COLLEGE DISTANCE EDUCATION COURSES:

EVALUATING BENEFITS AND COSTS FROM

INSTITUTIONAL, FACULTY AND
STUDENTS' PERSPECTIVES
SIMON A . LEI
RAJEEV K . GUPTA
Department of Educational Psychology
University of Nevada, Las Vegas

The strategic plan for providing college education outside of the

traditional classroom environment has rapidly evolved over the
past decade via electronic mediums. Advances in technology,
along with increasing student enrollment size, have led many
higher education institutions to hegin offering distance education
(weh-hased) courses. Current literature suggests that fully-blown
distance education facilitates and maximizes student learning
more effectively than the traditional, face-to-face course format.
Many higher education institutions have adopted out-of-the-
classroom learning approaches in order to accommodate
students working full-time, as well as students with special
needs and complex schedules. As modem communication and
technological channels improve, distance education outlets are
expected to meet this challenge. Although the benefits of dis-
tance education are numerous, costs of distance education
should also be carefully considered and evaluated. This article
evaluates the benefits and costs of distance education from insti-
tutional, faculty, and students' perspectives.

Introduction to social, medical, financial, or geograph-

Distance education refers to technolo- ical reasons (Holmberg, 1977). This
gy-based instruction in which students are web-based form of instruction allows
at a location physically separated from instructors to reach a much larger audi-
their instructor during the entire course of ence and encourages more flexibility with
Study (Simonson et al., 2003; Ormrod, student's schedule.
2008). Distance education through web- Web-based teaching and learning are
based leaming is a concept that is relatively changing the face of higher education and
new to modem educational practices. It is rapidly working at afi-enziedpace to devel-
a method of leaming outside of a typical op the skills needed to instruct in an online
classroom environment. Initially, distance environment (Boettcher and Conrad,
education was created for students who 1999). Moving from the classroom as the
were unable to attend school. Prior to all primary center of organized instruction to
technological advancements, distance the web changes how educators approach
education, in the form of "pure" corre- instructional design. Advances in teach-
spondence study, was created to give those ing and learning in a web environment
students a chance to study who could not have brought new curiosities, excitement,
attend ordinary school or university due and challenges to educators (Boettcher and

616
 Distance Education... / 6 1 7

Conrad, 1999). tive. By now, it is obvious to most edu-

While online learning at the college cators in higher education that
level has grown at an astonishing pace, it distance-learning technology is trans-
has done so in ways that no one predicted forming instmctional delivery in profound
(Doyle, 2009). Total student enrollment in ways (DeNeui and Dodge, 2006). They
distance education courses went from (2006) state that the most significant online
754,000 in 1995 to 1.6 million in 1998 technological development is the way that
(Harasim, 2000), and over 3 million stu- the former constraint of time and space has
dents enrolled in distance courses in the largely been removed by networking capa-
2000-2001 academic year (Waits and bilities. Though not all instructors teach
Lewis, 2003). By fall 2007, 3.9 million distance education courses, few can deny
students were taking at least one online that online technology is transforming the
course (Doyle, 2009). According to some way students leam and the way instructors
educators, higher education has been rev- teach (DeNeui and Dodge, 2006).
olutionized. Even in the midst of a major budget cri-
Presently, distance education has never sis, colleges and universities still embrace
been so popular. A large, diverse group of the same educational mission and philos-
students comprise the target audience of ophy: to educate its students (Gould, 2003).
distance education. Regardless of their While not a panacea, online courses allow
demographic backgrounds and academic institutions to maximize their available
disciplines, students all over the globe are resources to meet the educational needs of
embracing these educational resources. their students (Gould, 2003). Online cours-
While there are many benefits of distance es can reach a much larger audience, with
education, many drawbacks go hand-in- students from greater geographic regions
hand with these emerging technologies. than traditional classroom courses. Online
Administrators, faculty, and students can courses may help disabled and geograph-
embrace these technologies in distance ically isolated students, as well as students
leaming, but must be aware of all its draw- with busy schedules obtain quality higher
backs and educational implications. The education.
objective of this article is to evaluate dis- On a resource level, online instruction
tance education from institutional, faculty, decreases overcrowded classrooms.
and students' perspectives. We provide Online courses allow institutions and fac-
insight on both benefits and costs associ- ulty to offer more classes at peak demand
ated with college distance education times of the day and week, thus maximiz-
courses. ing the scanty available resources by
increasing fiexibility in class scheduling
Beneñts of Distance (Gould, 2003). Students who have a class
Education for Institutions schedule conflict may enroll in online
There are major benefits of distance courses. On a pure cost level, online cours-
education from an institutional perspec- es significantly decrease paper and
618 / Education Vol. 130 No. 4

photocopying costs. One of the major ben- cient physical resources to meet the grow-
efits to students is the unfettered access to ing technological demands of faculty and
virtually anything instructors present in students (Gould, 2003). With the current
the classroom. For instance, all course state budget projections, significant help
documents, including syllabi, lecture notes, from state government will not be forth-
handouts, assignment sheets, interactive coming. Institutions must, therefore, look
demonstrations, and audio or videotaped within for immediate remedies (Gould,
lectures are easily accessible to students 2003).
on the course website (DeNeui and Dodge, Administrators in each higher educa-
2006). Institution costs decrease as stu- tion institution must select the appropriate
dents become familiar with the vast computer hardware and software in order
resources available on the web. Institu- to promote distance education. Initially,
tions will effectively communicate with administrators must convince faculty and
their faculty and students electronically, students that using selected online soft-
thus reducing the costs of printed bulletins, ware programs will be beneficial in the
class schedules, advertisements, as well as long run. The benefit/cost analysis must
upcoming academic and campus events indicate that the benefits of distance edu-
and activities (Gould, 2003). Regular elec- cation will clearly outweigh the costs.
tronic communications are one way to save Although distance education may reach a
money at the university level. Educators much larger audience, students with
and students often believe that using dis- lower socioeconomic (SES) are generally
tance education technology promotes the difficult to target and recruit. Because
concept of "green revolution." institutions are profit-driven, students will
have to pay some online technology fee
Costs of Distance each time they register for a distance edu-
Education for Institutions cation course to partially offset high
Despite some benefits of distance edu- technology and equipment expenses. Ini-
cation for institutions, there are a number tial resistance to learn online computer
of drawbacks as well. At the present time, technology from some faculty and students
increasing student enrollment size and bud- are expected partially because it takes time
getary constraints are challenging higher to learning a new online technology. Both
education institutions to effectively serve faculty and students will be temporarily
their students (Gould, 2003). With enroll- removed from their comfort zone of teach-
ment projected to continue to increase and ing and learning, respectively.
with little hope for an improved econom- Financial costs, user-friendly programs,
ic climate nationwide and worldwide, motivation for faculty and students to learn
many institutions are facing a major crisis online technology, and paying extra online
situation. Classroom space, especially technology fees are important factors that
computer lab access, is at a premium must be considered. Periodic upgrading,
(Gould, 2003). Institutions have insuffi- along with regular repair and maintenance
 Distance Education... / 6 1 9

costs of hardware and software must also Benefits of Distance Education for Faculty
be considered. During and shortly after Many benefits are attributed to college
upgrading or changing online software pro- education outside of a traditional class-
gram, both faculty and students will again room environment. From faculty's
have some initial resistance, and they will perspectives, an effective use of the Inter-
be temporarily removed from their com- net may facilitate and maximize higher
fort zone, more so with the latter situation. levels of distance learning. Online leam-
Both faculty and students may also expe- ing can train students in the technology
rience incompatible technology issues and that is providing the competitive advan-
fnastration largely due to technological dif- tage for global corporations and, at the
ferences (e.g., different software versions) same time, allow them to build interna-
at home and school. tional knowledge communities (Webster
Administrators must realize that leam- and Hacklery, 1997). Internet also pro-
ing online technology and developing vides an opportunity for interaction
online course materials are extremely time- between instmctors and leamers and inter-
consuming. It can be quite expensive to action among students (peers) through
train many instructors. Administrators in online discussions, which may promote
each institution may periodically invite deep leaming and critical thinking skills.
online technology experts to campus in Collaborative leaming can be a valuable
order to train their faculty and staff mem- experience in many college courses.
bers. In some cases, administrators will Through the use of virtual work teams and
send selected representatives from various online forum discussions, instructors
academic departments to an online tech- ensure that students are able to develop
nology conference for training and vehicles for knowledge sharing and build-
professional development. Unfortunate- ing intemational knowledge communities
ly, during the current economic downturn, (Webster and Hacklery, 1997). A more
faculty compensation, faculty travel to personal dialogue between instructors and
leam new online software, along with pro- students can occur in the distance educa-
fessional development funds have been tion course format compared to the
among the early casualties in the budget traditional, face-to-face course format.
wars (Gould, 2003). Hence, incentives Instructors have reported that electronic
and motivations for learning a new online communication allows students to partic-
software program may not always be there. ipate more than a typical classroom setting.
After a while, however, faculty and stu- Many students feel comfortable express-
dents should once again be comfortable ing opinions when chatting and blogging
with electronic communication. They online. Hence, web-based instmction has
should view their upgraded or changed the potential to provide students with a rich
online program as essential to their teach- leaming experience while they gain exper-
ing and leaming, respectively. tise in cutting-edge computer technology
(Berger, 1999).
620 / Education Vol. 130 No. 4

Instructors have replaced some of the tance education. As students move farther
lecture time with online instructional meth- away from the source sending a message
ods because web-based instruction is (e.g., instructors), delivered by instructors,
becoming increasingly popular and famil- the concepts become increasingly difficult
iar, and because a web-based environment to receive, interpret, and comprehend.
may be more superior to traditional learn- From a distance, college instructors are
ing environments (Riffel and Sibley, 2005). attempting to motivate relatively unin-
According to instructors, web-based cours- spired students. It is challenging enough
es offer students more flexibility and to teach difficult and abstract materials in
control over when and where to partici- a traditional classroom environment to stu-
pate (Ostiguy and Haffer, 2001), which dents who are highly unmotivated. How
can lead to greater motivation for students can instructors physically move outside of
to excel (St. Clair, 1999). Learning in web- the classroom and still have the same effec-
based courses can also be more active tiveness on students' abilities to learn? This
(Hacker and Niederhauser, 2000), more requires additional patience and willing-
student-centered (Sanders, 2001) than tak- ness from instructors.
ing notes in traditional, passive lectures, Instructors' attitude is positively corre-
and can encourage students to learn in dif- lated with student learning outcomes in
ferent ways (Yazon et al., 2002). technology-mediated distance learning
Another major benefit for faculty is (Webster and Hacklery, 1997). Web-based
flexibility. With research, administrative, instruction has some significant differences
family, and other obligations, today's fac- from the typical classroom instruction. The
ulty members often have crushing distance-learning format can present some
constraints on their available time (Gould, new challenges to instructors (Lei, 2003).
2003). Commuting to and from campus Afirstexperience with Web-based instruc-
and finding a parking spot only increases tion can result in cognitive overload for
the burden; online courses will alleviate a instructors (Alavi et al., 1997). In addition
portion of the time wasted commuting to re-designing a course for distance learn-
(Gould, 2003). Online instruction becomes ing, instructors must become familiar with
less of a nightmare than traditional class- the technology consisting of appropriate
room instruction. Online courses will give online software, and develop an informa-
faculty more options to develop manage- tion management system for the virtual
able schedules (Gould, 2003). classroom (Alavi et al, 1997). Instructors
must inform students exactly how to con-
Costs of Distance Education for Faculty tact them and what to expect in terms of
Despite numerous benefits of distance turnaround time for communications
education for faculty, there are also a num- (Berger, 1999). Instructors often report
ber of drawbacks when teaching outside of information overload with a mass of stu-
a traditional classroom environment. Many dents all wanting responses immediately
factors account for effectiveness in dis- (Berger, 1999). Greater structure needs to
 Distance Education... /621

be built into web-based distance education jective view may lead to unreliability,
courses in order to sustain the appropriate inconsistency, and inequality in scoring
levels of control and quality (Lei, 2003). and evaluating student leaming (Worth et
Facilitating and maximizing interactions al., 1995; Lei, 2003). Unfortunately, there
online are different from traditional leam- is no universal scoring rubric system for
ing tractions. A loss of student class assessing online and performance-based
attendance, greater difficulties in achiev- leaming (Lei, 2003). Students' construct-
ing higher-order learning, and group ed responses are genuinely difficult to
communication are some of the major evaluate when those responses vary con-
drawbacks of online technology (Kanuka, siderably from one student to another
2002). (Popham, 2000 and 2002).
For online courses, instructors and Instructors also require patience. If they
students have relied heavily on writing delegate a task, which requires a student
communication and visual layout to car- to utilize a computer and to submit their
ryout the task to assess learning and assignment via e-mail, instructors must
instructional effectiveness due to the realize that not all students possess simi-
absence of social cues, such as voice, body lar financial resources. Some students will
language, and physical appearance (Liang be quicker in submitting assignments elec-
and Creasy, 2004). A major issue in this tronically because they may have more
study was that poor writing was familiarity with computers and e-mails,
confounded with interactive and perfor- while others will not respond to instructors
mance-based assessment. During course and peers' questions immediately. Distant
development, it is imperative for web- teaching does not completely replace the
based instructors to distinguish between importance of face-to-face contact and
the assessment of the course objectives small group interaction (Willis, 1993). It
and the assessment of writing. The assess- is critical to be direct and clear when deliv-
ment criteria and assessment procedures ering instmctions and assignments. Since
also need to be accurately written in order instructors do not have the benefits of fre-
to clarify the instructional goals and objec- quent direct communication, their written
tives (Liang and Creasy, 2004). messages may more susceptible to distor-
Online and performance-based assess- tion than the traditional course format
ments require an additional investment of (Willis, 1993). Distance education will
time by already overextended instructors create different teaching and assessment
(Worth et al., 1995). Instructors, especially practices from traditional education.
part-timers, must be prepared for the Instmctors often have a difficult time in
required investment of time if they decide assessing students' affective traits such as
to closely follow the online and perfor- emotions, feelings, appreciations, and atti-
mance-based assessment path. Some tudes toward particular subject areas and
adjunct faculty members have limited online courses in general. Instructors
teaching and assessment skills; their sub- should be cognizant of how their students
622 / Education Voi. 130 No. 4

will receive and process the written mes- an objective exam in formats that are some-
sages, along with course assignments that what unique, making scoring of this test
instmctors are receiving. There is a poten- quite challenging. Finally, students' tests
tial that some students may cheat during are saved by the name of the attached file,
quiz and examination times. Without the which may ultimately result in a multitude
physical presence of instmctors to proc- of files named midterm.doc (Berger, 1999).
tor, these students may invite someone in Online instmction has additional draw-
advance in order to help complete timed backs, and this has been reflected by mixed
quizzes and examinations. student evaluations of online courses (Rus-
Although the Internet is used exten- sell, 2002; Riffell and Sibley, 2005).
sively in distance education as a medium Although some fully-blown online cours-
for communication and as an information es have reported significant improvement
dissemination platform, most teaching in student performance (Navarro and Shoe-
practices are still predominately text-based maker, 2000), student performance in
(Kanuka, 2002). Most often provided are others is not better (King and Hildreth,
course objectives, sequencing of the course 2001), or worse (Brown and Leidholm,
content, and presentation of content cov- 2002) than traditional instmctional designs.
ered in a traditional textbook, followed by Reasons online courses fail to improve stu-
a series of questions for discussion. When dent leaming include lack of face-to-face
Websites are developed in a text-based interactions with instmctors and classmates
content dissemination format, it is diffi- (Carstens and Worsfold, 2000; Yazon et
cult to argue the advantages of the use of al., 2002), high dropout rates, and lack of
the Web over other distance delivery plat- accountability (Sullivan, 2001).
forms, such as paper (Kanuka, 2002). Furthermore, there was a tendency for
More students have access to postal ser- student responses to be more polarized in
vices than Internet; distance education online courses than in traditional, face-to-
courses are challenging and are temporar- face courses (Riffell and Sibley, 2005).
ily removing students from their comfort Students in online courses are more like-
zones (Kanuka, 2002). ly to rate the quality of interaction with
When submitting tests and assignments instructors as higher than in traditional
electronically, several common challenges courses, but are also more likely to rate it
can occur (Berger, 1999). First students say as lower (Riffell and Sibley, 2005). Like-
they send documents that are not received wise, a greater proportion of students in
on the instmctors' end. Second, students' online courses have more frequent contact
documents are received as attached files, with classmates and/or form study groups,
but the instmctors are unable to open files. but online courses also have a higher pro-
Third, students send e-mail from an e-mail portion of students who never engaged in
address that is not their own, and thus, the these group activities (Riffell and Sibley,
author of the document cannot not be iden- 20005). Thus, students tend to have
tified. Fourth, students send answers for stronger positive and negative opinions
 Distance Education... /623

about online learning environments than to work full-time during the day, while
about traditional, classroom-based learn- managing coursework and study time in
ing environments (Riffell and Sibley, the evenings and on weekends. Students
2005). Other research studies have report- do not have to worry much about daily or
ed similar patterns in student opinions after weekly commuting and parking hassles
engaging in web-based learning (Dewhrust when coming to the campus, thus greatly
et al., 2000). reducing the parking and transportation
costs over time. The pace is generally man-
Benefíts of Distance ageable; all course materials are uploaded
Education for Students on a campus-wide webpage, so that all stu-
When learning through online courses, dents officially enrolled in the course have
a student relies heavily on Internet appli- constant access. Through online courses,
cations and on a computer. The instructor's peer distractions are limited as students
role in verbal communication is limited, work on an individual basis with fewer
which can eliminate many misunder- peer interactions. Students do not have
standings, especially if the instructor has to worry about "favoritism" from instruc-
poor communication skills or if they are tors or "class clowns" acting up in class.
soft spoken. Distance learning is derived Students also do not have to be concerned
from universal mediums. All computers about their weekly class attendance and
have similar attributes such as a mouse, physical appearance (e.g., attire, shoes, and
CD drive, key placements, visual charac- facial make-up).
teristics, and operating systems. There are Students can be situated anywhere in
not significant deviations from one per- the world and can still access course web
sonal computer to the next. If students are pages and fully participate in online class-
taking an online course, they can do so es. Many leading academic programs and
from almost anywhere in the world. If stu- departments have accounted for individu-
dents are enrolling in several traditional als with complex work and family
courses on campus, they are likely to adapt schedules. Since most learners rely heav-
to different learning styles in order to ily on a steady stream of income to pay for
accommodate their respective instructors. bills and expenses, various programs at the
Students can eliminate many biases from college level have retuned their marketing
working through a distance education efforts to accommodate this type of
medium. When instructors do not have lifestyle for working adults. Even well-
face-to-face interactions with their stu- reputed, accredited higher education
dents, teaching practices can become more institutions have recognized the demand
methodical and consistent. for a more time-sensitive program and have
The course flexibility and freedom to adjusted their curriculums accordingly. If
work at their own pace are additional ben- individuals have job and family obliga-
efits of distance education that most tions but wish to continue learning and
students embrace. These students are able developing their career skills, a distance
624 / Education Vol. 130 No. 4

education program may be a wonderful tractions stemming from neighboring stu-

option for them. Higher academic degrees dents. If students are hearing impaired, a
usually lead to higher annual income in classroom environment that encourages
one's respective field. Distance education discussions and the sharing of ideas may
affords opportunities for continuing not be the best fit for these individuals.
education and career advancements simul- Likewise, if students have a physical dis-
taneously. ability, they do not have to travel regularly
Moreover, many people may experi- fromhome to a college campus. Moving
ence less of a culture shock when enrolling around a campus on a weekly basis can be
in distance education courses. Ormrod quite challenging, and not all college cam-
(2008) states the existence of cultural vari- puses have modern facilities that are
ations in student classroom behavior, consistently operational in order to accom-
including cultures that embrace privacy modate physically disabled individuals.
rather than public performances, such as Another major benefit for students tak-
Native Americans and Hawaiians. Many ing online courses is the development of
cultures also believe in cooperative prac- practical skills. In order to succeed in
tices as opposed to competition. Mexicans, online courses, students will develop or
Natives Americans, Southeast Asians and enhance time management skills crucial
Pacific Islanders tend to believe in group to academic and professional success
achievements rather than individualistic (Gould, 2003). Onhne courses require stu-
accomplishments (Ormrod, 2008). Work- dents to meet specific deadlines for posting
ing through distance education encourages course assignments to the discussion
individual achievements. It requires self- forums or electronically submitting assign-
discipline, self-motivation, and encourages ments to instructors (Gould, 2003). Critical
equal and fair treatment of all participants. thinking skills and problem-solving skills
Ormrod (2008) also discusses cultural vari- are also emphasized. The textbook-based
ations in terms of eye contact, views of format of the courses enhances reading
teasing, personal space, talking versus comprehension skills. Additionally, online
remaining silent, language/dialect barri- courses increase computer literacy and
ers, and worldviews. These elements serve application skills, which are a highly val-
as barriers to assimilating into the Ameri- ued trait in the modern workforce,
can mainstream culture. Leaming outside regardless of the profession (Gould, 2003).
of a typical classroom environment helps Online courses train students in a variety
reduce some of the challenges that arise of computer skills, including file manage-
from these cultural and ethnic differences. ment, e-mail use, and website navigation
Furthermore, students with special that will prove valuable in the workforce
needs can also see many benefits of dis- (Gould, 2003).
tance education. For instance, if students
have a leaming disability, they can leam Costs of Distance Education for Students
outside of a classroom and work at their Over the past decade, strides in com-
own pace, while avoiding potential dis- puter technologies and communication
 Distance Education... /625

devices have made life more bearable for es have more reading and writing assign-
all of us. It is cheaper than ever to com- ments compared to the same courses
municate with people and businesses offered on campus. Instructors who have
across the country and internationally. taught both traditional and online course
Communication techniques have become formats must be cautious not to provide
more user-friendly and more efficient substantially more course work for stu-
through all of these high-tech channels. dents who enroll in online courses.
Nevertheless, a major drawback is that not Students may be easily overwhelmed by
everyone has access to or can afford mod- the available resources and may not use
ern computer technologies. While an any of them to full advantage, so proper
instructor may wish to have their students guidance by instructors is crucial (Utts et
partake in a web-forum chat (chat room) al., 2003). Finding the right balance
or online discussion, some students may between interactive modes of instruction
not have immediate access to a modern and traditional lecture-textbook format will
computer or may not have the financial take exploration and experience. The opti-
means to afford a modem computer with mal balance will surely differ for different
high-speed Internet. Students must also instructors and student audiences (Utts et
pay an online technology fee for each dis- al., 2003).
tance education they officially register. Distance education requires more self-
These situations may require a trip to the discipline, self-motivation, self-regulation,
college campus library, which can cause and less reliance on other students. Dis-
more delays and frustrations for the less tance education encourages independence
fortunate students. and flexibility, but for individuals that
Students are required to have some thrive in a cooperative group environment,
advanced understandings of computer this may not be the ideal learning envi-
skills and technologies. There is a lack of ronment. By positioning themselves
face-to-face peer interactions, and com- outside of a classroom environment, stu-
munication channels between instructors dents often lose a number of key resources.
and students must be clear. Students also For instance, instructors are not able to
do not have the patience for unexpected help students with impromptu questions;
technical difficulties pertaining to slow there is a delayed feedback from
Internet lag time or computer-related instructors. There is also a lack of direct
issues. Initial high levels of student anx- assistance and explanation from instruc-
iety are evident through abundant e-mail tors. Students cannot facilitate discussions
and voice-mail in the early stages of the and cannot observe how others may react
course. Students express fear or appre- to their questions or suggestions. It helps
hension about knowing their getting instantaneous feedback to a ques-
responsibilities or missing important tion that someone else has brought up.
announcements (Berger, 1999). Originally, distance education facilitates
Some students believe that online cours- individualistic learning. Many students
626 / Education Vol. 130 No. 4

thrive in a classroom environment. Stu- students outside of a conventional class-

dents sometimes enjoy laughing at each room environment. Despite the existence
other's jokes, partaking in real time class of costs and challenges when working out-
discussions, and observing the actions and side of a classroom, students have more
reactions of others. Eye contact is impor- independence, flexibility, and resources to
tant; non-verbal communication, such as manage their course assignments in a dis-
body language, facial expression, and hand tance-leaming environment. Schools of
gesture accounts for the majority of the all grade levels and even professional train-
communication that students do. ing programs are using the Intemet more
Another major drawback within dis- frequently than ever before. Progressions
tance education is the cost factor. Not only in telecommunication devices and methods
are textbooks required in many courses, have facilitated this distance approach to
but other resources may also be required leaming. Younger age groups are becom-
and these expenses can add up quickly. If ing more proficient with computers and its
an individual is participating in an online applications. As technologies continue to
course, an updated computer and software expand, higher education institutions are
programs will be required. Students can- expected to offer additional online cours-
not take advantage of a free computer lab es in order to meet the demand of students.
if they wish to work out of their homes. The growth of web-based distance edu-
The investment in a technologically cation has been unprecedented over the
advanced computer with updated online past decade and shows little or no signs of
software programs can be extremely slowing down. In particular, the web-based
expensive. If there are periodic software courses appear to be an ideal platform to
or hardware problems and glitches, frus- support higher levels of learning and
trating delays will occur. In order to knowledge constmction due to its hyper-
facilitate and maximize student leaming, text environment that has unbounded
distance education requires that resources access to diverse information resources
be available and technologies be fully oper- (Kanuka, 2002). Communication between
ational at homes, or at nearby public Students and instructors, as well as among
libraries and Intemet cafes. Communica- students (peers) should always be improv-
tion can also become increasingly difficult ing. Each student needs to be identified as
as wait time and feedback will be longer a separate individual; leaming styles should
outside of a classroom than inside one. be acknowledged and respected. Distance
education is reaching large audiences and
results have shown progress in learning
Implications for Practice
trends. Distance education delivered via
Distance education is flourishing
the Internet is projected to be a primary
throughout the world, especially at the
vehicle for many academic programs at
higher education levels. Technological
the higher education level in the future
innovations and advancements have
(Phillips, 1998). Online courses offer an
allowed instructors to relay information to
 Distance Education... / 627

altemative,effective, and innovative strat- courses will not facilitate and maximize
egy for providing needed educational leaming for all individuals, all groups of
opportunities while they avoid cutting aca- individuals, or all types of leamers (Riffell
demie, athletic, and other campus services and Sibley, 2005). Online courses will not
(Gould, 2003). completely solve the existing complex bud-
Since the advent of online instruction getary and enrollment growth issues facing
in the 199O's, many students have per- state government and higher education
formed better in online courses. However, institutions (Gould, 2003). Although the
we caution online courses should not be benefits of distant education are numer-
viewed as a panacea for problems in under- ous and the future of distance education
graduate and graduate curricula (Riffell seems bright, its impacts on students' long-
and Sibley, 2005). Just like any single term retention of course materials are not
leaming environment, distance education fully understood.

Table 1. Benefits and costs of distance education from institutional perspectives.

Institution

Benefit
Reach a much larger audience
Reach a much larger geographic region
Target or recruit certain groups of students
Decrease overcrowded classrooms
Offer more classes at peak times
Offer classes to students who have a schedule conflict
Decrease course-related paper and photocopying costs
Promote electronic communication
Promote "green revolution"

Cost
Limited classroom and computer lab space
Must select appropriate computer hardware
Must select appropriate online software program
Difficult to target and recruit students with lower SES
Students pay online technology fee for each distance education course
Convince faculty and students to leam online technology
Expect an initial resistance from some faculty and students
Initially not adequately trained to use online technology by instructors and students
Upgrading online software program cost
Changing online software program cost
Temporarily remove faculty and students out of their comfort zone
Experience incompatible technology issues (e.g., difference in software versions)
Limited faculty compensation and travel to leam new online software
Limited professional development funding for faculty
628 / Education Vol. 130 No. 4

Table 2. Benefits and costs of distance education from faculty's perspectives.

Faculty

Benefit
Facilitate and maximize student learning
Train students in online technology
Promote more personal dialogue with instructors
Promote more personal dialogue with classmates
Promote student deep learning skills
Promote student critical thinking skills
Increase student participation
Increase student-centered learning
Students feel comfortable expressing opinions when communicating online
Offer students more flexibility and control in time
Decrease commuting time to and from campus
Decreasing parking hassles
Improve time-management skill

Cost
Difficult to motivate students for learning
Negative attitude of instructors toward online technology
Temporarily removing instructors from their comfort zone
Re-design a course for online learning
Initial cognitive overload for instructors
Greater course structure needed
Difficulty in achieving higher-order learning
Lack of social cues from students
Different teaching practices from traditional classroom environment
Different assessment practices from traditional classroom environment
Different instructional objectives from traditional classroom environment
Cannot assess students' affective traits
Possibility of cheating during quiz and examination times
Require patience lrom instructors
No response to immediate questions posted by instructors
Still pre-dominantly textbook-based course structure
More polarized student evaluations of instructors than traditional course format
More polarized student evaluations of online courses than traditional courses
 Distance Education... / 629

Table 3. Benefits and costs of distance education from students' perspectives.

Student

Benefit
Limited verbal communication of instructors
Course flexibility and freedom to work at own pace
Reduce or eliminate commuting time to and from campus
Reduce or eliminate parking hassles
Limited peer distractions (e.g., class clowns)
Limited favoritism from instructors
Easy access to course materials from any location with Internet connectivity
Constant access to course materials from any location with Internet connectivity
Continuing education despite a busy schedule
Experience less culture shock
Help students with leaming disabilities
Help students with physical disabilities
Develop various practical skills

Cost
Cannot have immediately access to modem computer technologies
Cannot afford modem computer technologies
Pay online technology fee for registering each distance education course
Require some advanced understanding of computer skills and technologies
Lack of face-to-face peer interactions
Lack of face-to-face interactions with instmctors
Require patience from students
Believe online courses may have more required assignments than traditional courses
Initially express fear or apprehension about online courses and technologies
Face challenges when submitting assignments electronically
Require self-discipline and self-motivation
Delayed feedback from peers and instmctors
Lack of direct assistance and explanation from instmctors
630 / Education Vol. 130 No. 4

Kanuka, H. (2002). Guiding principles for facili-

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