Online Degree Education | Distance Education Certificate
III. Global ImpactOnline degree programs were utilized in at least one-third of all colleges and community colleges around the country as of 1995. Some are now even offering courses that are accessed only on the Internet, encouraging students to take a particular course when they would otherwise not be so inclined. Colorado community colleges are just some of the many throughout the United States that have adopted such specialized courses, one being a two-year business degree that qualified students can earn exclusively over the Internet. California and Texas are two more of several states that have already opened or plan to open a form of telecommunications in their curriculum (Greene, 1998).
The University of Wisconsin-Madison has taken distance learning to another level by encouraging students to participate with a Distance Education Certificate Program, a program that grants students the opportunity to earn documentation after having successfully completed one or more portions of the program, which is powered by computer conferencing, video technology, interactive multimedia and knowledge-based systems. Many similar programs are fully accredited, offering such degrees as business administration, business management, behavioral sciences and bachelor of arts (Holzberg, 1997). Given the extent to which academic institutes have embraced this alternative approach to obtaining a degree, it seems only consistent that employers would follow suit given the stringent approach higher institutes of learning place upon education as a whole.
In an unprecedented scenario, one of the most intriguing enhancements offered by distance learning is the opening of the Western Governors University. This one-of-a-kind learning institution will exist only in the minds of the students, for it will have no physical campus or individual staff members. The novel concept, which was brought to light through the efforts of Colorado Governor Roy Romer and Utah Governor Michael O. Leavitt, places the university in a class all unto itself. Initially seventeen states, including Guam, signed up to participate in the experimental operation. The educational structure, which utilized teacher participation from various other universities, offered students the same type of degrees offered by conventional colleges, only all the assignments and participation were handled remotely. While the cost of attending this virtual university was not yet within the competitive range, financial supporters were continuing to seek out alternative funding arrangements that would enable more people to take advantage of the new technology (Greene, 1998). Clearly, this served as the prototype for such well known online institutes as today's University of Phoenix.
Employers are compelled to consider an even greater global component when encouraged to accept online degree programs as having the same validity as traditional programs. In order to allow poorer countries to take advantage of such educationally enhancing telecommunications technology, companies are working hard to incorporate distance learning for those who have little or no time, money or transportation to reach learning institutions. WorldSpace, Inc., based out of Washington state, has potentially devised a system that would allow this to happen by creating a way in which educational courses, entertainment and other information can be fed through a satellite system that utilizes digital radio technology. This aspect of distance learning will enable such remote nations as Africa to take part in the technological advancements of telecommunications (Collymore, 1997)."In 1994, we started working with Fortune 500 companies, with broadcasters from around the world, and with consumer electronics manufacturers, to anchor a technology which we tailored to fit our needs. Our project grew, through sheer economy of scale, from a $40 million venture to a billion dollar one" (Collymore, 1997).
This jump into telecommunications will serve to avert the continuing "crisis of education in Africa" (Collymore, 1997), while at the same time offer much the same level of educational enhancement that is currently available in the United States and other parts of the world. Historically, developing countries have had no ability to educate their populations in order to grant them the necessary tools to escape lifelong poverty. Only recently have these nations been able to utilize modern technological advances to promote better education.
Stephen Anzalone, one-time Director for Research and Evaluation of international programs at that Education Development Center claims that Africa is lagging far behind the others with regard to distance learning opportunities. He asserts that many of the conventional teaching methods are just not applicable for much of Africa, as they do not provide enough opportunity for people to reach them. However, that all will change with the inclusion of Internet access, video conferencing and other distance learning techniques. Students will finally have the essential tools they need to significantly enhance their education and become better prepared to enter the workplace.
As Collymore (1997) notes, technology offers "magic solutions to distance learning, but the question is what technology is more realistic in terms of accessibility and affordability. Even if television channels operate, everyone who wants to take part must have a TV" (Collymore, 1997).
The main reason behind establishing such a strong telecommunications presence in colleges throughout the country - and even the world - is to enhance education; however, some say that investing millions of dollars into such programs, such as what is offered via distance learning, does not help those who do not already possess the basic fundamentals of education. These knowledge-based integrated learning systems are worthless, they claim, if the students do not already know how to read and write. Indeed, this may not be the case in college as much in primary schools, but there is still concern with the level of educational achievement for those attending universities. As Clare (1998) points out, "before you can teach them, you've got to engage them" (p. 27).
With the introduction of distance learning technology, educators have noticed marked improvement in overall achievement, motivation, concentration, confidence and self-esteem, four critical components associated with a strong and productive employee, as well. Moreover, attendance has experienced a sharp increase as students are more inclined to participate in the lesson plans (Clare, 1998).
Distance Learning Value Of College Education
