disciplinary parameters ensure that students don't get lost on the road to enlightenment, including short eight-week intensive courses which demand constant input and feedback, distance learning students must be wary of the need for self-discipline. "The biggest mistake with distance learning students is that they set their books aside. They say 'as soon as I finish this project at work, I'm going to get back to my studies' or 'right after my trip, I'll get back into my studies.' says Al-Jamie."

A sense of isolation

This sense of involvement in a program is essential for the student's success. One of the dangers of DL is, by its nature, isolation. Mark Twyman, who began an MA in Communications in Leicester University's DL program in 1997, is now taking some time off after having finished 14 months, with 10 months yet to be completed. "The materials are great and the feedback is good. But in an academic venture, support comes from being in the milieu." In addition, there is no online classroom in his course. "The computer is used as a cyber meeting space for those doing the course, and of course, for contact with the university and my personal tutor, as well as for finding resources." Twyman says that the main problem is that "the course progresses but it is impossible, being off site, to progress along with it. The isolation is too big to handle." Recent time constraints have made it impossible for him to continue. One factor in Twyman's case was that work duties demanded much more computer time from him, resulting in a dwindling enthusiasm to use the computer at home.

Online classes do not solve all the problems of the DL student's isolation, although they do ease the dilemma somewhat. Gregg McNabb cites the disadvantages of not being able to meet the professor or other students personally. "You can't shoot the breeze over coffee," he says. Expensive online costs were also a drawback mentioned by nearly all students surveyed. However, in class, Al-Jamie speaks of the increased necessity of participation. "When students do show up, there's no hiding in the back of the classroom. You can't just shake your head if you agree. You want to be able to write something meaningful, because it's one thing to fake it when you're in an actual classroom situation, but when you're writing -- you have to be on the ball." Grafton says that it's this kind of involvement that keeps students going. Online communication comes with its own set of peculiarities. Mort has realized the disadvantage of communicating in written text only: "It is impossible to see the body kinetics, facial expression, posture, and tone of voice of the other students or instructors. This can result in misunderstanding of the speaker's intent." Hla Myat Mon points out that online classrooms are equipped with 'emotion' buttons that allow people to convey their feelings to a certain extent. Another factor to consider is that "you are sometimes at the mercy of technical problems, like being unable to log on, or having a system crash in the middle of class," says Mort. Most students concur with this point about technical problems.

Virtual library

Access to resources is another issue. How does an Internet connection compare with a real library? Al-Jamie says that with the electronic library, the Distance Learning Center is able to provide students with the resources they need. "Graduate students generally use journals as their main resources and we have a wide variety of journals online. There's a full online library under construction, which will soon be available to students no matter where they live, 24 hours a day." Duane Flowers says that access to resources is only a problem when it comes time to do a thesis or dissertation, at which point it is much more difficult to do research than having a campus library to access." Haynes' situation is similar: "I don't have regular access to a library that carries the books and journals we need, or would like to read, so most of it has to be ordered over the Internet. Though I would say this program is reasonable, it's not cheap either, and it's been rather tough to make ends meet at times." Jerry Mort says that sometimes materials ordered from online bookstores arrive late. "However I have found that the university goes to great lengths to insure that we are kept up to date about important happenings." The students on Heriot-Watt 's more 'conventional' DL MBA program seem to have had fewer problems with resources. "I am extremely satisfied by the materials I have received," says Catherine Oden. "They are extremely well done. Heriot-Watt 's materials also include floppy disks, but Oden says she intends to read the course work first before turning to her computer. Glowing praise for all the courses outshone most of the complaints. Nearly all students, while at different stages of their respective courses, reported that they were satisfied with their learning experience. Oden says that Heriot-Watt is perfect for her present needs, and Haynes adds, "I never imagined I would be faced with such introspective analysis when I started this program. It's already been a process of growth in many areas of my life, and I'm not even half-way through the program!" All those surveyed said they would recommend their course to prospective students.

The clock keeps on ticking

Distance learning courses, although they offer the flexibility of learning from home, do not eliminate the time crunch by any means. Most students acknowledge the balancing act that is required to handle the demands of the course on top of the usual work obligations and family time. For the even more demanding online classes, as Grafton points out, "You're either there, or you're not." Students must be dedicated, serious about their course of study, and -- above all -- practical, when setting their educational goals.

Once the course is finished and the degree is in hand, do distance learning degrees carry the same weight as those earned in conventional programs? Grafton says that the debate over this issue amounts to "what I would call a non-argument. I think serious students who achieve their degree through any means have successfully achieved their goals. The myth of a faculty member who approaches this question by saying 'you have not had an education until you've had my class' is something that I don't think belongs in education any longer. You want committed students learning and seriously following their course of study, whether it's independent or in a lecture. The difference between distance learning students and traditional students doesn't exist." Al-Jamie adds, "These days DL is being widely accepted. Most of the larger universities -- Duke, for example -- are offering DL degrees now. You have to sell your house if you want to pay the tuition, but they do a degree by DL!"

What about the technology?

Institutions eager to get in on the DL act would do well to follow the example of simplicity at the users' end set by NAPU. "All students have to have is a computer hooked up to the Internet. Any computer will do -- Mac, PC. They just need to be able to use a Netscape or Internet Explorer browser, and all of the technology is on our end. If students have Internet access, they can enter our classes," says Al-Jamie. He says that most universities "buy themselves out of the technology race. Their intentions are good, but they make a crucial mistake. For example, a well-known university in Hong Kong spent a large amount of money on DL software and a televised system for providing DL. All of their students have to buy it." Al-Jamie's point is that during the years it takes for a proposal to make its way through various administrative boards, the technology in which the original proposal invested rapidly becomes obsolete. By the time the system is approved and implemented, staff and teachers are being trained on an outmoded system. Because of the pressure for the new system to succeed, Al-Jamie says that the system has to be kept for another seven years so the university can get their money back. "13 years will have gone by, and they will be out of the race. So administrators have to be computer-savvy."

Sara Galer is a freelance writer based in Tokyo.

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