Distance vs E-Learning: Key Differences

'Distance Education' and 'E-Learning': Not the Same Thing Author(s): Sarah Guri-Rosenblit Source: Higher Education, Vol.
49, No. 4 (Jun., 2005), pp. 467-493 Published by: Springer Stable URL: http://www.jstor.org/stable/25068081 . Accessed: 25/07/2013 11:25
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Higher Education (2005) 49: 467-493 DOI 10.1007/S10734-004-0040-0
? Springer 2005
'Distance
education'
and
'e-learning':
Not
the same
thing
SARAH GURI-ROSENBLIT
Department 39328, of Education 61392, and Psychology, Israel The Open University of Israel, P.O. Box Ramat-Aviv,
Abstract.
'e-learning' distance challenging
This article examines the distinct differences between 'distance education' and
in higher education settings. have of Since the emergence to of the new information and
communication
education, the
technologies
and very some existence
(ICT), many have related to them as the new generation of

referred campus-based their implementation Many in academia policy makers, as universities.
scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education inmost higher education systems is not
delivered sities tance The and through the new all over electronic the world media, is not and used vice versa colleges education' and for distance cases, 'Dis purposes. but are by no means identical. accounts for much education' e-learning education in most univer
lack of distinction
'e-learning' between
do overlap 'e-learning'
in some and
'distance
of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on
educational erroneous environments assumptions and and on which their many actual implementation. predictions The article examines impact the of exaggerated as to the future
the ICT were based upon, and it concludes with highlighting

tance education' 'e-learning' education, and in academia. distance
the future trends of 'dis
distance Keywords: information tion,
teaching technologies
universities,
e-learning,
higher
educa
communication
Introduction education have and all over the world on are challenged
Higher
systems had
nowadays
by the new information and communication

technologies management a huge impact globalization to reshape the nature and distance the new as
technologies (ICT). These
potential both conventional to the ICT
economy, corporate and they bear a tremendous trends, of of study environments everywhere, have related institutions. Many teaching of distance education (Bates 1999,
the world
generation
2001; Garrison
1993, 1999;Niper
in his classic
1989; Peters 2001). Already
in 1989
Soren Niper (1989) distance education: was multi-media
three generations identified of analysis the first was correspondence the second teaching; the use of print with broadcast teaching integrating
468
cassettes and the third generation and to some degree computers; media, was communication identified with the new interactive technologies. in education scholars and makers, higher practitioners Many policy use the terms 'distance education' and synonyms, emphasizing the continuous as 'e-learning' interchangeably between boundaries of blurring
conventional and distance education (AFT 2000, 2001; Arnold 1999; Evans and Nation 2000; Ryan 2002; Selinger and Pearson 1999; Twigg
and Tech issued by The Pew Learning report comprehensive 'distance that: "The terms in the USA stated clearly nology Program and 'online learn 'distributed 'distance education', learning' learning', 2001). A 2001, p. 4). It is (Twigg ICT of learning through are defined literature by at least a dozen different in the relevant terms, tele such as web-based communication, learning, computer-mediated matics communication, cyberspace interactive communication, ments, computer-driven In this article, all forms education. ing, borderless through Some ICT are referred to as environments, electronic I-Campus, e-learning, virtual classrooms, online instruction, environ learning learn distributed learning/teaching or less interchangeably" ing' are used more to mention forms that the various important
of
'e-learning'. scholars even go to extremes and claim that the new technologies Arnold universities. of campus-based the very existence (1999), challenge new create the the information that for instance, technologies argued in the knowledge environments scientific society, learning appropriate studies will take small step that distance and given this 'it is an extremely studies in the future' (ibid, p. 2). In the preface of the place of face-to-face Environments Virtual University Educational the book of the Future, an in European the ICT of overview which implementation provides universities, Henk van de Molen stated that: "In the network society it is
inescapable that the universities will have to deal with the information
and communication education. will Some (ICT), not only for research technologies as educational even think that universities but also for institutions
become 2001, p. vii). (van der Molen totally virtual..." is not in most higher education education distance However, systems versa: in new vice and electronic the delivered media, e-learning through all over the world is not used for distance most universities and colleges education purposes (Bates 2001; Collis and and Moonen 2001; Guri
Rosenblit
in some
2001a, b, 2002; Harley et al. 2002; Somekh and Davis

'Distance education'
1997;
van der Wende
'e-learning' 2002). identical. According cases, but are by no means than 85% of the students for example, more survey in the USA, use various but only forms of e-learning, institutions secondary
do overlap to a recent in post 7.6% of
DISTANCE EDUCATION AND E-LEARNING students study take some distance
469
undergraduate 2.2% of them cation
their whole
(U.S. Department and between 'e-learning'
degree of Education 'distance
and only courses, distance edu program through a The lack distinction of 2002). teaching accounts for much of the
education'
misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the sweeping future
effects of the ICT on educational the distinct environments differences and their 'distance actual edu implementation. This article cation' and
discusses
between
some in higher education settings by comparing 'e-learning' reasons most distance the It examines of their major characteristics. why on the university is still provided the world level all over education in spite of print and broadcasting, the more 'traditional' media through for distance of the many pur teaching advantages provides e-learning on which many the erroneous poses. The article analyzes assumptions
exaggerated predictions as to the future impact of the ICT were based

and it concludes upon, cation' and 'e-learning' by highlighting in academia. future trends of 'distance edu
Distance distinctive Distance
education differences education
and e-learning
at university
level -
three
at university
level has
existed
since
the early half
of
the nineteenth century (Bell and Tight

teaching
1993). The idea of a distance
course of a campus-based uni the opposite university adopts in one locations from dispersed students Instead of assembling versity. or to out to live wish students wherever it reaches study they place, new on the other hand, is a relatively 1999). E-learning, (Guri-Rosenblit a use to media for the of electronic and relates variety of phenomenon learning purposes to full classrooms encounters. cation' and Below that range substitution three from for add-on differences functions in conventional the face-to-face meetings by online 'distance between edu
distinctive
are examined to: remoteness in relation and 'e-learning' relevant between the learner and teacher in the study process; proximity and cost considerations. target populations; On remoteness and proximity the physical denotes by its very definition, at least at certain from the instructor, stages sepa of the
'Distance ration
education', of the learner
470
learning researchers the learner process. This
SARAH GURI-ROSENBLIT to distance education defined at all from educa
applies
levels,
kindergarten
to higher
in the field
education. Holmberg,
of distance education,
one of
the leading
'distance
tion' as characterized
According forms various immediate rooms
that communication, meaning by non-contiguous are time. not only in space but also in and teacher separated covers "the to Holmberg, education' 'distance the term of study at all of levels which are not under with their tutors students the continuous, at lecture
present supervision or on the same premises" (Holmberg are education and pure distance education use education distance Many providers and laboratory schools sessions, whereas
1989, p. 3). But contiguous extremes that rarely exist. summer face-to-face tutorials, many conventional universi
ties utilize
variety technologies and teachers Daniel's embraces not
independent
The enables
study and guided

advent of the new from of communication
learning by tutors and a

interactive communication students and between 'distance education at home.
of media.
synchronous students in-between interpretation of instruction of work with
a distance. the term classroom sessions education' are
all
(1990) forms
in which Distance
the primary with homework, cation tional teaches. is mostly education Keegan as
means occasional classwork
education.
in class; occasional
whereas work
is mostly edu conventional In conven the institution separation a of
the teachers (1986) the
teach; defined the
in distance
education
quasi-permanent absence of
the teacher and the learner throughout the length of the learning pro
group learning of the process, major throughout In other words, in 'distance characteristics are usually not in groups, and students education' taught as individuals, stu are separated and other fellow the teacher both from physically are taught by a distant dents. In some cases, groups of students teacher, the quasi-permanent length of the learning of distance education. as two mainly media. in the framework ICT facilitate of teleconferencing and other broadcasting and are cess, as well
Although
the provision
of distance
education,
also defined by many as 'distance learning technologies' (Arnold 1999; Garrison 1999;Garrison and Anderson 2000; Peters 2001), 'distance' is
not a defining characteristic in distance media teaching and limited only partial the new their nature, very functions, By capabilities. more are old distance than the much teaching complex technologies to design new study environments and they open up possibilities media, and off-campus for both on-campus that were not feasible beforehand out of their overall The of e-learning. constitute settings applications of electronic
DISTANCE EDUCATION AND E-LEARNING students. processes lectures The new ICT offer
471
a rich plethora of uses in learning/teaching to transfer content of textbooks and far beyond the ability to students at a distance. In fact, none of the ICT uses denotes separation and support of the learner from the teacher at any and stage of
the physical to enrich
the study process. Many of the ICT qualities can be used most efficiently
lectures, seminar meetings face-to-face
tutorials (Collis and Moonen 2001; Fetterman 1998; Guri-Rosenblit 2002; Harasim et al. 1995;Harley et al. 2002; Littleton and Light 1999; Robinson and Guernsey 1999; Scott et al. 2002; Somekh and Davis 1997; van derWende 2002).
are applied for infor of domains in a variety technologies and other infor retrieval from periodicals, books, newspapers multi-media and mation simulations resources; presentations; in- and after-classes; communication instructors communication with The new mation notice exercises and sample tests; reading students; drilling a etc. have ICT class Furthermore, administration, boards; huge impact on other areas of university such as: library man activities, important amongst enhancement of research and loan administration; registration and between academic communities; mobility cooperation publishing; men in the above institutions. The applications of the technologies agement; tioned distance areas have nothing in common with the traditional roles of education.
In early 2000 the National Academies of the USA launched a study on the implications of the information technologies for the future of the
nation's was research universities of leaders panel composed and foundations with the research purported activities university, the broader university, to examine Council Research 2002). The (National drawn from industry, education higher in the areas of information technologies, The members the new the panel on the technologies outreach of the research and impact on that the impact of
expertise and public policy. of the implications
of
service and research, teaching, as well as on its organization, management, They concluded enterprise. higher education The
of the information technologies on the research university will likely be

profound, influence and and rapid and discontinuous. the intellectual activities but also change how they of new technologies will not only the university (learning, teaching is organized, the university financed, as a that the campus, emphasized
research) governed.
geographically culture, will of the new knowledge
of scholars and a center of community to play a central the impact role. In other words, on the universities' and on the ways operation technologies in the future, will grow but is generated and transformed continue
Nevertheless, concentrated
472
most based of
SARAH
GURI-ROSENBLIT
will take place in the framework their applications or virtual universities and not in distance settings.
of campus
Target A
clienteles distinctive of characteristic clienteles of distance that for education is its attention
second
special a face-to-face gathering, of intensive exchanges Examples have been known since ancient times. attend tween Plato and Cicero and their
to the needs
a variety cannot of reasons a school or a conventional campus. of letters for educational purposes Such and is the correspondence the famous letters be sent
students, to the early Christian the nine Since Paul communities. by Apostle extensions and distance teenth institutions, century correspondence to of academia cli universities have the diverse gates teaching opened enteles kind social for higher and continuing mission. and family policies education. By doing so, the distance
teaching institutions fulfilled an emancipatory ethos (Morrison 1992), a

of barrier-removal class, working be overturned by special education institutes. The level of education, space, prior were as barriers to defined obligations Time, and mechanisms distance and applied by distance at post older usually
target populations studying through as distinct level were considered secondary the age cohorts students according decided between specifically that women 1877 and than at classical to a variety were 1931 also an universities, of criteria. entitled external
education
special, and mostly 'second chance' Such was the case of Prof. offered
Knight of St. Andrews University,
the oldest Scottish university, who

to higher He education. education degree higher in over one and hundred difficulties in arts centers of stu
designed
for women
scattered
world-wide
(Bell and Tight
1993). Traditionally,
distance education at
to overcome barriers level purported university to attend a conventional dents that were unable which formal distance entry education qualifications; and hospitals, even nowadays has enabled
The obstacles campus. to overcome lack of include constraints; geographical
physical/health etc. when millions
barriers; working; family obligations; being held in closed institutions,

such as prisons Interestingly, of people use the Internet
and exploit its distance learning capacities, the profile of the students studying all or most of their higher education programs through dis
tance distance education student. methods still resembles the profile survey of the by traditional the U.S. In a comprehensive published
DISTANCE EDUCATION AND E-LEARNING
473
Department
pation dents who
of Education
Education chose
in November
2002 on A Profile of Partici
in Distance
that stu it was clearly found 1999-2000, were with "those to take distance education programs
family responsibilities and limited time. They were more likely to be enrolled in school part time and to be working full time while enrolled"
of Education 2002, pp. iii-iv). This survey was con (U.S. Department on all undergraduate in USA enrolled students and graduate ducted academic the institutions year. 1999/2000 during post-secondary is used by all types of students e-learning to doctoral studies. from levels, kindergarten uses of various and all learners of attractive for offers ages E-learning and its multi-media interests and needs. Younger games enjoy pupils in acquiring fun activities very basic literacy skills; older students use its Unlike all distance education, on educational homework, assignments preparing use e-mail, and chat groups of people examinations; as of telecommunication other formats learners, and in their social and meant for distance is by no way exclusively lives. E-learning working and and millions students learners. As argued earlier, it is used extensively by on-campus and laboratories in classes, of their activities in the framework seminars, other academic assignments and projects. endless information resources for
Cost A
considerations characteristic
at university level in education of distance access to higher education its ability to broaden true since become economies of scale. This has particularly by providing the 1970s, when a new brand of large scale distance teaching universities was established. the universities followed The mega distance teaching recent third major decades has been
model of the British Open University

30 such universities universities were tional missions, goal has been in various parts
founded in 1969. There are about

of the world. All of these large scale set to fulfill na at a lower
a product of governmental planning to of students absorb large numbers mainly achieved of through an industrialist model
cost as compared to traditional campus universities (Daniel 1996). This

of operation
(Peters 1994, 2001).

The division rate phases constitutes into two sepa the academic teaching responsibility of the industrial model of distance the essence of such courses by teams of experts. The production of since they are developed by a small number
education. The first phase is devoted to the development of high quality

self study materials is most expensive,
474
academics control and other
and they undergo quality stringent professionals in Most do not participate of the course developers The the second phase of the actual process. underly learning/teaching can study of students of this phase is that large numbers ing assumption the didactic the pre-developed materials apparatus integrated through mechanisms. into the self study materials, (such as tutors and teaching and the assistance of lower ranks as the number of faculty of students constitutes universities distance
and assistants); This simple formula the cost per student decreases. increases, one of the main distance raisons d'?tre of the mega teaching
(Bates 1999; Curran 2001; Daniel

is that teaching the well-articulated universities have courses, teaching universities
1996;Guri-Rosenblit
of the new not textbooks
1999). The fact

brand and only the low-level by students at students many from
study materials
correspondence in the distance conventional distance operating
replaced ordinary and are used extensively but also universities, in different have academic national gained
by many
teaching as highly
universities respected
settings. additional houses.
Hence, revenues
publishing operate, of scale
It seems that the simple formula of the industrial model upon which
of universities the large scale distance teaching as to the economies the misconception accounts that ICT were for part ex
to provide. 'distance between educa of meanings The blurring pected that through and predictions led to expectations tion' and 'e-learning' be of students would dozens media of thousands the new interactive as at costs lower education able to join higher and continuing programs compared model to classroom teaching as will in be campus universities. further than But the
underlying premises of e-learning differ meaningfully

of distance effective education, e-learning elaborated not less, frequently, costs more,
from the industrial

on. Quite conventional
face-to-face teaching (Bates 2001; Guri-Rosenblit 2001b; Matkin 2002; Ryan 2002). The distinct differences between the industrial model of
distance distance very education teaching limited extent, and e-learning have universities in spite of of the large scale explain why most so far incorporated the new ICT to a to distance their apparent suitability
teaching.
Why
is it difficult
to implement
e-learning
in large distance
teaching institutions?
The have new are most technologies to overcome the potential attractive three major for distance problems They teaching. of 'traditional'
DISTANCE EDUCATION AND E-LEARNING distance education: to rescue with the isolated teachers, students from and their
475 loneliness
professors by providing the study process; with other peer students throughout access which to libraries and other information resources, in the past; and to update impossible basis. But, as aforementioned, ongoing most universities distance teaching large mentation distance education' of the ICT. 'Distance and teaching is based universities on the self the very hinders
interaction
tutors, as well as to provide easy was
nearly on an study materials of basic infrastructure
education' 'e-learning'
the wide scale imple as provided by the large are based on two different
teaching/learning paradigms. While
the industrial model
of 'distance
of students by a handful large numbers teaching at not with the students most communicate of whom do of professors, a small interaction between direct encourages all, efficient 'e-learning' is aimed 'Distance education' number of students and expert teacher/s. dis and are physically in dispersed places whereas tant from their teachers 'e-learn and the teaching institution, can utilized both distant be and students, on-campus by easily ing' at univer education' and even more effectively by the latter. 'Distance at students who are located
sity level in the last thirty years has prided itself for providing economies
of scale as 'e-learning' to-face encounters. with below. the ICT compared environments The for use to universities, campus tend to cost even more while well designed face than comparable are associated which access and course
and problems information communication, advantages
update in the framework of distance teaching institutions are discussed
Communication The
merits
and problems and student-student education communication The new
lack of direct the Achilles
teacher-student heel
has been interactive
of distance
for centuries.
to overcome this shortcom enable universities technologies labor intensive. But its intensive communication is, by very nature, ing. the of Phoenix and Maryland University College University University are two of the most that provide successful USA universities e-learning
(Ryan 2002; Trow 1999;Twigg 2001). Their online classes are restricted
from 8 to 15 students University charges since study centers, value is not students more to guarantee Phoenix high levels of interactivity. than for tutorials in for its online programs which that the its operators found interactivity scaleable at marginal costs. It turns out that
476
students increased versity's who study
SARAH GURI-ROSENBLIT are willing to pay the additional costs for to this the of Phoenix Uni but, date, interactivity, majority to meet in face-to-face students prefer tutorials. in distance in theory, enhanced communication is education online its actualization faculty of hundreds of are is much unable students. more to complicated to communicate with
Thus, enabled by the ICT, but achieve. Small numbers thousands action study or even with between courses
direct inter Moreover, and the faculty members who developed the self students the involvement of the latter in the actual necessitates
In other words, it requires the abolishment of process. learning/teaching the very basic characteristic industrial model of distance of the educa cannot if not all, large distance tion. Most, afford teaching universities, to facilitate to hire many more in order academics student-professor interaction students. and lower in most Interaction ranks of their among of academic but often taken by thousands of large courses, tutors between students and students and staff has been enhanced in most distance
between the synchronous communication the universities, teaching structure for the overall and content senior faculty who are responsible is either extremely of any self study course and the students limited or non-existent. It is no education mainly surprise therefore is still also that distance education the 'old' satellite in most higher conducted
The USA is the exception - most of the distance education in the USA is delivered through e-learning (Bradburn 2002; Gladieux and Swail
1999; U.S.A. of e-learning Department in American of Education higher 2002), education but not is not vice versa. Most used et al. do not for distance der the 1995; van possess
systems but print,
through
through and radio, TV
technologies: broadcasts.
2001b; Harasim (Guri-Rosenblit teaching in particular, Wende countries, 2002). Developing resources infrastructure and technology appropriate purposes available Institute on for for a wide Educational scale. Bates, who was asked Planning of UNESCO
to make
e-learning
by the International to recommend national
strategies in various are not that not
yet those
in post-secondary education e-learning implementing the countries concluded that: "Those that of world, parts are for the knowledge-based economy yet ready probably and he suggested (Bates 2001, p. Ill), ready for e-learning" countries years of with large numbers or higher rather of students unable should to access adopt the secondary education, education than
the final best works. route
industrial model of the distance teaching universities,

for mass design
that provides the

e-learning frame
DISTANCE EDUCATION AND E-LEARNING access - on equality and other and duplication resources More
477
Information Access has been both
to libraries used distance and
information universities.
in the last decade campus
at an accelerated
the Internet through of pace by members are libraries and more
becoming digitalized and going online. But also in this domain of

more encounter universities distance the mega access, teaching as compared to campus of their universities. difficulties Many not have do in countries, students, ready access developing particularly information
to computers (Bates 2001; Guri-Rosenblit

losophy of most
2001b). The egalitarian phi
that they that requires distance universities, teaching to also all forces them of their of students, provide equality opportunity to continue that self contained their study packages developing printed can be delivered to to each student by mail. In other words, catering large numbers nity to reach distance parts of reference lack of whom of students, many Internet facilities and information universities from the ability or opportu hinders the resources, or some of their courses,
teaching
any given mechanism
the duplication velop their adds process currently students on
substituting a. built-in and with online materials, course, with This accounts for textbooks. in the pre-prepared education institutes de distance Many phenomenon. versions mode to the and enable of courses, of study. Such a policy already very expensive
and online printed to choose their preferred both additional costs self study materials.
substantial of developing
Update of study materials -potential

One of the major them. problems associated
and difficulties
with the development to amend, used of expen
sive high quality materials

updating materials manner
for distance education

difficult and
is the difficulty in
change and revise in a standardized
years over many 1996; Guri-Rosenblit years (Daniel 1999). Unques the new technologies and the availability of desktop tionably, publish course a the time of substantially reducing ing provide partial remedy by
It is tremendously over several produced
But in of materials less fraught. and making the updating production on an ongoing course the order to be able to update the materials basis, have to be part of the actual process. Here learning/teaching developers infrastructure of the distance the organizational again the ICT challenge teaching universities and demand a major overhaul of their whole
operation (Bates 1999, 2001; Guri-Rosenblit
2001b; Peters 2001).
478
lecturer or tutor in any class universities the individual In campus room may alter and redefine reading and study lists, and set assignments
tasks in light of the teaching dynamic. However,

most distance such to make apply teaching universities The principles alterations. do not have of
teaching faculty at
as they to assignments and exams the distance flexible teaching universities updating mechanisms, employ The their overall have to redefine and restructure teaching mechanisms. in most distance teaching responsibility and uted among many actors, exempts updating undertake task seems universities teaching most of the senior is distrib academic
any latitude whatsoever sameness and uniformity to In order do to content.
faculty from involvement in the actual study phase. As difficult as the

it, incurring to be, the distance will have to teaching universities costs of such a associated also the additional
process. sum To advantages the distance
that in spite of the it seems up this section, and merits of the new ICT for distance education,
lack the appropriate institutions teaching as as to utilize the full well the human and necessary conditions, capital, more the electronic media of the ICT. To integrate fully and potential a whole of into their learning/teaching processes restructuring efficiently is required, take time and will and such a process will their operation necessitate teaching totally universities new agreements and the national between the governments large that scale sponsor distance them.
apparent of many infrastructure
Some A few
erroneous
assumptions
as to e-learning
applications
and practi economic ago, many analysts, policy makers in the aca would that take dramatic place changes projected new from the in world demic and technology push training professional Several and the emergence of the new information years on, economy. years tioners industries and their sweeping the euphoria high technology surrounding and higher has subsided. A large education effects on training markets edu of ICT in 174 higher scale comparative study on the applications the UK, the USA, in the Netherlands, institutions cation Germany,
Australia, Norway
presented in an
and Finland
international
(Collis and van der Wende

conference on 'The New
2002) was
Educational
Benefits of ICT inHigher Education', that took place in Rotterdam in September 2002. The final conclusions of this study were: "Change in
relation to the use of ICT has projects been have experiments and pilot and gradual been launched Many unsystematic. to interesting leading
DISTANCE EDUCATION AND E-LEARNING which
479
innovations, used mainly Institutions
not well disseminated. ICT is are, however, generally to increase flexibility in on-campus of education. delivery on new target focused turned out to be only moderately students. seem Competi to be a major
such as lifelong learners and international groups, does not tion from foreign or corporate providers There in higher erroneous
driving force for institutional ICT policy" (CHEPS 2002, p. 2).

are very good reasons for the piecemeal of the ICT adaptation as to the sweeping of the predictions education settings. Most assumptions which are examined below.
effects of the ICT on higher education have been based on several
Space One based times
and
time as barriers
to overcome spread of e-learning was a at given to attend campus physical most to overcome students. This by as to the fast
of the erroneous on
the notion as a barrier is perceived In a recent report issued by in many is echoed publications. perception it was stated that the for Academies of USA National Science, example, new in some cases obliterate, "will erode, and higher technologies Research usual constraints of space and time" (National education's
assumptions that the need
Council 2002, p. 2). But the fact is that most

those of traditional and meeting and seminar knowledge The need Wave
students, and particularly
the physical campus age, enjoy attending college lecture halls in the framework of classrooms, their peers rooms for reasons the acquisition of that go far beyond and skills. of humans to socialize is essential, not only in higher
education. Alvin Toffler (1980) coined in his famous book on the Third
a return to the cottage He predicted cottage". a new emphasis on the on a and electronic new, higher, basis, industry as not center In his predictions have home the of society. reality their work, and a firms decentralized materialized. Some business the term "electronic
handful of professionals
prefer social as well. Many prefer studies to attend in the classes to work interaction. outside This
like to work at home, but still most people

their homes, social need last decade because applies show of their immense education need for to higher settings students to get the elec at UC
even when exercises and
video-taped tronic media.
lectures, For instance,
provided intimate scale
that most clearly with the opportunity tutoring study was through conducted
a large
Berkeley from September 2000 to June 2002 on the use of technology
480
enhancement to watch in some
SARAH GURI-ROSENBLIT courses online in chemistry instead of going studied
large undergraduate entirely
(Harley to the all the
et al. 2002). This study found that only 16% of the students would be
willing lecture webcasts
lecture hall. 84% of the students indicated that they prefer to attend
face-to-face materials, lectures even though encounters, they could have all of the experiments conducted and watched at home. the video-taped
A wide national project in Israel to enhance the use of the ICT in Israeli universities through special funding and incentives provided by
the Israeli Council demics. A study 1000 University have utilized various in their classes forms of e-learning faculty members in the last 3 years, but only to sub media 1% of them used electronic more stitute for class encounters studies (Guri-Rosenblit 2002). Many for Higher showed that Education, at Tel-Aviv was joined by many more than aca
substantiate this trend (CHEPS 2002; Collis and van der Wende 2002; Collis and Moonen 2001; Curran 2001; Fetterman 1998; Somekh and Davis 1997; van der Molen 2001; van der Wende 2002).
Not tance action of in campus but also students in dis universities, a high demand institutions for personal inter express teaching with academics and other students. One of the main lessons from only teaching Contrary universities to some underlines initial the importance as theories which students
the running of distance the social interaction. that adult on their students own to learn
sumed academic shows
to study via distance methods choosing prefer to and to interact time from time with only
of the large distance staff, teaching universities that many with both academic contact, prefer frequent faculty and fellow students dis (Guri-Rosenblit 1999). In some places, where a real physical more tance does not present like in than obstacle, Israel,
the experience
80% of the distant students urged the Israeli Open University

weekly At with meetings the University their of
to provide
tutors in study centers. a subsidiary of the giant Apollo Phoenix, the accredited distance in the Group, largest private teaching university USA that has operated since about of its student 10% 1976, only are registered for online programs population (Ryan 2002). The Uni no to have of Phoenix intention of downscaling its appears versity in favour of online provision. On the contrary, physical learning centers a "bricks an and clicks" model, both online and distributed offering as face-to-face is the best solution for the adult option regarded working market. Even apparent in the business resistance world, many students by many courses. There is prefer hybrid to the notion of exclusively online
DISTANCE EDUCATION AND E-LEARNING education. One
481
universities is the group targeted by many to and to classes commit weekly highly unwilling busy professional, has in work patterns. for this group, a hybrid model mobile Specifically online communication/resources supporting combining emerged, demographic intensive residential periods on campus to engender group cohesion and
social learning. A
companies using
recent European
study found
a stand-alone
that only
15% of
with the approach, e-learning preferred use to and of interaction for online e-learning greater majority opting reinforce face-to-face for and prepare (Ryan 2002). provision for those students barriers In other words, space and time constitute or a res a variety of constraints cannot attend a campus that because idential school been ditionally below. But space and time do not grow in the future, as will be discussed a universal for the most for constitute students, particularly problem cohorts and that attend school traditional age university. are the students who have at specific times. These to distance and their numbers attracted education, tra will
The A
urge of universities second erroneous on have
to extend
their student
population
tronic media universities student versities utilize
the impact of the new elec assumption regarding that most the academic world was based on the notion their boundaries The fact increase their and student to extend campus body their uni and to is that most
an urge to expand if only possible. clienteles, no reason to have good
in The elite research universities, teaching methods. access to interested in their less are, by very nature, widening particular, to remain selective for the of students. They are inclined large numbers distance
few and well-to-do
students. MIT
is a leading institution
in ICT
runs nearly to various It currently related forty projects applications. uses of the new technologies its president, (Olsen 2002). Nevertheless,
Charles Vest,
residential providing chines cannot
stated firmly in his 2000/01 annual report that: "The

will remain an essential element of our and effective education. intense, advanced, that occurs when bright, creative the magic society, Ma young
university the most replace
people live and learn together in the company of highly dedicated fac ulty" (Vest 2001). MIT is currently developing its Open Courseware
but not for its own stu for 'academic purposes, philanthropy' project students and will dents. The Open Courseware project give interested a over of the MIT curricula of members all the world glimpse faculty no means courses. to enroll MIT But does intend 2000 about large by
482
numbers In an was found of students,
SARAH GURI-ROSENBLIT or offer online courses on from MIT for in it cli
professors
credit (Olsen 2002).

international 174 institutions enteles either comparative in seven different universities study countries, do not reach settings or the applications of ICT that was aforementioned, out to new international student domain
that most
in their national
in the
(Collis and van der Wende 2002). Part of the reason is that it is a complicated and demanding task to design study programs for distant
students students. qualities are more afar. For by academics The teaching of various that have been accustomed faculty media for and are required shaping new enhance to teach on-campus to comprehend the unique environments that learning students situated a new to develop services. The full a huge amount mechanisms of
learner-centered
such programs promoting course infrastructure for design and distance teaching and human universities efforts
with dialogue there is a need student have support invested
fledged
energy, money at a distance. suited for teaching in the field of distance novices equipped campus export when confronted
Most
establishing special are relatively universities are not appropriately and education, campus learning concerns. use the ICT Many to
for
with
distance number
In spite of the apparent difficulties to operate distance teaching by

universities, a variety a growing of programs of universities as a commodity for profit. new
consortia have been founded
in the last decade, most
noticeably by
in
Canadian and British universities that Australian, and academic for international students programs third world for countries. These consortia the ongoing van der Wende graduate fessional not versities. of operation 2002). Most purport the participating of the exported
export professional located mainly more
to generate universities programs
funds
(Ryan 2002; are aimed at
success and postgraduate and have greatest in pro students, new are But the of the student majority training. populations an integral part of the main student body of these uni considered
USA,
John Hopkins and Brown in the universities Dartmouth, in recent years in for-profit been investing college companies offer that the for-profit 2003). The programs (Blumenstyk companies core curricula in common with the traditional of these elite have nothing for example, research universities. Harvard is the biggest University, Harvard, have
institutional investor in a $590 million fund run by Boston's Charles bank Capital partners, which made its foray into the sector in April 2002 by investing in a school that trains automobile and motorcycle
technicians (ibid) not exactly typical Harvard students. In other
DISTANCE EDUCATION AND E-LEARNING most of the well-based is mainly areas. universities for profit, are in no rush
483
to
words, student sional
campus
significantly expand their student body. Their reaching out to additional

clienteles training conducted and mostly in profes
Lack A
of clear problems
as a problem impact the hidden there the of the new technol
third erroneous regarding perception was based on ogies on higher education of the ICT are self evident, advantages them. In other words, the merits of
and the new
that the assumption is no need to define are so great, technologies
that they will be adopted easily and eagerly by policy makers

to define
and
world without in the academic any need practitioners or vision of problems solve what in higher edu parameters they might new were cation The electronic media could introduced they improve. into the academic world like a sudden thunderstorm without taking
a clear
the
time to define what purposes and functions they could fulfill or substitute
lack of clear problems in the turned out to be an acute problem new of the in universities and process adaptation technologies colleges. were defined The old and traditional distance media education by for. The Their main very clear parameters. goal was students that, for a variety of reasons, were face classroom. radio and television Print, parent characteristics. the communication new to deliver unable have to study content to attend a face-to and trans
clear-cut
It is totally clear what the self study materials and in channels stand for, and what kind of functions
the learning/teaching process they replace. This is not the case with the
technologies. the clear Unlike obstacles were and barriers which traditional distance
to overcome, the new technologies teaching technologies designed uses with no clear relation or future to any existent offered multiple in in the The universities. campus processes problem teaching/learning new reactions of many academics asked to incorporate the technologies
into their classrooms have been of the type: "If it ain't broke, why fix it?'
or "Technology is the answer but what are the questions?" (Guri
Rosenblit 2002).
The UC Berkeley study, mentioned earlier, constitutes an interesting
example of the impact of problem definition on institutional decision making (Harley et al. 2002). In the process of conducting the study, it
was found faculty time that technology-enhanced and space. Instructors classes spent less can save both in chemistry time answering routine
484
because questions information online.
SARAH GURI-ROSENBLIT students And were it was able found to find that some of the necessary sessions could
laboratory
hypothetically be reduced from four hours to three to better utilize lab space. Such a finding has been most interesting for the UC policy makers is face of Tidal Wave II, namely the fact that the University of
California 63,000 faculty students, enrollment system is facing an increased ten-campus a in the full-time 43% increase students, years. coming time, a strategic becomes solution technology save not it does money although (ibid). for both governments and institutions of about If through more
the use of technology it is possible to save from 10% to 20% of space and
to absorb
Many
time has
studies in the field of the ICT implementation claim that the

come to become more
focused and strategic in their policies regarding the use of the ICT (Bates 1999, 2001; CHEPS 2002; Collis and van derWende 2002; Guri Rosenblit 2001b, 2002; Harley et al. 2002; Laurillard 2001; Matkin 2002; National Research Council 2002; Trow 1999; van derMolen 2001;
van der Wende 2002). A macro to decision level organizational makers in higher effort education is needed to
consolidate themultiple findings of the ICT uses into a coherent body of

knowledge, available settings.
Laurillard
versity
(2001) in her widely acclaimed book on 'Rethinking Uni

emphasizes campus-based of higher the pressing need education to and distance education providers,
Teaching' both institutions,
meet the demands of the knowledge society by taking full advantage of

to move the rich possibilities the new technologies and present teaching a new era. the into For processes learning/teaching learning making and discursive, interactive, reflective, high rank policy makers adaptive, and as system designers. role as resource allocators play a crucial
E-learning A fourth
as a profit erroneous was
making
activity
higher years billion works Several
education
assumption based on
ago many analysts, dollar e-education
in the ICT implementation regarding A few its fast profit making capabilities. such as Morgan (2000), Keegan projected net Virtual and e-training markets globally.
a marker of a new economy. of colleges and universities became education later has caused many years costly experience higher costs to to the of their commitments institutions increasing question It seems that the fast reasons account three major for and easy profit from e-learning. this misconception as explained First,
digitization and wired campus programs (Matkin 2002; Ryan 2002).

regarding
DISTANCE EDUCATION AND E-LEARNING the economies of on
485
earlier,
universities, operating believe is by its very nature cost that any distance technology teaching cuts in training costs that took place in the effective. substantial Second, on as a result of cutting out flights and hotel expenses world corporate occur assume to will also that such caused money many saving training at universities employing
scale provided by the large distance teaching to led many the basis of the industrial model,
to economical it ismore Obviously, e-learning. to the work than sponsor rather the programs bring training place to remote conference sites and workers for of training sending days It is no wonder of the profit-making claims sessions. then that most
came from the business and corporate world. But cuts in hotel and flight
in the aca have no relevance at all for students and faculty expenses an demic world. of the Third, setting up appropriate high expenses its ongoing maintenance, infrastructure for e-learning, and its wastage were heavily downscaled. management, of utilization infrastructure for the effective Setting up an appropriate or college the ICT in any university investments. The large requires its and hardware is still and computer quite expensive, rapid change entailed. The the need for its frequent increase the expense replacement initial
costs of the basic infrastructure is needed for operating e-learning on no means a issue. in his 'National trivial Bates stressed by report for E-learning in Post-secondary Education and Training' Strategies on that: "E-learning is heavily dependent appropriate technological or commerce for infrastructure in government already being place reasons. access there Not costly. Internet Stable and reliable and moderately electricity priced is a necessary condition for e-learning" (Bates 2001, p. 113). Until a in place, e-learning is unlikely is basic and reliable infrastructure or practical choice for learners. of e-learning the but also the maintenance is infrastructure, only to It is of tremendous for establish systems support importance
to be a realistic
both students and teachers who use the ICT. The

teaching faculty sional and technical for students, into the new support weak technologies and the establishment students necessitates
induction of the
ongoing profes of special centers for 2001; Guri
course development (Bates 1999, 2001). Ongoing

particularly (Collis
support is also needed
and Moonen
Rosenblit 1999; Littleton and Light 1999; Scott et al. 2002; Somekh and Davis 1997). Sir John Daniel who served until 2001 as the Vice-Chancellor of the UK Open University already stressed in 1996 that the potential success
of the innovative electronic technologies depends to a great extent on
the ability
to provide
individual
learners with
adequate
backup
486
throughout mail, their studies.
SARAH GURI-ROSENBLIT Daniel and asked: "Can we electronic provide the
through Web,
computer
conferencing
the World
Wide
level of individual student support that we think necessary? We are experimenting with that, but despite all the arm waving, I think the jury is still out. If the jury comes back and declares us guilty of being able to
provide effective, personal, tutorial support to students on a large scale,
then all sorts of things become possible" (Daniel 1996, p. 38). It seems that since Daniel phrased this question, the jury has brought in its
verdict numbers In is extremely teaching costly. with associated up an expenses high setting infrastructure and its mainte for up e-learning appropriate keeping turns to be an unexpected the wastage of the outdated hardware nance, cost. Getting additional rid of outdated financial, poses computers addition to the environmental University and ethical for challenges instance, to pull computers and the chips that contain minium, copper gold, and to get rid, in an the boom of it contains. of the way, many During appropriate poisons in the truckload. education, by computers technology colleges bought demanufacturing of old Now the institutions away. have to be careful when computers In some USA states, such and South those aging they throw as California, New Jersey, have Carolina, legislators waste which and in of Minnesota, (Carlson spent more Last the year 2003). than $100,000 for the out valuable steel, alu is possible when support of of students, and such a mode such teaching online very small
Massachusetts, Oregon, Virginia or passed laws that ban the disposal of electronic proposed outline how to treat large quantities materials of hazardous clude waste puters puter number deal with
televisions and other electronics. Electronic monitors, computer as the next big environmental issue. Old com is now regarded stream in the USA, but com 10% of the solid-waste compose as three times as fast as any other kind. related waste is growing
The number of computers

of obsolete computers waste
retired in 2002 was 40 million,

is believed and how to be nearly
and the
in
300 million
2004 (ibid).Many universities and colleges have not yet decided how to
their electronic not easy it is definitely to sponsor this activity. to turn e-learning into a profit making In sum, activity.
On
the future of 'distance education9 remarks education concluding article and examined 'e-learning' the distinct in higher
and
'e-learning'
in higher
This tion'
differences education,
between and clarified
'distance
educa
the erroneous
DISTANCE EDUCATION AND E-LEARNING on which decade the remain
487
assumptions the upcoming will apparatus,
many more
exaggerated and more
predictions
as to the sweeping
effects of the new electronic media were based. Though it is likely that in
incorporate still will and various education of distance providers in their learning/teaching of e-learning and between education' 'distance differences forms noticeable. will blur The boundaries between in some areas, but in the future, 'distance never will they for but mostly
'e-learning' will grow Both phenomena totally merge. reasons and in different directions. different
'e-learning' education'
How
will distance education new
education
at university level will It will
level evolve
in the future?
Distance will tance attract mixed-mode
student
at university clienteles. and
institutions
consortia
years and grow in the coming and more by be provided more to stand-alone in addition dis
will its mode of operation and institutions; depend teaching national infrastructure of various settings. greatly on the technological were mainly for institutions designed Initially, most distance teaching the last two decades more diverse older part-time students. Throughout
student clientless have joined distance study frameworks, and it is likely

that the future will credits education. student be more The cohorts, both in distance More high younger school school and universities distance academic is difficult to draw, education student Grosso ceeding adults heterogeneous. desire of many with campus-based students will join to gain students as well continue distance new adult as
concurrently
their high
studies,
their attraction to highly demanded fields of study, to which admission

at a conventional young students haven university, to highly acclaimed education is likely and will drawn, and reputable several
providers. In the future distance constituencies.
to attract
and dominant
lifelong learning education institutions worldwide. higher on education is based modo, pro part-time lifelong learning are the whole life Part-time students throughout cycle. typically slogan
Today, of most
has become
the leitmotif
and social and/or employment having family at three the older distinct students least groups Among can be identified: and second-chance students; workers; professional to broaden to become in order adults their education better seeking commitments. with new fields of knowledge. The proportion of students acquainted and for distance for recreational education joining upgrade professional will grow immensely in the future. purposes
in full or partial
488
education in any higher institution, be towards will programs, studying to than rather education courses, of International full degree programs. wards students, mainly composed will be a in international young corporations, working professionals institutions. in education distance Being highly component growing or as they move to continue within mobile studying they will expect national different between jurisdictions. A large proportion of students in distance but particularly teaching and continuing various diplomas The stable, higher access ables costs Print status and of their main distance the mega will mandate out teaching continue will universities to be who continue economies cannot will attend remain access to or gain on the en to widen
education by reaching to conventional universities. model them well
to students They
industrial
paradigm to enroll large numbers below those of campus media will continue institutions, components.
which
produces of students
to operate of scale and
and mass
at relatively low marginal or e-learning universities providers. in these to serve as the main media though part of their courses will be
teaching large distance enhanced by e-learning mode students cation. institutions to study Consortia
New leading models of distance education will be provided by mixed

and consortia-type concurrently ventures. The mixed-mode and distance enables edu on-campus in which through a number of universities
join type ventures, or as an inter education national either within systems forces, higher of distance will offer a rich variety national pro teaching enterprise, to will continue and have been consortia of Some the created, grams. operate, Many as partnerships of the mixed-mode between the corporate world. distance and consortia institutions offering of the new the communication capabilities universities and coun and developed developing education of distance in the mode delivery. and skilled the resources do not possess on a wide feasible and available e-learning between
courses will teaching interactive media. technological tries will be clearly Most The
utilize divide reflected
developing to make workforce necessary countries of developing that only a handful claimed scale. Bates (2001) a move into e-learning will be able to indig through growing partially class and export of enous high-tech middle sector, a rapidly developing academic countries the from developing programs as well, the new electronic teaching continue countries. media However, will applications as add-ons in developed be used in to the core
countries
large distance that will curricula study materials
universities to be based,
mainly
and mass
media.
self by and large, on printed the self of the Nevertheless, production
DISTANCE EDUCATION AND E-LEARNING study courses Communication study process and
489
their ongoing drastic changes. update will undergo students and tutors in the students and between among will be greatly enhanced by the new electronic media.
How The
will
e-learning of
at university technologies
level evolve on higher and
in the future? education environments
impact
the new -
will grow dramatically

academic nance and have activity
in the future, and will affect all domains of

teaching fi learning, organization, the new technologies
research,
government policy. Unquestionably, new exciting to improve the to provide the potential possibilities and delivery of and affect the generation of the study process, quality universities. in and distance both However, campus teaching knowledge a partial function of will constitute the provision of distance education the campus will remain a center of uni and the locus of students-faculty versity culture, knowledge generation, are not likely to endanger the exis interaction. The new technologies e-learning applications, while
tence of the campus universities, of their activities. many E-learning Wende adjust settings will greatly
but
rather
enrich,
support flexibility
and
enhance
contribute offers
to growing students
in academic
study patterns (Bates 2001; Collis and Moonen

2002). Flexible learning their interests, needs and and media of combinations. face-to-face learning
2001; Collis and van der
components institutions. online in academic However, emerge as a growing pattern a as a stand-alone will be used to very limited extent, teaching pedagogy in teaching/ add-on will functions for and most be e-learning employed learning processes. sities will prefer college online The majority of to attend classes, residential among students or will
Hybrid encounters
to many opportunities a to of learning styles variety various courses, combining with online will provision
univer campus attending to distribute choose their commuter students will prefer and colleges will study on con the more trade and aca
graduate the majority of undergraduates line, whereas encounters. ventional face-to-face will E-learning demic philanthropy. academic promote More the growth universities
experience courses. More
campuses, or postgraduate
of both
academic
and new for-profit will companies a a as to and programs export commodity variety professional are already some noticeable There of student populations. differences the UK and Canada in this domain. Australia, among national policies are more oriented to the international market (Ryan 2001). Many of their
490 universities world
erally of purchases
as a commodity to third try to export their higher education are more countries. universities American directed inwards, gen of ICT, with a few examples preferring campus-based integration
and partnerships in physical overseas. campuses use of e-learning with the growing for profit and Concurrently commercial academic the utilization of purposes, philanthropy through the ICT capabilities will grow as well. The MIT's Courseware Open
an excellent constitutes in this domain. It demonstrates project example can practice how a leading private university intellectual in philanthropy the world of academic over education institutions all teaching. Higher
the world will be able to adapt content and ideas from theMIT courses
for their benefit. involved Also currently Mellon and Princeton universities Carnegie to make course materials in experiments public generosity. This is a collaborative are on effort
theWeb
additional free
(Olsen 2002). The Open Knowledge

example and of academic
Initiative constitutes an
led by MIT,
oping and
Stanford University with
six other institutions of devel
technical of learning management open specifications related infrastructures systems (ibid). will unquestionably enhance trends. 'Inter E-learning globalization are new buzz words nationalization' and 'globalization' in higher edu cation and practice. two terms draw attention These to the undeniable fact that boundaries of what were relatively closed national systems are
increasingly being challenged by common international trends (Enders and Fulton 2002). Universities are at present engaged in becoming
partners towards transferred ensure in inter-institutional schemes Students, globalization. and exchanged between in accrediting academic and pushing forward in the drive are staff and curricula accreditation agencies and learning to
institutions; previous append
promptness academic previous
cooperative projects between academic institutions national borders will exerts
studies; governments in higher education. within be central
experiential their
signatures
agreements Strengthening a particular and across country to the mobility of adult students.
E-learning are able, dents university students. This
where
In an international outreach. stu market, global so in the future, and will be more to approach any access policy and extends to international encourages be The true in professional and particularly training to international outreach of universities student ranging
will fields.
postgraduate on a global clienteles level could be activated at different levels, from enrolling individual students from different countries, collaborative enterprises), ventures with other institutions with (universities governments, to cooperative undertakings
through or business interna
DISTANCE EDUCATION AND E-LEARNING tional
491
ment
involve The and intergovernmental organizations. corporations is essential for the systematic of such central bodies implementa education into higher tion of the new technologies systems efficiently and on a large scale.
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saragu@openu.ac.il

Distance vs E-Learning: Key Differences

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'Distance Education' and 'E-Learning': Not the Same Thing Author(s): Sarah Guri-Rosenblit Source: Higher Education, Vol.

Higher Education (2005) 49: 467-493 DOI 10.1007/S10734-004-0040-0

(ICT), many have related to them as the new generation of

the ICT were based upon, and it concludes with highlighting

the future trends of 'dis

distance Keywords: information tion,

by the new information and communication

technologies (ICT). These

potential both conventional to the ICT

1989; Peters 2001). Already

Soren Niper (1989) distance education: was multi-media

2001a, b, 2002; Harley et al. 2002; Somekh and Davis

van der Wende

do overlap to a recent in post 7.6% of

DISTANCE EDUCATION AND E-LEARNING students study take some distance

undergraduate 2.2% of them cation

(U.S. Department and between 'e-learning'

degree of Education 'distance

exaggerated predictions as to the future impact of the ICT were based

Distance distinctive Distance

education differences education

the early half

the nineteenth century (Bell and Tight

1993). The idea of a distance

education', of the learner

SARAH GURI-ROSENBLIT to distance education defined at all from educa

According forms various immediate rooms

study and guided

learning by tutors and a

synchronous students in-between interpretation of instruction of work with

a distance. the term classroom sessions education' are

means occasional classwork

is mostly edu conventional In conven the institution separation a of

the teachers (1986) the

teach; defined the

the physical to enrich

expertise and public policy. of the implications

of the information technologies on the research university will likely be

geographically culture, will of the new knowledge

teaching institutions fulfilled an emancipatory ethos (Morrison 1992), a

Knight of St. Andrews University,

the oldest Scottish university, who

(Bell and Tight

The obstacles campus. to overcome lack of include constraints; geographical

physical/health etc. when millions

barriers; working; family obligations; being held in closed institutions,

DISTANCE EDUCATION AND E-LEARNING

2002 on A Profile of Partici

model of the British Open University

founded in 1969. There are about

cost as compared to traditional campus universities (Daniel 1996). This

(Peters 1994, 2001).

education. The first phase is devoted to the development of high quality

(Bates 1999; Curran 2001; Daniel

1999). The fact

correspondence in the distance conventional distance operating

settings. additional houses.

publishing operate, of scale

underlying premises of e-learning differ meaningfully

from the industrial

tutors, as well as to provide easy was

nearly on an study materials of basic infrastructure