Some Factors which Influence Distance Learning Success in General and its relation to the WWW

• Too often, instructional designers and curriculum developers have become enamored of the latest technologies without dealing with the underlying issues of learner characteristics and needs, the influence of media upon the instructional process, equity of access to interactive delivery systems, and the new roles of teacher, tutor and student in the distance learning process. Is this is what is happening to the WWW ?

• Although technology is an integral part of distance learning education, any successful program must focus on the instructional needs of the students, rather than on the technology itself. It is essential to consider their ages, cultural and social-economical background, educational levels and familiarity with distance education methods and delivery systems. [] states that the most important factor for successful distance learning is a caring, concerned teacher, who is confident, experienced, at ease with the equipment, uses the media creatively and maintains a high level of interactivity with the students. Is it possible to create such an environment on the WWW ?

• McNabb (1994) noted that, though students felt that the accessibility of distance learning courses far outweighs the lack of dialogue, there is still a considerable lack of dialogue in telecourses when compared to face-to-face access. Garrison (1990) argues that the quality and integrity of the educational process depends upon sustained, two way communication. Without connectivity, distance learning degenerates into the old correspondence course model of independent study. Can e-mail and virtual classrooms, such as a MOO environment, improve this lack of dialogue effectively on a distance learning environment ? Or perhaps WWW role is as an online correspondence course delivery media ?

• Effective distance learning requires extensive preparation, as well as adapting traditional teaching strategies to a new learning environment which lacks visual cues. In traditional education, teachers interact directly with their students. They prepare their own support material, and are autonomous within their classroom. In contrast, distance learning teachers are not in direct contact with their students, communication is mediated not only by the technology, but also by several other partners, such as editors, technicians, service providers, etc. Since many people must collaborate to produce and disseminate quality distance educational programming, the need to plan and coordinate staff activity is essential. It is essential for the material to be presented making the best use of the technology.

• Charp, Goffrey and Porter (1994) found that teacher mediation increases the completion rate for distance education courses. WWW/Internet makes this interaction, even though it might be asynchronous, much easier. Is this a relevant factor for the success of the WWW as a distance learning environment ?