Models

How distance education works.
Distance education is delivered to the individuals through the use of video and computer equipment. Once individuals have access to the equipment, they can receive the information by clicking on a button. The questions that arise is how and in what forms to they receive the information.

There are two general ways that distance education is delivered to the consumer. The first general category is synchronous. Synchronous instruction uses "real time" interaction between the student and the teacher. Real time means that the teacher is teaching and the students are learning at the same time. Examples of synchronous instruction are interactive televisions, computer conferencing and MUDD technology (Schamber, L. 1988).

The other type of instruction, asynchronous, does not require all participants be on line at the same time. Since individuals are not bonded by time and space constraints asynchronous learning is more flexible. However, it removes the real time aspect that many like. Another disadvantage is the amount of text information piles up quickly. Examples of asynchronous instruction are email, list serves, audio cassette courses, video courses, channel 9, pacer forum, and world wide web courses (Schamber, L. 1988).

Virtual Universities
Virtual universities provide individuals the opportunity to take courses without entering the classroom. Virtual universities offer hundreds of college courses from many different schools over the internet. The courses offered enable students to create schedules that are ideal. The virtual universities provide to the students creative learning resources. The resources include e-mail, video links, sites from the World Wide Web, and education technology. (http://www.cee.umn.edu/dis/)

The goals of virtual universities are to increase educational opportunities and reduce the costs of post secondary institutions. Virtual universities want to create high performance standards and improve the quality of post-secondary education. Virtual Universities want to shift the "focus of education away from 'seat time’or other measures of instructional activity to assessment and competence." (http://www.cee.umn.edu/dis/) Finally they want to demonstrate "that these new approaches to teaching and assessment can be adopted by more traditional colleges and universities." (http://www.westgov.org/smart/vu/vu.html)

Virtual university provides wider access to individuals who want to increase their education. Virtual universities are not meant to replace traditional institutions. Virtual universities strive to expand access to the valuable resources traditional universities hold. Virtual universities provide students with a more convenient way of accessing educational opportunities. (http://www.westgov.org/smart/vu/vuvision.html)

Example: Western Governors University
WGU (http://www.wsetgov.org/smart/vu/vu.html) is a cooperative project of 15 Western states and the territory of Guam to create a virtual regional university. The purpose of WGU is to provide courses offered by many educational institutions and corporations to the consumer in one central market. (http://www.westgov.org/smart/vu/faq1.htm) Through the use of a central university and networking, WGU reaches out to the consumers by offering many course options. In return for taking WGU classes, WGU offers various Associate of Arts degrees and workplace certification. (http://www.westgov.org/smart/vu/faq1.htm)

WGU was founded in 1996 with "the understanding among leaders that WGU was to use the internet to reach students and give them competency based education". (http://www.westgov.org/smart/vu/faq1.htm) Through the distribution of courses, WGU provides an alternative avenue for higher education. "The difference between WGU and other 'traditional' schools is that WGU will offer workplace and academic certification based on an assessment of demonstrated course work rather than so-called ‘seat time’ or credit hours." (http://www.westgov.org/smart/vu/faq1.html)

The mission behind Western Governors University is to create new opportunities to individuals. The university wants to provide individuals with the opportunity to learn more, receive a degree, while saving money at the same time. "Our experience with distant learning projects nationwide has demonstrated that they provide adult learners of all ages with unprecedented freedom to begin or continue their education while earning their livings," said A. Frank Mayadas. (http://www.westgov.org/smart/vu/faq1.htm)

Example: University of Minnesota
The University of Minnesota (http://www.cee.umn.edu/disted/PC/PC.html) distance learning program was adopted to challenge the needs of the future of education. The goals of the program are to meet the educational needs of students who do not have the access to the university.

The University of Minnesota wants to integrate distance education with the mission and the goals of the University. The administration stresses that distance education courses can be a very effective to the by providing the students with a more effective and efficient education. (http://www.cee.umn.edu/disted/PC/PC.html)

The University of Minnesota distance education program has three goals. The first goal is to provide access to educational courses through technology. The hope is to provide people who would not have the time and resources to attend normal course, the opportunity to do so. The second goal is to increase the efficiency and effectiveness of the courses. The University hopes that providing individuals with the resources necessary to attain a college degree, more and more people will strive to attain one. The final goal is to provide the students with the necessary skills to function in the "contemporary environment". (http://www.cee.umn.edu/disted/PC/PC.html)

The distance learning program is set up similar to other colleges and universities. One can enroll in a number of different courses. Once one completes a number of required courses one can earn a degree in a particular field. The advantage that the courses offer the individual are in terms of cost and benefit. The costs of a course are comparable other courses offered at the school. The difference is that one saves money because they do not have to leave their home to attend. The benefits of distance learning courses are that they take place at your own convenience. For more information of the distance education program at the University of Minnesota please see the following link: http://www.cee.umn.edu/dis/

Example: Indiana Partnership
The Indiana Partnership for Statewide Education (http://lcpac.indiana.edu.college/icn.html) examines issues surrounding virtual education. A number of colleges and universities within Indiana have a cooperative system of learning. Each university offers a variety of course selections that provides maximum options for students. Students at any given university are given credit for courses completed at any approved site. Additionally, an entire undergraduate degree can be completed by virtual on-line classes following an application process. For example, if a student wishes to obtain a degree from Purdue University, they must apply for admission. Once admitted they are free to complete course work over the net. Upon completion of all requirements, which can include lab time and other such actual learning experiences, they will be awarded a degree from Purdue, as any other student who actually attends classes. The degree obtained will be the same as any degree received from a university from which the student comes.

How do these institutes ensure the quality and equity of education? Within Indiana there is a peer board of faculty who ensure that requirements are filled, and that all the courses offered are complete, providing solid working knowledge of the given subject area. The board discusses curriculum and reviews courses making recommendations for improvement when necessary. This is important particularly within introductory courses, so that as a student progresses, a solid expectation of their working knowledge can be applied.

Indiana's virtual education must concentrate on the validity of curriculum and plan very carefully. Indiana State law mandates that a credit is equal to thirty hours of class work. To ensure that this requirement is met, the peer board has begun work to mandate sixty hours per credit in order to ensure that quality is maintained. Additionally, long-range plans for curriculum are very important, particularly for degrees geared toward a specific occupation. For example, the nursing program must be planned out carefully in advance, so that students will be able to fill certain requirements.