David wrote:
> Actually there are some empirical studies available comparing
> components of distance and traditional education. One is "Benefits and
> costs of integrating online web teaching into the principles of
> economics class" by Nan Maxwell, Anthony Lima, and Kami Huntzinger at
> California State University, Hayward. They can be reached at
> 510-885-3191 (voice) or 510-885-2602 (fax). The abstract is below.
The problem is this, and other similar studies, focus on a basically
traditional class taught in an online environment (the same thing
mentioned by, I believe, Jim with respect to a psychology class).
But this is _not_ the approach used by institutions focused on distance
education!
Example: The approach to undergraduate education in the distance learning
program at Vermont College makes no attempt to set up "course" or to
assign texts, web assignments, etc. (the essence of most online courses at
traditional institutions). Instead, the program puts small groups (no more
than 7 learners max--and usually about 5) together with a faculty member
during a ten day on-campus residency. The objective of the residency is
for the learner to design a "study" that will meet the requirements of
his/her program (with respect to subject areas, etc.) and that will occupy
six months of intensive, full time, study. Minimums (which are invariably
exceeded in the learning agreement--a contract that must be approved by
the learner, the faculty member, and the institution) include:
1. Reading, responding to, and providing an annotated bibliography of a
minimum of 20 approved books (commonly advanced works in the learner's
area of concentration, etc.).
2. Submitting a substantive (i.e., 15-20 pages plus annotated
bibliography) paper every six weeks (or less) to the faculty advisor which
examines an area relevant to the study in depth. It is a given that such
papers will include extensive independent research and will cite relevant
and sophisticated sources (i.e., research studies, journal articles,
etc.).
3. Demonstrating through in-depth correspondance with the faculty advisor
at regular intervals (not to exceed six weeks) a mastery of the material
being studied. These correspondances commonly involve discussion of areas
not clear to the learner, suggestions and pointers to further areas of
research by the faculty advisor, etc.
4. Demonstration of mastery of the "core" components of the BA program
(math, natural sciences, humanities, social sciences, language &
Literature, etc.) through appropriately designed studies in relevant
areas.
5. A concluding submission that summarizes and expands upon the learning
that took place during the term, which is presented to the learner's group
during the next residency.
In addition, during the final term, a major Culminating Study must be
completed which examines an area relevant to the learner's major in
sufficient depth and breadth to justify the awarding of the BA degree--and
which must be presented to the entire group of learners and faculty (not
just those working with the individual faculty advisor) at the next
residency. The culminating study must be submitted prior to the residency
for evaluation by the graduation committee and a bound copy is permanently
stored in the college library. Typical studies run 150 or more pages and
cite 50 or more resources. Essentially, they are comparible to a masters
thesis in depth and demonstration of subject mastery.
Throughout the program academic excellence is stressed and learners are
_not_ permitted to work with the same faculty advisor more than twice
during their academic careers--thus insuring breadth as well as depth to
their programs.
Sure it would be possible for a learner to "fudge" on his/her studies at
times--just as it's possible to do so in a traditional environment. But
because of the extended correspondance with the faculty member (who
commonly holds a Ph.D. in the field of study), the likelihood that a
student would be able to do so very often is rather remote.
What constitutes a valid study? In my own program (I transfered to
Vermont college after accumulating 180 hours of undergrad credit at other
institutions--including the University of Michigan where I had met all
graduation requirements except the foreign language one) I attended for
the minimum (for transfer students) three terms and completed the
following studies:
1. A 15 credit extended study of the Psychopath which included original
research at the Southern Michigan Prison in Jackson, MI (the largest
prison in the world, btw), consisted of examinations of every aspect of
psychopathy from the early works on the topic to modern research, examined
the current approaches to therapy, the psychophysiological and behavioral
characteristics of the syndrome, links to child abuse, developmental
issues, associations with other disorders (i.e., ADHD, learning
disabilities, etc.), the evolution of the psychological viewpoint of the
subject (from psychopath to sociopath to antisocial personality disorder,
etc.), public perceptions of the psychopath in reality and in fiction,
etc. The study involved more than 50 books (most were graduate level) and
a large number of journal articles and studies. The original research
involved interviews with more than 100 individuals who were categorized as
psychopaths using Hare's scale.
2. A 15 credit study of the social-psychological nature of interpersonal
interactions on the Internet, including examinations of the nature of
symbolic interactions (a sociological area, of course), an analysis of the
socio-political effects of Internet communications, and research into the
ways in which Internet participation affects values and beliefs. Again,
substantial numbers of books and studies were read and integrated, a
survey was designed and conducted (with an 1100+ subject base) then
analyzed statistically, and an extensive (50+ page) summation was
prepared.
3. A 15 credit culminating study of the development of analytical
psychology from its roots with Jung to the present implementations in the
new age psychotherapeutic movement. This included reading (and annotating)
the entire collected works of Jung, examining the writings of at least 15
other major analytic psychologists and other "new age" practitioners
ranging from Ken Wilbur and June Singer to Stanislav Grof and James
Hillerman. The Final product consisted of a 150+ page analysis of Jungian
psychology, 75 pages of annotations, 30 original artworks illustrating
basic principles of archetypal imagery, and a 50 page summation of the
role of Analytic psychology in the New Age movement.
These were _typical_ of the kinds of projects undertaken by students in
the program. While they may seem overspecialized in my case, as I had
already completed all relevant distribution requirements and had
accumulated over 80 hours of psychology and sociology courses prior to
enrollment at Vermont College (including over 30 hours of grad level
classes at the UM), there was no requirement to demonstrate breadth in my
studies, only scholarship. Most students who begin at Vermont College
complete their "breadth" requirements during the first two years and
similarly concentrate on depth during their final terms.
How many people would see such studies as being "inferior" to the typical
semester of courses at a traditional institution?
Incidently, out of my graduating class, all but two of us attended
graduate school (those two elected not to do so), and of the students who
started at Vermont College with my group, less than 5% dropped out of the
program--a rather excellent retention rate. During discussions with my
group members--and with those in other groups--there was a _very_ high
level of satisfaction with the program expressed by learners, and nearly
all learners felt a strong sense of acheivement in completing the program.
In a similar vein, in my current doctoral studies at the Union Institute,
of the initial group who enter the doctoral program at the same colloquium
where I joined it, NONE has dropped out, ALL remain in contact with one
another, and a sense of group identity which developed during the
colloquium has continued (most of us are now ABD, btw). I maintain a web
site and mailing list for the use of the colloquium participants I
attended with, and have consistently found them eager to exchange both
resources and support with one another. In short, the "social" aspects of
a traditional education are certainly not lacking in either of those
programs.
Again, this is anecdotal evidence, but it _does_ tend to indicate that
many of the assumptions about distance learning programs are being made
based on the limited forms of dl in use on traditional campuses, not on
the approaches in use by institutions that focus exclusively or primarily
on this approach.
Rick
--
Rick Adams
[EMAIL PROTECTED]
[EMAIL PROTECTED]
Department of Social Sciences
Jackson Community College, Jackson, MI
"... and the only measure of your worth and your deeds
will be the love you leave behind when you're gone."
Fred Small, J.D., "Everything Possible"
