This document discusses distance learning and provides an overview of its history, technologies used, advantages, and disadvantages. It begins by defining distance learning and describing how it aims to provide flexible education to learners who are separated from instructors by distance or time. The document then covers the history of distance learning dating back to the 18th century, how technologies like radio, television, and the internet have enabled new forms of distance education. It also compares distance learning to traditional face-to-face learning and finds that learning outcomes can be similar when courses are well-designed. The document concludes by discussing considerations for distance learning environments and objectives.

1. Advantages & Disadvantages of
Distance Learning
Date of submission:5th May 2014.
Submitted to:
Mr. Basharat Ahmad
Submitted by:
Abdul Sami Surahio
Adil Hussain Soomro
Afsheen Siddiqua
Faryal Manzoor Malik
Quaid-i-Azam
School of Management
Sciences

2. CONTENTS:
 Synopsis……………………………………………………..3
 Introduction…………………………………………………4
 Distance learning……………………………………………5
 History……………………………………………………....6
 Technology & distance learning………………………….....8
 Distance learning & face to face learning…………………..9
 Learning environment………………………………………11
 Distance learning in high population countries………….....14
 Types of distance learning………………………………….16
 Advantages & disadvantages of distance learning…………17
 Conclusion………………………………………………….22
 Recommendations………………………………………….23
 References………………………………………………….24
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3. ADVANTAGES & DISADVANTAGES
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OF DISTANCE LEARNING

4. SYNOPSIS:
This report considers distance learning and its advantages and disadvantages. It describes
distance learning, its current position in the context of training and education, introduces a
theoretical framework and compares distance with face-to-face learning provision. Best
practice is introduced. Based on a few actual case studies, a wide range of reported case
studies, literature survey related to distance and face to face learning, training, education and
communication technology, the pointers to best practice are presented in the form of
heuristics integrated into a systematic description of distance learning. This comprises the
background analysis to the distance learning requirement, the design and development of the
distance learning program, interactions and delivery methods available to distance learning,
the learning environment and evaluation.
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5. Distance education is education designed for learners who live at a distance from the teaching
institution or education provider. It is the enrollment and study with an educational institution
that provides organized, formal learning opportunities for students. Presented in a sequential
and logical order, the instruction is offered wholly or primarily by distance study, through
virtually any media. Historically, its predominant medium of instruction has been printed
materials, although non-print media is becoming more and more popular. It may also
incorporate or make use of videotapes, CD or DVD ROM’s, audio recordings, facsimiles,
telephone communications, and the Internet through e-mail and Web-based delivery systems.
When each lesson or segment is completed, the student makes available to the school the
assigned work for correction, grading, comment, and subject matter guidance by qualified
instructors. Corrected assignments are returned to the student. This exchange fosters a
personalized student-instructor relationship, which is the hallmark of distance education
instruction.
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INTRODUCTION

6. DISTANCE LEARNING
Distance education, distance learning or D-Learning is a mode of delivering education and
instruction, often on an individual basis, to students who are not physically present in a
traditional setting such as a classroom. Distance learning provides "access to learning when
the source of information and the learners are separated by time and distance, or both.
Distance learning aims to provide effective learning for specific and desired knowledge in a
flexible manner. The learner, whether an individual or a group, is separated, by place and/or
time, from the originator of the teaching material. Interaction between individuals and with
the teaching material is by the use of various media and communication technologies.
The terms learning, training and education are briefly described below. The terms distance
learning, education and training tend to be used interchangeably in much of the current
commercial, technical and some academic literature.
Learning
Learning is any reasonably permanent change in behaviour as a result of past experience.
Behaviour is also affected by maturation, physical damage and disease.
Learning of cognitive, manual and complex skills can be considered to develop in three,
broad phases.
 The knowledge stage, in which the learner is inducted in, absorbs and understands
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the basic facts, principles and practices of a particular domain so that these become
unconscious and automatic. That is, the learner acquires declarative knowledge.
 Therule stage, in which the learner develops the ability to apply, mainly
consciously, the acquired declarative knowledge to a wide range of different
situations. That is, the learner develops a set of operational rules and procedures or
personal heuristics.
 Theskillstage, in which the objective is to have the trainees achieve fluid and
automatic performance. Trainees learn to accomplish the know-how gained during
former levels. To achieve skills, practical and realistic “hands on” experience is
needed (e.g. through simulator training).
Training and Education
Training is often considered as bringing the performance of a group of people up to a
specific level appropriate to achieve a desired performance on a work task. That is, training
has a specific objective and aims to minimise the differences between learners'
behaviour/performance.
Education, on the other hand, has traditionally been seen to have broader objectives which
maximise the differences between learners. Its aim is to instruct and encourage learners to
maximise their individual potential and cognitive skills for future life.This distinction is
blurring. People are increasingly required to develop and acquire skills which serve a wider
range of applications within organisations and are transferable to different situations. In
addition, the responsibility for learning and personal development is changing from being
that of the organisation to that of the individual.

7. The earliest distance education courses may date back to the early 18th century in Europe.
One of the earliest examples was from a 1728 advertisement in the Boston Gazette for "Caleb
Phillips, Teacher of the new method of Short Hand," who sought students who wanted to
learn through weekly mailed lessons.
The pioneers of distance education used the best technology of their day, the postal system,
to open educational opportunities to people who wanted to learn but were not able to attend
conventional schools. People who most benefited from such correspondence education
included those with physical disabilities, women who were not allowed to enroll in
educational institutions open only to men, people who had jobs during normal school hours,
and those who lived in remote regions where schools did not exist.
An Englishman, Isaac Pitman, is credited as an early pioneer. He began teaching shorthand
correspondence in Bath, England in 1840. Students were instructed to copy short passages of
the Bible and return them for grading via the new penny post system.
American university level distance education began in 1874 at Illinois Wesleyan University
where bachelor and graduate degrees could be obtained in absentia. The Chautauqua
movement in about 1882 gave the popular push to correspondence education.
The teaching of academic and vocational courses by correspondence became quite popular by
1900 and problems of quality and ethical practice came with the popularity. The National
Home Study Council (NHSC) was formed in 1926 in part to address these issues.
Accreditation of college and university distance programs fell to the National University
Extension Association in 1915.
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HISTORY

8. The invention of educational radio in the 1920s and the advent of television in the 1940s
created important new forms of communication for use in distance education. Educators used
these new technologies to broadcast educational programs to millions of learners, thus
extending learning opportunities beyond the walls of conventional teaching institutions.
The development of reliable long-distance telephone systems in the early 1900s also
increased the capacity of distance educators to reach new student populations. But telephone
systems never played a prominent role in education until the introduction of new
teleconferencing technologies in the 1980s and 1990s. Teleconferencing systems made it
possible for teachers to talk with, hear, and see their students in real time - that is, with no
delays in the transmissions - even if they were located across the country or around the world.
Distance education increasingly uses combinations of different communications technologies
to enhance the abilities of teachers and students to communicate with each other. With the
spread of computer-network communications in the 1980s and 1990s, large numbers of
people gained access to computers linked to telephone lines, allowing teachers and students
to communicate in conferences via computers.
Distance education also makes use of computer conferencing on the World Wide Web, where
teachers and students present text, pictures, audio, and video. File sharing and
communications tools like email, chats and audio and video conferencing are integral to the
Internet model.
Business and university level learners have used a conferencing method known as one-way
video/two-way audio where television pictures that are transmitted to particular sites, where
people can reply to the broadcasters with a telephone call-in system. Television pictures can
also be transmitted in two directions simultaneously through telephone lines, so that teachers
and students in one place can see and hear teachers and students in other places. This video-conferencing
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technology increasingly uses the Internet and Internet2.

9. Although the expansion of the Internet blurs the boundaries, distance education technologies
are divided into two modes of delivery: synchronous learning and asynchronous learning.
In synchronous learning, all participants are "present" at the same time. In this regard, it
resembles traditional classroom teaching methods despite the participants being located
remotely. It requires a timetable to be organized.
Web conferencing, videoconferencing, educational television, instructional television are
examples of synchronous technology, as are direct-broadcast satellite (DBS), internet
radio, live streaming, telephone, and VoIP. Online meeting software such as Adobe Connect
has helped to facilitate meetings in distance learning courses.
In asynchronous learning, participants access course materials flexibly on their own
schedules. Students are not required to be together at the same time. Mail correspondence,
which is the oldest form of distance education, is an asynchronous delivery technology, as
are message board forums, e-mail, video and audio recordings, print materials, voicemail,
and fax.
The two methods can be combined. Many courses offered by The Open University use
periodic sessions of residential or day teaching to supplement the remote teaching.[45] The
Open University uses a blend of technologies and a blend of learning modalities (face-to-face,
distance, and hybrid) all under the rubric of "distance learning."
Distance learning can also use interactive radio instruction (IRI), interactive audio instruction
(IAI), online virtual worlds, digital games, webinars, and webcasts, all of which are referred
to as eLearning. Media psychology and media studies have evolved as the research area in the
study of media effects. Each has grown into important academic areas with graduate degree
programs now providing professional research, teaching and field staff to help build
understanding of the behavioral implications of media.
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TECHNOLOGY
&
DISTANCE
LEARNING

10. DISTANCE LEARNING
&
FACE-TO-FACE
LEARNING
There are many comparisons of learners' achievement in both distance and face to face
conventional situations.The distance education learners performed better than the host-site
learners in several areas or fields of study, including exams and homework assignments. This
finding was attributed to the extraordinary commitment, higher maturity level, and
motivation of the distance learner. However, this finding is contrary to other evidence that
distance learners are at a disadvantage in their learning experience, especially in the
evaluation of their cognitive performance. But a large majority of the findings often based on
the comparison of identical content and hours of instruction, show that there is no significant
difference between the different types of courses on the learners' achievement, as measured
by, for instance, grades, test scores or performance in the workplace .The conclusions from
these studies are that:
 lack of direct face-to- face contact does not necessarily affect the quality of the
learning process,
 there is no evidence that face to face instruction is the best method of giving
instruction,
 learning at a distance can be as effective as learning in a face to face situation
 learning in any situation is successful when:
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 the course is well designed and delivered,
 the content, method and technologies are appropriate for the learning
task,
 there is learner to learner interaction,
 timely instructor to student interaction and feedback
Why Distance Learning?
Distance education increases access to learning opportunities. Well organized distance
learning accommodates multiple learning styles. Distance learning serves learners who are
not likely to attend traditional classroom instruction (effectiveness). In some cases it can serve
as many or more learners per dollar spent (efficiency). California research continues to show
that it can attract and serve lower level learners (equity).
Adult life for many is complex and demanding. Many adults are unable to or unwilling to
attend traditional adult education schools and classrooms for many reasons including:
 Having work and family obligations that make attending a regular class time difficult,
learning more effectively from video, audio, and web–based media when moving at
their own pace.
 Experiencing the dearth of public transportation systems in many parts of the state,
needing more practice of skills to achieve mastery.

11.  Living in locations without convenient access to traditional classes, and/or
 Lacking the full confidence to participate in a large classroom setting in front of other
students.
People who can't attend traditional classes because of these realities need alternatives. These
adults are prime targets for distance learning. They are motivated to continue their education,
but limited by circumstances as to how they participate in adult basic education. Flexible
learning approaches that are not classroom centered appeal to these potential learners.
Objectives of Distance Education
 To provide opportunity to those who have missed the opportunity of taking
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advantage of conventional mode of learning.
 To provide equal educational opportunities for higher education through distance
mode for a large segment of the population, including those
inemployment,women (including housewives) and adults who wish to upgrade
their education or acquire knowledge in various fields of study.
 To provide flexibility with regard to eligibility for enrollment, age of entry,
choice of courses, methods of learning, conduct of examinations and operation of
the program.
 To complement the programs that existing Universities in the country, in the
field of higher learning so as to maintain the highest standards on par with other
institutions in the country.
 To promote integrity in the country through its policies and programs.
 To offer degree courses, diplomas and post graduate programs for the benefit of
the working population in various fields and for the benefit of those who wish to
enrich their lives by studying subjects of cultural and aesthetic values.
 To make provision for research and advancement and dissemination of
knowledge.

12. The learning environment is a very important factor in the success of distance learning
because it affects the quality of interaction of the learner with the presented material. The
designer and the provider of the course must take into account of any constraints which apply
in different environments
The learning environment comprises:
· The location;
· Immediate physical environment;
· The interfaces used;
· The social, organisationaland work environments;
· The group learning environment,
· The cultural environment.
Location
Distance learners work in a wide variety of locations. This is partly determined by the
provision of training and the requirements of their organisation and partly by the nature of the
technology they need to use for a particular aspect of a course. For example audio-tapes,
printed material or a laptop computer may be used almost anywhere. If the learner does not
own a computer, has to take part in a video-conference or needs to watch a video, it has to be
in a specific location.
Many distance learning programmes use a combination of different methods and technologies
for presentation of the learning material appropriate to the learners' and providers' needs and
the content requirements.
Learning may take place, for example, in:
 The home
 The workplace
 Ata local learning centre
 In a co-operating institution
There are various reported learner problems associated with all these environments. These
include distractions, interruptions, lack of local support, lack of motivation, lack of self-discipline,
distance of facilities from work/home, communication problems. These can cause
lack of concentration and learning, especially when combined with course units which are too
long and with too few summaries and overviews.
Immediate Physical Environment
The ergonomic aspects of the workplace, equipment, its interface and the user have to be
taken into consideration. These will not be described in detail here as there is rich supporting
literature in this area, relating both to workplace design and to specific communication
technologies, for example, RACE for Videoconferencing, Multimedia and Telecommunications
(1995).
However, it is important in the design of the instructional material to ensure that there are no special
conditions or requirements relating to:
 Physical space - for example, for videoconferences group work, it is
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LEARNING ENVIRONMENT

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Recommended that group sizes should be between 8 - 15 learners and not seated in
fixed rows to enhance group communication;
 Arrangement of components - for example, for audio conferencing, microphones should
be within easy reach of each learner and have an obvious on/off switch;
 Illumination;
 Noise - for example, if a dedicated work location is in a noisy environment, this could
Cause distraction and unnecessary fatigue, as well as cause problems for receiving or
Transmitting audio material;
 Atmospheric conditions;
 Motion.
The Interface
The guidelines and heuristics relating to the human-computer, other telecommunicated (audio, audio-visual
and visual) and printed interfaces need to be integrated into and evaluated as part of the
distance learning programme and as effective and appropriate to the learning environment.
It is repeatedly emphasised that effective learning material depends largely on making an appropriate
selection of the correct media, presentations and delivery methods and technology to meet the content
requirements and the users' needs, which includes the constraints of the environment in which they are
learning.
There are some well-established heuristics and guidelines (see RACE guidelines) and much
information advice readily available in the literature. For this reason and because they tend to be
specific to a particular programme, these are not discussed in detail here.
Social, Work and Organisational Environments
The profile of these environments for the target learner population should be apparent from the
organisational and training analysis, which also includes the identification of the characteristics of
the learners. For example, the attitudes and expectations of learner, the learner group, family,
friends, peers, work-mates, managers, course providers and support staff, employing organisation,
professional and regulatory bodies can all influence the effectiveness of the programme.
The main heuristic that emerges for distance learning case studies and literature is to ensure
acceptance and on-going support of the main stakeholders, especially the top management of the
organisation and, if involved, the unions together with the meeting the constraints of the end-users'
environments.
The Group Learning Environment
In addition, if learners are learning in a co-operative, collaborative group environment, this
environment itself has an influence on the effectiveness of the learning. This is an area which is
developing alongside the technological developments. Such an environment is affected by factors
relating to the learners and their interaction with each other, either individually or with a group, or
between groups, who all interact with the course content and the provider/instructor/mediator in the
chosen system environment, which has its own characteristic constraints. For example by
asynchronous computer mediated conferencing or synchronous audio or video conferencing.
There are, as yet few well developed heuristics or guidelines in this area. The principle again applies
that for this to be as effective as possible all the different variables relating to the different factors
have to be taken into account when choosing, designing, selecting and presenting this aspect of a
distance learning course. The RACE guidelines of videoconferencing and a report on computer
mediated communication (Paulsen (1995)) provide supportive information.

14. Cultural environment
This area is receiving increasing attention in distance learning.
Learning relates to a reasonably permanent change in a person's behaviour. For this to occur, there
have to be changes in, for example, the concepts, attitudes and expectations of the learner.
For the learning to be successful the course provider must understand the existing culture, not only
related to the content of the course but also to the social, organisational and national culture of the
learners.
This can relate to many features, for instance style of learning and teaching, attitude to distance
learning courses, attitude to technology, style of use of language, attitude to taking part in public
group discussions.
In addition to such cultural factors there are the considerations of language as many professional
distance learning courses are not necessarily conducted in the native language. The appropriate use of
colloquial, jargon, technical, academic and humorous styles, language, graphics, sounds and case
studies is important.
The advice relating to distance learning is that natives of both culture and language of the target
learning population should be involved in the design or modification of the design to ensure that there
no lack of or misunderstandings are perpetrated by the learning material and that learning is as
effective as possible.
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15. DISTANCE LEARNING
IN
HIGH POPULATION
COUNTRIES
1. INDIA: The National Open School in India provides open access to education to
students of all ages over 14 in courses concentrating on academic, vocational or life-enrichment
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skills. In addition, it offers courses for life enrichment and bridging
courses at the entry level. It caters for students of all ages over 14 and has succeeded
to attract women to the extent that they make up 38 % of its enrollment. Marginalized
groups in general, including women, comprise over 50 % of its enrollment. In making
use of the different media, it puts great emphasis on quality aspects of the technology
of text, but does not shy away from more advanced technologies, such as instructional
television and audio and video programmes for enrichment purposes, in addition to
face-to-face contact with the students.
2. INDONESIA: "Packet A" is a mainly print based intervention developed by
Indonesia to cater for the needs of out-of-school learners. It has greatly benefited
women. It takes advantage of human resources available in the community, which it
mobilizes according to the each-one-teach-ten principle.
3. PAKISTAN: Pakistan's AllamaIqbal Open University reaches its students where
they are, i.e. in their homes or in the work place, anywhere in the country, any time of
the year. In its efforts to meet the basic learning needs of all, it targets, among other
audiences, rural non-literates, particularly women, offering literacy courses and
functional skills training. For its regular range of distance education courses, which
range upwards to the level of degree courses, the AllamaIqbal Open University
supplies its students with complete, self-instructional packages that are mainly text
based but may also include audio cassettes. Radio and TV programmes supplement
the packages, which include self-assessment instruments and written assignments for
students to submit and receive feedback on. Students receive tutorial support from
teachers appointed for that purpose in their own locality. The system also includes
study centres, offering the students a variety of learning resources and an environment
that facilitates contact with tutors and fellow students, as well as regional offices and
a main campus. To reach the non-literates, the normal distance education
methodology had to be adapted. The methodology developed for the university's
Basic Functional Education Programme uses packages consisting of cassettes and
flip-charts and concentrates on developing infrastructure for outreach and training of
trainers.
4. CHINA: China has used mass communication media for educational purposes since
1958. It has 170 Radio and TV schools at the secondary level and 43 Radio and TV
universities with 575 learning centers and 1500 teaching points. China Educational
TV distributes programmes, including those produced by the China TV Teachers

16. College, via satellite to all parts of the country. Local educational TV stations and
satellite relay stations rebroadcast the received programmes. They also broadcast
locally produced ones. The medium is reported to have an especially remarkable
impact in remote and disadvantaged areas. During six years 1.2 million primary and
secondary school teachers participated in the courses offered via this channel.
5. NIGERIA: The regular teacher training system in Nigeria has failed to produce
sufficiently qualified teachers in large enough numbers. To remedy the situation it
uses distance education. The government supported National Teachers Institute enrols
40000 students. Different universities, such as Ahmado Bello, in operation since
1976, offer teacher training at a distance programmes to smaller numbers of students.
6. BANGLADESH:The Bangladesh Open University contributes to building up the
country's educational potential, using distance education means, by offering Bachelor
of Education and Master of Education courses. In fact, the B.Ed. at a distance
programme was the beginning of the Bangladesh Open University, which now has a
much broader objective and offers a wide range of courses. It aims at creating an
educated and trained work force by providing learning/training opportunities to
people at all levels, having in mind particularly disadvantaged rural youths, including
girls, who have been deprived of formal education and training.
7. EGYPT:Egypt considers distance education an important means to achieve
educational reform goals, as well as to expedite the process of reaching the unreached
and to improve the quality of education. In that context, upgrading teacher education,
both in a pre-service and in-service context, is a priority concern for the country's
distance education programme.
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17. TYPES OF DISTANCE LEARNING
Distance learning is a modality - a broad, mixed category of methods to deliver learning. The
types can be organized along several descriptive dimensions. Low tech to high tech is useful
in the adult basic education field. Remember, however, that these individual types can be
mixed into hybrid forms. The following table outlines the most popular types of distance
learning by their characteristics and notable features.
Type Characteristic Notable Features
Audiotape
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Audio learning tool, very mobile
and inexpensive when combined
with print materials.
Useful in language learning and
practice as well as literature.
Linear format.
Videotape in
VHS and DVD
formats
Visual and audio tool; the
checkout approach with print
materials is very popular in
California.
Multi-sensory tool with linear
delivery format.
Laptop computer
checkout
Versatile approach to providing a
wide range of learning activities
from skill and drill to
simulations.
Hardware is expensive and being
replaced by less expensive
Internet delivery.
Mobile van / lab
Resources taken to the learners,
useful for work site learning and
reaching parents at elementary
schools.
Van learning.
Historically useful way to
distribute videos, audiotapes,
DVDs, and other learning tools,
but it can be expensive to
operate. It is less and less popular
as distributed learning increases.
Radio course
Low cost way to reach ESL
learners. Ideally it should be used
by more learning providers.
The radio course must include
ways for learners to interact with
the instructor. Phone call in
during or after air time could be
integrated into the programming.
Telecourse
Delivery over television, usually
a cable public access channel or
school owned channel.
The telecourse must include ways
for learners to interact with the
instructor. Phone call in is
popular. Print materials
accompany on-air instruction.

18. Videoconference
– Two way
interactive video
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Electronic communications
among people at separate
locations. Can be audio, audio
graphic, video or computer
based.
Often uses proprietary software
and consequently expensive.
Internet models and broadband
communications are making it
more affordable and accessible.
Email
Asynchronous text files and
attachments.
Good tool to stimulate learning,
writing, and communications
skills.
ADVANTAGES &
DISADVANTAGES
OF
DISTANCE LEARNING
Advantages:Distance learning is a viable option for many individuals of all ages
who desire to get an education. It holds a number of pros and advantages over a traditional
learning environment.
 Choice: An online education provides the opportunity to study more subjects and
reach out to programs that are not available in the immediate area.
 Networking: Students who enroll in classes with online education obtain a wider
range of networking opportunities. Instead of being limited to networking in the local
area, distance learning enables students to make connections with a more diverse
range of people.
 Pace: Online education enables students to work at their own pace in many
circumstances. The requirements are not as strict and typically give a range of due
dates when the work needs to be submitted.
 Scheduling: The schedules for distance learning are more open and allow for
students, parents and professionals to take the classes whenever it fits into their
schedule. This is beneficial over classroom education that requires students to
schedule work and childcare around the class time.
 Money:Online classes typically cost less than an education in a classroom
environment. There are less space limitations and materials required for each student
and the savings are passed on from the educational institution to each student.

19.  Traveling:A huge advantage to getting an online education is that there is no need
to travel to and from class every single day. Someone who doesn’t drive or want to
spend money on the costs of public transportation every single day will likely choose
to get an online education over the traditional classroom.
 Selection of Professors: Distance learning enables students to learn from some of
the most prestigious professors and guest speakers in each field.
 No classroom sitting: Sitting in the classroom is not the best way for every
student to learn. A student may learn better at his own pace and in a different format
than traditional schooling options offer.
 Effective:Online classes are just as, if not more, effective at teaching students than
the traditional classroom style of learning. Distance learning may not be the ideal
option for everyone but should be considered when looking at options for education.
 Numerous choices for schools: Even if you live in a community with few or no
colleges distance learning allows you to choose from a wide variety of schools to
complete your education. You may find online schools that specialize in your
particular field or one that can provide a great general education. Either way, your
options for education will be greatly expanded.
 Learn while working: As distance learning can usually be completed on your
own schedule, it is much easier to complete distance learning courses while working
than more traditional educational programs. Keeping your job gives you more
income, experience and stability while completing your degree giving you less to
worry about and more time to focus on your studies.
 Flexibility: For many online learning programs, class times can be scheduled at
non-traditional hours to accommodate those with special needs. In addition, classes
can be “attended” from any location with an Internet connection. If a class is missed,
lectures are often recorded and can be viewed when time permits.
 Cost-Effectiveness:Because there is no need to travel and find housing, online
distance learning can be a highly cost-effective option. In addition, no time is wasted
handling administrative matters that come with a significant relocation, and disruption
to a student’s established routine is minimal. Distance learning integrates well into the
lives of a wide variety of students.
 Advanced Technology:Online distance learning platforms, when fully developed
and built out, can offer robust features that enhance the learning experience. These
features typically include access to organized course materials, networking with
classmates via social media, face-to-face study groups, and more.
 In-Person Connections: Much like a traditional program, students studying via
distance learning view live lectures, meet in study groups, and can connect in many of
the same real-time ways they would if attending a program in-person. The resulting
experience can be surprisingly rich.
 International Networking: Distance learning can lead to networking with an
even wider variety of people than you might encounter at a local institution. Because
of the high level of flexibility that an online program offers to people all over the
world, it is common to network internationally as a result of program participation.
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20. Disadvantages:
 Lack of social interaction: If the classroom environment is what you love most
about learning you may want to take a step back and reconsider distance learning.
You’ll likely get some interaction on chat rooms, discussion boards and through
email, but the experience will be quite different than traditional courses.
 Format isn’t ideal for all learners: Not everyone is an ideal candidate for
online learning. If you know you have problems with motivation, procrastination and
needs lots of individual attention from an instructor you may want to think long and
hard before enrolling in an online learning program.
 Some employers don’t accept online degrees: While a majority of
employers will, there are some who still see a stigma attached to distance learning.
Realize that your online degree may not be the ideal tool for some job fields or
for future learning.
 Requires adaptability to new technologies: If you’ve never been one to love
working with technology you will probably get a lot less out of an online course than
your more tech-savvy counterparts. Make sure you feel comfortable working with
computers and with online programs before you sign up for a class.
 Not all courses required to complete the degree may be offered
online: It makes sense that more practical majors like nursing aren’t offered entirely
online, after all, part of the degree is learning to work directly with patients. Find out
all the requirements of your degree to see what may need to be completed offline.
 Absence of a teacher/instructor: Freedom involved in distance learning may
prove to be beneficial for some, but harmful for many. In the absence of a teacher or a
guide, you may find yourself left between devil and the deep sea while handling the
course material. You will need to rely solely on your grasping power. So for students
lacking in respect of independent study, distance education is not a preferable idea
 Lack of motivation: If you are one of those needing constant cheer and jeer, it is
better not to opt for distance education because you will awfully miss the source
providing the same. Having embarked upon a distance learning course, there will be
none to coax and cajole you into realizing your target. You will have to motivate
yourself.
 Cannot generate as an alternate learning method: Distance education is
often dependent on the use and development of high class skills and technology. So
for learners lacking in the knowledge of them, it can't provide an alternate solution.
Moreover, neither can it evolve as a permanent learning method for learners of all age
and kinds. Student dependent on the same needs maturity, acumen and self-learning
temperament.
 Distance learning does not give you direct access to your instructor:
Some students fear the loss of the personal touch with an instructor, such as asking
questions after class. However, distance learning often gives you an opportunity to
email your instructor any time or chat online. It is normal to fear the loss of human
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21. contact offered in a traditional classroom until you commit yourself to this mode of
learning.
 Distance learning is isolated: Although you are in a virtual classroom full of
students, the dynamics of interaction change with online education. You may feel
detached or lonely when you pursue a distance learning program but there are
opportunities to send emails, post to message boards and engage in online group
discussions. At first you might miss face-to-face contact with your instructor and
other learners, but web collaboration can fill this void for many students.
 Distance learning does not offer immediate feedback: In a traditional
classroom setting, a student's performance can be immediately assessed through
questions and informal testing. With distance learning, a student has to wait for
feedback until the instructor has reviewed their work and responded to it.
 Distance learning does not always offer all the necessary courses
online: Students pursuing a specific certificate or degree program may not have all
the necessary courses available through distance learning so it is not suited for all
subjects. For example, you can study a history lesson completely online but you
cannot perform nursing clinics online. For some courses, physical classroom
attendance will be mandatory to complete the course.
 Distance learning may not be acknowledged by a specific employer:
Although most employers do acknowledge distance learning, certain employers do
not. Students who want to work for a specific employer upon graduation should be
sure of that employer's perspective about online education.
 Distance learning does not give students the opportunity to work on
oral communication skills: Students in distance learning courses do not get the
practice of verbal interaction with professors and other students.
 No Interaction with Teachers and Professors: The worst thing about
distance education is you cannot interact with your college professor or teachers. You
seriously miss the human aspect because you are only engaging with the technology
and machines.
 Lack of Seriousness, Competition and Learning Environment:
Sometimes you cannot replace a real college environment with a virtual college
environment on your computer. In distance education you lack a seriousness that is
present in a classroom when lecture is given by the professor. Moreover, here you are
alone and you do not have anybody to compete because you are alone. Without any
competition you tend to learn less. Therefore the overall learning environment in a
distance education is lot different than a regular college.
 Job Markets Do Not Accept Online Degrees:This is could be quite
dangerous if you are totally relying on distance education for a degree. You might get
a degree but that is not going to be recognized by privates companies in the job
market and the same problem in government jobs.
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22.  Format of Courses Not Suitable for Everyone: Format of online courses is
not suitable for everyone. Sometimes you will not understand anything what is taught
through an online video. Certain students could never understand what they are trying
to teach you. So this is another limitation of distance education.
 Internet Availability and Affordability: Finally, this is sad reality that
everyone cannot afford a computer and an Internet connection because you need these
things for distant learning. All the lectures and conferences that would be given would
through a webinar and you need a high speed internet connection. Many people
cannot afford it. So they cannot join a distance education college because of their
financial condition.
 There's less face-to-face interaction time between peers and between teacher and
students. Also students do not have recess time to socialize and play.
 There's a lack of time to develop appropriate social skills. No face-to-face meeting for
interactions among peers and with teacher in different settings.
 There's less physical activity. It means not getting up to do scaffolding activities or
activities that are geared for the kinesthetic learners.
 Students may not have the necessary resources and skills (typing, equipment,
software, etc.) at home.
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23. CONCLUSION:
Finally, students rate distance learning in various ways. They find it problematic in the area
of curriculum development and agreed that not all courses are suitable for this mode. In most
cases, students have been deprived of critical educational experiences essential to real
learning. Students indicate some courses could be more time consuming than face-to-face
classes and they said they end up getting lectures with a reduction in feedback and personal
interaction among colleagues. Most students are not suited to this type of learning, and some
subjects are not taught as effectively online as others. Many adult graduate students are
attracted to the convenience of distance learning in that it allows them to spend more time
with family and to avoid missing work to attend a traditional course.
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24. RECOMMENDATIONS:
In light of the conclusion reached, the following would be some of the recommendations
1. More attention needs to be given to the faculty members in terms of their computer skills
and knowledge which will be the first step to provide online courses.
2. Students also need to be provided with orientations about quality of online courses so they
can choose what fits their needs.
3. Educational institutions should continue to provide financial support to enhance online
learning through setting a strategic plan to apply more online courses.
4. More studies should be conducted to find the effectiveness and reliability of distance
education comparing that with the traditional method of teaching.
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25. REFERENCES:
http://www.iadl.org.uk/articles.htm
http://en.wikipedia.org/wiki/Distance_education
http://www.worwic.edu/Academics/DistanceEducation/StudentTutorial/index.htm
http://www.distancelearningnet.com/advantages-and-disadvantages-of-distance-learning/
http://www.njvu.org/top-10-advantages-and-benefits-of-distance- learning/
http://www.bhttp://www.unesco.org/education/lwf/doc/de9.htmlritannica.com/EBchecked/to
pic/148
http://www.scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2000/swan.html2174/distance-learning
http://academicjournals.org/article/article1382086693_Al -Alawneh.pdf
http://www.scientificjournals.org/journals2007/articles/1041.htm
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