Distance learning technologies: Issues, trends, and opportunities

Kappa Delta Pi Record, Spring 2001 by Christmann, Edwin P

Distance Learning Technologies: Issues, Trends, and Opportunities by Linda Lau. Hershey, Penn.: Idea Group Publishing. 2000. 252 pages. ISBN 1-878289-80-2. Reviewed by Edwin P Christmann

Distance learning is gaining momentum as an alternative to traditional classroom-based instruction throughout the world. No longer is distance education used exclusively in higher education; it is now used in basic K-12 education, law, medicine, and throughout the private sector. Although many academicians have debated the efficacy of distance education practices, most scholars do agree that distance education is not going away any time soon.

Linda Lau attempts to furnish distance education planners and practitioners with a theoretical background to understand successful techniques for implementing distance learning technologies better. This book is a composite of chapters written by a kaleidoscope of professors, some from institutions well known for equipping students with degrees via correspondence or distance education, such as Nova University and University of Phoenix Online.

Lau opens with a chapter dedicated to "constructivism," a popular and fashionable topic among "trendy" educators today. However, the chapter provokes readers to ask themselves Cleborne Maddux's (1999) question: "Constructivism: Has the term outlived its usefulness?"

Other chapters explore the advantages and disadvantages of using distance education as an alternative to traditional classroom-based instruction. Readers can gain valuable insights into distance learning's many shortcomings. For example, used at large research universities, the large lecture hall approach to instruction is often criticized as ineffective. However, the book (61) proposes that many universities use distance learning to attract a wealth of students who "no school could reach before due to time constraints such as time or distance, or ones who would have taken courses from some other school." Regretfully, however, distance learning technologies have reinforced the large lecture hall approach by supporting the notion of using distance learning to attract prospective students for the sole purpose of increasing enrollment and revenue. Unfortunately, this perceived emphasis on distance learning as a recruitment tool may actually diminish academic standards; and possibly be counterproductive to enrollment; quality students usually gravitate to academically challenging programs.

Nonetheless, this book will be useful to anyone interested in embracing distance learning as an educational tool. For instance, there are chapters that explain relevant terminology, such as two-way audio and video capabilities. Moreover, the book effectively explores how using email, chat rooms, and video conferencing can be infused successfully into a distance learning program.

The book may benefit present and future distance education planners and practitioners seeking pragmatic applications of distance learning technologies in schools today. However, I believe that much more research is needed on the effectiveness of distance learning. Otherwise, distance learning could evolve into another misunderstood technological tool that is eventually thrown onto the growing heap of educational fads and slogans.

Edwin P. Christmann is an associate professor of secondary education and coordinator of graduate studies at Slippery Rock University in Slippery Rock, Pennsylvania. He is a member of the Delta Tau Chapter of Kappa Delta Pi.