barriers to distance learning

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	distance education distance learning online degree


This paper reviews the research of the 1980s on the main issues in teaching, 
learning, educational planning, organization and policy-making with regard to 
use of communications technology in education.  The weight of evidence 
suggests that interactive electronic telecommunications is effective when 
effectiveness is measured by the achievement of learning, by the attitudes of 
students and teachers, and cost effectiveness.  However, the sheer weight of 
opinion in the literature should not be taken as conclusive of itself, since most of 
it is based on anecdotal evidence offered by persons and institutions with vested 
interests.  Furthermore, in those studies where some attempt has been made to 
gather empirical data, the research has been undertaken by school teachers or 
university faculty with extremely limited resources.  As a result, the 
methodology of many of the research designs is weak.


Omoregie, Mike (1997).  Distance Learning:  An Effective Educational Delivery
System.  Jackson, Mississippi:  School of Education, Jackson State University.

This paper describes the researchers findings and the role of faculty, learners, 
administrators, and technology in the effectiveness of distance learning.  New 
technology and learners characteristics contribute to the effectiveness of 
distance education.  Also, researchers found improved modern technology tools 
and software application packages to play a significant role in effectiveness. 
Finally, variables such as student demographics, motivation, cognitive style, 
gender, and previous achievement are causal factors. There were no significant 
differences between distance and traditionally delivered instruction.

Phelps, Ruth, Rosalie A. Wells, Robert L. Ashworth, Jr., and Heidi A. Hahn (1991). 
Effectiveness and Cost of Distance Education Using Computer-Mediated 
Communication, The American Journal of Distance Education, 5(3).

This paper summarized an investigation exploring the cost and effectiveness of 
using computer-mediated communication (CMC) as a means for meeting the 
educational requirements of the U.S. Armys Reserve Component.  CMC and


	

	
		
			
				
					
						




						
							
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