International Handbook of Distance Education

Citation

Williams, Y. (2010), "International Handbook of Distance Education", Journal of Educational Administration, Vol. 48 No. 2, pp. 267-270. https://doi.org/10.1108/09578231011027905

The International Handbook of Distance Education, co‐edited by Terry Evans, Margaret Haughey and David Murphy, is an ensemble of both field and traditional practices along with contemporary forms, concerns and context regarding distance education as an alternative method of gaining knowledge (Evans et al., 2008). The content spans 30+ years and provides insight and useful examples of application as well as policy. There are six distinct sections (Diversity in Distance Education, Leadership in Distance Education, Accountability and Evaluation in Distance Education, Policy and the Business of Distance Education), appropriately outlined to structure the reading These sections include 46 chapters that provide reflections from a vast and diverse array of nations and their experiences in distance education. Each chapter ends with a summative conclusion that draws the reader into further discourse. In addition, the editors offer reflective comments to the overall section topic. This review will focus on the usefulness of the content or subject matter to readers in the field who are responsible for leadership and management of distance learning in instructional settings. This nonfiction book is a collection of essays contributed by 60 higher education professors that cross the globe. One can utilize this handbook as a reference to explore the various types and models of distance education. The book should be considered as a comprehensive guide of best practices.

There is no preface or foreword section; however, the three‐editor team provides an introduction that serves as an historical account of distance learning that spans from correspondence courses to virtual learning environments. Terry Evans, a co‐editor of the handbook, is the Associate Dean (Research) in the Faculty of Education at Deakin University, Australia. Margaret Haughey is Vice‐President, Academic at Athabasca University, Canada. David Murphy, is a professor and director of the centre for the advancement of learning and teaching at Monash University, Australia.

Each editor brings their own research prospective to this body of work in order to unearth past practices and predict the changes that lie ahead. This policy and practice book connects the readers to the field of distance learning by providing background information on distinct topics, which may include theoretical context followed by examples of practical applications that transcend various global institutions. These models can provide insight to educators on how to prepare for such an undertaking.

A historical view is a reminder that significant critiques have occurred over the last thirty years despite the undiscovered potential distance learning has to offer. The main theme throughout the book is communication; while keeping in mind that the acquisition of knowledge and learning take place in asynchronous environment. Contributing authors begin providing clarity and candor concerning diversity in distance education. Diversity is addressed as global, social, cultural, and gender based as well as learning styles and needs. The reader gains a greater understanding of diversity with the concepts of open school and vocational education, its relationship to distance learning and its role in overcoming the social and economic conditions. This nexus between skill acquisition rather than successful test‐taking and the value of training and distance learning as an educational approach contributed to the continued focus and interest in distance education.

Consideration to the stages of distance learning development is section 2. This is addressed as an approach to education while pursuing several theories of teaching and learning and the decision‐making process involved in how to match appropriate technologies to the educational needs of the learners. The author identifies the main challenge of how to manage the ever changing evolution of technology and its implication for the field of education. There is an added emphasis to enlighten the reader on perceptions of change such as access, attitude and interaction. The author reminds us of the change that has taken place regarding non‐formal learning and its importance to the lifelong learner and the learning process. He expounds on the emergence of open universities and their impact on the transformation of learning and learning experiments in post‐secondary education. Also noted is the technology structure and the pedagogical structure which impact each other in this transformational setting.

The most intriguing and relevant chapter, “Transforming doctoral education through distance education” brings together both distance education and the realities of the need to have a blended academic experience to meet both the societal need for off‐campus work and the need to contribute to the existing body of research. There continues to be suspicious views around this notion in many contexts and nations, with some being more liberal, like Australia. The case study of Deakin University demonstrates the growth this program has taken since the late 1970s, and how obtaining the right “mix” between interaction and independence can add up to continued success. Deakin's administration recognizes that the Internet is a core vehicle to provide enhanced support and resources. A focus on innovation citing that the rapid growth of the distance education market is driven by technology as opposed to identified student needs. There are deep connections in contemporary discourse of distance learning and higher education and ideological concepts on flexibility and online educators. What leadership faces during times of change; new technologies, new learners and new challenges is next.

The reader must take the delivery models, curriculum, faculty as well as levels of accountability into consideration. The pedagogical gap between the traditional campus and that of distance learning is quickly closing. Technological initiatives that can help bring education to the world's poorer communities and how education can alleviate poverty are shared. Advocacy prevails as the ultimate form of leadership. In order to lead, planning is necessary to carry out the vision. Using established, outlined processes strategically is critical for effective institutional planning, management and governance. The acquisition of such skills may not be easy to come by. Given the current times there may be more urgency than first thought. Reflection is given on the importance of the necessary support from senior management for leadership already in existing positions as well as for those preparing to move into leadership positions.

While distance education may appear to have few boundaries in a literal sense, the evaluative framework applied to the field provides critical feedback and accountability measures. Institutions must consider beyond the traditional learning setting. One important aspect is the fact that accreditation is generally conducted at the institutional or program level while different standards exist for different countries and in some cases different institutions. Chapter 29 focuses on the significance of student outcomes. In a case study, trends in evaluation have contributed to the literature for the past 35 years, many of which have influenced policy. The chapter on accountability and distance education shares Burke's (2005) approach related to the accountability triangle. This consisting of government priorities (political), academic concerns (professional) and market forces and how to keep a balance to ensure high levels of service is noted. Expand on this context by unveiling issues related to culture in transnational distance education. Diversity is not reserved to the student population, but most importantly to the teaching and learning styles of the teachers.

Governmental policy making with regard to distance learning is potentially detrimental or contrary to the public interest. It is important to note that incentives are available for inter‐institutional collaboration, partnership and agreements. Unfortunately, current laws appear to take distance learning several steps backwards. For instance, the requirement that all courses have components of face‐to‐face contact between student and instructor, total negating the purity of this learning methodology.

A quasi autonomy model of a 16‐country distance learning university highlights the absence of a single set of rules to guide an organization which may not allow them to evolve and meet the demands of their complex‐learning environment. India has experienced policy, practice, and course design change that has been driven by the transition toward a more democratic system rather than the elitist system. There is a very useful four‐stage process of program development which is necessary given the significant growth demand India has as the largest educational systems in the world.

Distance learning emphasizes the notion that education is a business. This is the section of the book that most readers would navigate to, as it provides helpful information on how to establish a comprehensive program. The emphasis placed on marketing, money and policy specific to distance education makes this section more customer‐friendly. The discussion coupled with clear and extensive terminologies followed by models and strategies in the respective areas that can be used to investigate options before making significant commitments is invaluable. Bullen and Qayyum put it best:

[…] there is little point in developing a sophisticated understanding of the costs of distance education if we do not also deal with effectiveness as this will do little to guide administrative decision‐making.

Last, considerations for the future of diversity, leadership, accountability and policy, are vivid agenda items for discussion. Based on the topics throughout the book, it appears that higher education is the intended audience. However, a more diverse audience would also include the K‐12 educator/administrator given the recent changes in meeting the various learning styles of the “digital” students. The authors arranged this handbook so that the reader could easily navigate to the topic of interest. It provides clear descriptions of approaches to distance learning and definitions and terms to best understand the subject matter. The co‐editing team meets the goal of reviewing the literature in the field of distance education and its traditional practices as well as its contemporary forms, concerns and contexts. The case study contributions from experienced practitioners make this a useful tool in the field of distance learning.

This handbook suggests that taking on an endeavor like distance education will require significant thought, vision and preparation and that those that have taken this path have much to offer to the decision making process. Thankfully, what the authors left out was rigidness. Because this subject matter lends itself to a fluid method of learning, so did the diversity in case studies from various institutions and chapter topics. This is the first book of its kinds, and if quite timely given the continued growth in instructional delivery models. My current professional responsibilities include the revamping and expansion of the schools district's distance education program. Having such a resource allows me to be the critical voice of reason for my learning organization concerning establishing a strategic planning process. As a practitioner, the case studies provided a prescriptive for applicability.