Distance Learning: Challenging the Internet

Abstract

A revolution is on its way. Internet is redefining every aspect of our lives. Internet is a tsunami that will eventually wipe everything out. Those who will paddle their way through this beyond the imaginable wave are those who learned how to swim in it's current, equipped with the tools needed to survive. Education is an area where the Internet has a very significance influence. It redefined the way we teach and learn. At the same time, the process of teaching and learning has to be reengineered. Education systems worldwide, especially those involved in distance learning, are having a difficult time keeping pace with the rapid evolution of the Internet technology. Traditionally, distance learning is seen as a program where students and lecturers are far apart physically. The students learn through modules or notes given to them. Lecturers will physically meet the students, usually once in a given period which could range from a fortnight to a month. Other than that, lecturers and students frequently communicate through emails. Problems arise since the communication medium is very limited. One of the major drawback is, the students lack the guidance that they desperately need. How are the students going to be evaluated? Is it fair if the students are only evaluated from all the quizzes, exams questions, and projects given to them? How about monitoring the progress of the students from the first day they walked into the class until the end of a specific syllabus? And lastly, one of the important questions that we need to look into is, are the students achieved their goals and objectives that they themselves set, in addition to the ones set by their lecturers? This paper will begin by covering the essence of distance learning as was perceived during the beginning years of its existence. Later on, the distance-learning model nowadays with the utilization of Internet technologies equipped with multimedia tools will be discussed. The concept of communicative learning, which will be the major criteria of distance learning will be explored. Furthermore, the idea of prescriptive learning and screen cam will be highlighted, where the students are only prescribe the information that need to be digested. This will bring us to the portal concept, where the students will customize the information that need themselves. In the 21st century, lecturers will not be teachers anymore. They will be facilitators who will guide the students to the source of information. In realizing this vision, knowledge management functions will be covered, that will include not only the academic components but also the administrative components. Both of these components must coexist to administer the most effective and efficient distance-learning program.