OPPORTUNITIES AND BARRIERS OF DISTANCE
EDUCATION IN DEVELOPING COUNTRIES
In distance
education, there is normally a separation between teacher and learner and
thus one of different means such as the printed and written word, the telephone,
computer conferencing, teleconferencing, or Internet are used to bridge
the gap. Recent advancements in computer technologies and telecommunications
enabled institutions to deliver instructions and training to geographically
diverse populations locally, nationally, and internationally. Technical
sophisticated delivery methods range from low (e-mail, voicemail, linear
video, CAL) to medium (satellite broadcasts, CBL) and high (learning portals,
WBL). More advanced technologies such as hand-held devices, weavables, and
virtual reality systems may also be used.
While
distance education represents a remarkable opportunity for developing countries
to provide education to anyone, anywhere and anytime, significant barriers
still inhibit many countries from making use of such an opportunity. There
are administrative barriers in terms of lack of support and established
guidelines, few policies and procedures to insure quality and accessibility,
unclear responsibilities, and lack of strategic plans and business models.
Human resources represent a major challenge due to the few faculties that
have distance education experience, few professionally trained course designers/developers,
and lack of incentives for faculties to become involved. Technological barriers
in terms of the percentage of homes equipped with computers and Internet
access, available data communication bandwidths, and video conferencing
systems exhibit other significant challenges. The existing educational environment
might present a barrier if the educational system does not promote a “learning
to learn” philosophy, or when the population does not fully understand distance
education. Finally, finances become major barriers when funding to support
distance education efforts are inadequate, and cost of enquiring proper
technologies both to institutions and individuals are high relative to the
local standard of living.
However,
success of distance learning plans could be achieved in spite of the aforementioned
challenges and barriers. This requires a strategic plan based on sound business
principles and practices with a shared vision, and top management support,
engagement of faculty and academic departments, focusing on programs and
courses of interest and need in identified target markets, having adequate
and appropriate support staff and technology infrastructure, building partnerships,
and establishing an organizational structure appropriate to the institution
equipped with continuous improvement systems and processes.
