EDUCATION EVOLUTION.

Distance education is changing the landscape of professional development and how associations meet members' educational needs.

Think back to your high-school days: Your teacher stands in front of the classroom, writing on a blackboard, while you sit at a desk among rows of your peers, copying the information in a notebook. If you have a question, you raise your hand and wait for the teacher to respond. When the lesson is complete, the class moves on to the next assignment together.

Now imagine a class in which you control the pace and the setting, as well as interaction with your colleagues, the teacher is hundreds of miles away--or absent altogether--and your questions are answered with the click of a mouse.

Thanks to rapid advances in technology and the anywhere-anytime nature of communication in today's society, this scenario is becoming more common. Distance education is in demand, and all signs indicate that it's here to stay.

Back to school

Distance education refers to education or training courses delivered to remote locations via audio, video (live or prerecorded), or computer technologies (such as CD-ROM and the Internet), including both synchronous and asynchronous instruction, according to the U.S. Department of Education. Synchronous activities include live, instructor-facilitated communication, such as online chat, voice-based teleconferencing, and videoconferencing. Asynchronous encompasses self-directed or self-paced delivery, often in an online format with communication taking place via e-mail or discussion boards. Distance education can deliver conferences, workshops, certification programs, training, short seminars, and a variety of other programs and presentations.

Distance education is frequently discussed in the context of expanding access to college and university courses. As the need grows for continuing education throughout an entire career, it appears that the use of technology as a delivery method also will grow. The National Household Education Survey, conducted by the National Center for Education Statistics, Washington, D.C., illustrates this point: In 1999, an estimated 90 million adults in the United States (46 percent) had participated in adult education activities in the preceding 12 months, up from 58 million in 1991. Participation in adult education was approximately six times the enrollment in higher education in 1999.

The study defines adult education as English as a Second Language courses, adult basic education programs, credential programs, apprenticeship programs, work-related courses, and personal development courses. Of the six activities, work-related courses and personal development courses were the most prevalent, with 23 percent participating in each.

Distance education is certainly not new--videotaped instruction dates back many years--but computer technology has broadened the range of possibilities, especially for today's time-crunched professionals. Course materials can be accessed over the Internet, and the latest software enables students to communicate with experts in real time and get answers to questions instantly.

For many adults, however, Web-based learning is unexplored territory that requires a willingness to part with pen and paper to master a new set of skills.

Know your audience

Adults accustomed to learning in a classroom may be reluctant to participate in an online course. But knowing some fundamentals about adult-learning styles can help associations design a program that will help newcomers feel more comfortable.

"In a traditional classroom, a wide variety of learning styles is always represented," says Wilda Skroch, a former association professional who is pursuing a master's in adult education at George Mason University, Fairfax, Virginia. "The burden is on the instructor to use a variety of techniques and activities that accommodate the inevitable differences, even if it is not feasible to gather specific information about individual learners in advance. This is a key concept for educators who work with adults."

Although the new format may require an adjustment period, Skroch says, what people take away from a traditional classroom setting and a distance learning program can be equally valuable. "Adults need to be involved--actively engaged in the learning process--not passive recipients of knowledge from an expert," she notes. "It's important to acknowledge the experience adults bring to the learning task and their strong need to see immediate applicability to their own work. Group interaction encourages peer learning and can be accomplished either in the classroom or in online discussion formats."

In a Web-based environment, the learners who gain the most will likely be highly independent and self-directed, Skroch says, adding that instructors still play a key role in conceptualizing, arranging, and facilitating the online experience.

Jeffrey Cufaude, principal and partner of Like Minded People, Indianapolis, recommends that instructors explore students' learning styles at the beginning of a course to accommodate as many people as possible. If learning is taking place in a classroom, Cufaude urges you to know who is in it, so that "you can meet the majority," he explains. "For example, if you just throw out a question for the class to brainstorm, you're asking the group to [be assertive]. Those who are extroverted will immediately start talking and participating. People who are more introverted will he thinking to themselves. What may end up happening is that the extroverts do all the talking."

The same concepts apply with distance learning. Some people learn best by observing, Cufaude points out, which is true online as well--consider "lurkers" on e-mail lists, who read the exchanges but never contribute. "Particularly online, you have to provide the widest range of learning opportunities so people can select the one that will best meet their needs," he says. Offering options so people can customize their experiences allows associations to cater to individual learning styles. But Cufaude adds this caveat: "Be aware that online learning is not going to be the best teaching format for some learning styles. You may unintentionally create a significant disconnect for some adults."

Study the options

Research collected by the National Center for Education Statistics indicates that distance education is just as effective as traditional instruction in terms of learner outcomes. Knowing your audience will help you design a more effective program. "There's a lot you need to take into consideration," Skroch points out. "For example, when people are in locations remote from each other, lack of nonverbal cues may create misunderstandings."

Skroch points to advice from experts who indicate that building online learning communities is an important component of Web-based courses. Asking participants to collaborate on projects that require group planning and consensus is one way to build community while fostering skills that are increasingly necessary in the workplace.

"Every learning environment has a different set of challenges and needs," contends Amy Benbow Smith, former program manager at the Consumer Bankers Association, Arlington, Virginia. "I don't know anyone in this day and age who can afford to sit in front of a computer for more than an hour and a half without interruption. Dividing the learning experience into smaller, more manageable periods of time not only makes sense, but it is much easier for a learner to schedule. Using sound adult learning principles is important, but they need to be retooled for a cyberenvironment."

Go the distance. Distance education has obvious advantages--for associations, this includes the ability to reach an audience unencumbered by geographical barriers. For members, this translates into greater accessibility. "There's a definite need for distance learning," asserts Sally Scott, assistant director of education, National Apartment Association (NAA), Alexandria, Virginia, whose organization has established a subcommittee to explore distance learning options. "We're convinced that there are members out there who we can't reach through classroom-based programs."

Don Dea, co-founder of Fusion Productions, Webster, New York, agrees. "People will say, 'I need information to do my job,' but often they don't have the money to attend a conference," he explains. "There's an immediate need for certification background information and tools." Online education meets the need for "information liquidity," as Dea calls it: "People like to have information when they need it, where they need it, and in the right context.

"One of the major [perks] of being online is that you can take full advantage of the rich multimedia aspects of the Web," he continues. "In a traditional classroom, you re bound by the textbook or what the teacher knows." Another plus, notes Dea, is that the Web enables individuals to benefit from their peers' experiences, whereas a classroom environment is not always conducive to as much interaction.

Teacher knows best. Dea is quick to acknowledge that distance education cannot completely mirror the traditional classroom experience. "Online [education] will never replace the dynamics of what an instruction can do in a face-to-face environment," he admits. The need and demand for online education programs depends on the context and the nature of the information being conveyed. "It's going to vary by the type of organization and the knowledge requirements that people have."

Within the medical profession, for example, doctors must consider time demands and area of specialty as they try to meet their educational needs. The method of information delivery will vary based on these criteria--some require just-in-time delivery while others benefit from in-person instruction with visual cues.

NAA faces its own challenges in administering courses online. "I'm not convinced that our industry has the capability to access Web-based training," Scott says. And cost may be an issue, depending on the vendor the organization selects. "We know it's going to be an expensive proposition to convert all of our text information into an online format."

Scott recognizes the Web's potential to revolutionize distance education--and the dissemination of information in general--but like Dea, doesn't see in-person instruction disappearing anytime soon. "In many cases, the traditional classroom experience is meant for entry-level [staff] who really benefit from the opportunity to network with their peers," she points out. "Senior-level individuals might have easier access to a computer, more time, and more resources...[but] there is an audience that needs a classroom-based program."

Even advocates of Web-based learning acknowledge that despite the convenience, disadvantages do exist. Face-to-face interaction and networking opportunities are crucial in the association community, and there is always a need for social contact and instructional support in educational settings.

Test different approaches

If your organization is ready to make distance education a reality, consider starting with a synchronous model, Dea advises. A speaker's presentation, for example, followed by an opportunity for members to call in or submit questions online typically generates positive results because participants appreciate the interactive component. "The first wave of asynchronous education involved people saying, 'Let's take what we have and put it online,"' Dea recalls. "That doesn't work. It takes a customization effort that not many are prepared to do yet."

Self-paced courses work in some contexts. The Tempe, Arizona-based National Association of Purchasing Management, for example, launched self-directed online courses last year following several positive experiences with instructor-led distance education offerings. Tern Tracey, NAPM's vice president of technology, says feedback has been positive so far, and satisfaction levels are on par with those of members who have completed NAPM's instructor-led courses.

A self-paced format might not be appropriate, she cautions, for topics that require extensive role-playing, feedback, or other types of interaction, such as advanced strategic planning.

Tracey says that while adults are becoming more comfortable participating in online courses, many adults are still reluctant. "In order to increase participation by our members, we Wave recently enhanced out online course tour to show the various types of courses we offer," Tracey explains. "We have included several opportunities for interactivity during the tour to allow [members] to get more comfortable in the new environment." More than 3,000 people have completed NAPM's instructor-led and self-directed online courses since their inception in 1996. Courses vary in length from 4 weeks to 16 weeks, or in the case of self-directed courses, learners start and end according to their own timetables.

No matter what format you determine will best meet the needs of your members, Tracey offers this advice: "Jump in now--don't wait," she urges. "There are so many options in the marketplace that allow an organization to offer online courses for minimal cost." In the past, an association had to invest significant time and money to develop a complete program. Today, application service providers and other partnering options abound, she points out.

Smart investments. Distance education may be just what your members are asking for--but at what cost to the association? Many association executives assume that the cost to execute an online course far outweighs the costs associated with in-person sessions. Not necessarily so, says Nancy Kuhn, principal of Organizational Learning, Alexandria, Virginia.

"It can be very expensive or very affordable, depending on your audience and what you are trying to accomplish," Kuhn suggests. "A course that thousands of people can use online is always less expensive than teaching the same number of people in a classroom setting.

"Everybody is connected by phone," she continues. That's an easy and low-cost way to administer distance education. You can have a discussion and get both the audio and the visual [on the computer screen], all for the cost of a conference call." She cites a number of factors associations must consider before taking the online plunge.

* What is the per-person cost of instructor-led and online formats?

* Is the subject matter suitable for a distance learning setting?

* Is the course tied to certification?

* How computer literate is your audience?

* What type of Internet connection do users have?

"For the development of an online course, all of the costs are front-end," Tracey observes. "Once you develop it, there's almost zero cost. With face-to-face courses, the marketing cost is up front, but everything else occurs at the location." Costs associated with on-site courses--venue, supplies, audio/visual rental, and the speaker s travel expenses, for example--can add up quickly. "Over the long term," she continues, "the online model will work out to be more profitable."

Do your homework

Cost issues may deter associations from considering a service provider, but that's not necessarily what makes a program expensive, several executives state. HorizonLive, New York City, provides software that allows organizations to offer online training and seminars to staff and members. Organizations buy the software and HorizonLive offers full support, including putting content together and monitoring the event.

"The benefit with this type of online session is that it's expert led, so it's very much like a live experience," says Robert Rothschild, vice president of marketing. "It does give the association a lot more flexibility in getting those experts because they don't have to travel." Because costs are low, educational sessions can turn into a revenue stream for associations.

Whether or not you enlist the help of a provider, it's vital that your organization is ready to make a distance learning program work--not an easy task. A good program, says Don Dea, "takes good instructional design, a willingness to put resources into it, and a commitment on the part of the organization."

Kuhn also stresses the importance of instructional design. "If people get bored they're not going to stick with it," she points out. "You need something that's interactive. It's much better not to do distance learning at all than to do had distance learning. Something that just turns the pages on the computer isn't going to do it."

And the transition to Web-based learning is still taking place. "It's much more accessible," she observes. "People want that convenience, but we're not completely there yet."

Keep these tips in mind as you assess your organization's capabilities.

* Know your members. "It starts with assessing the readiness and needs of your members," Dea claims. "Identify what the goals are, who the target audience is, and what the expectation is." If members' access to the Internet varies in speed, a self-directed model may be the best option so individuals can work at their own pace.

Amy Benbow Smith also emphasizes the importance of conducting thorough research on your members before implementing a program. "Technology levels for members vary so significantly that you really must find out what their capabilities are and what they are interested in using." Ease of use, just-in-time learning, and flexibility are important considerations for most distance learners, she adds.

* Set clear goals. Ask yourself these questions, Kuhn advises: Why are you doing the program? Does it serve any political function? Do you have financial goals? Be clear about what you want to achieve.

* Learn from your peers. Web-based learning is still relatively new, so find out what has worked and what hasn't for others. "Find out what other associations are doing," Benbow Smith urges. "Keep a journal of good ideas and things you hear about."

Determining how much technology to incorporate is a challenge, she acknowledges. "Educators are meeting with each other and talking about what's out there, what others are doing, and where the good resources are for more information."

* Don't try to replace face-to-face interaction with distance education. Remember, not all of your members are ready to forego in-person instruction. "There will always be a need for face-to-face meetings," Dea believes. "The Internet just puts a different spin on the nature of delivery."

Jane Eisinger is assistant editor of ASSOCIATION MANAGEMENT. E-mail: jeisinger @asenet.org.

ASAE'S ONLINE OFFERINGS

From audioconferenced knowledge networks to virtual seminars to its School of Association Management, ASAE's distance learning programs continue to expand. But offering professional development opportunities in nontraditional formats isn't an easy process, says Amy Blagriff, ASAE's manager of distance learning. "Many association professionals have been mandated by their leadership to do [distance education], but no one really knows where to begin," she acknowledges. "People look to ASAE as a resource and to see how we're doing it."

Currently, ASAE's two main distance learning programs--monthly virtual seminars and its School of Association Management--are both Web based. The 90-minute, interactive virtual seminars provide audio participation via telephone and a PowerPoint presentation delivered on the Internet that can be projected as slides. The Web seminars present hot topics to association executives for $149 per site, so participants' staff can benefit from the information as well at no extra cost. The seminars are on the second Wednesday of every month from 2 to 3:30 p.m.

ASAE will offer five School of Association Management online courses beginning in February 2001 that focus on the fundamentals of professional development; finance and administration; legal issues; public relations; and publishing. Each course will run four to six weeks and participants will be given a syllabus and required readings--Blagriff estimates that courses will require a three- or four-hour time commitment per week. ASAE ran a pilot program last year for 60 students who selected from three courses.

Recently, ASAE partnered with Herndon, Virginia-based CertiLearn, which will serve as the e-learning solution provider for the courses. Members will access courses through a learning portal at www.desktopasae.certilearn.com. With CertiLearn's assistance, the portal will be enhanced with a customized demonstration course, a frequently-asked- questions section, and course manuals. As this issue goes to print, ASAE has future plans to offer courses twice a year and to add two more tracks. The cost of the courses will be decided closer to the time they are presented.

School of Association Management courses will be a mix of instructor-facilitated and self-paced formats. "Research has shown that people are looking for contact with others," Blagriff notes. "We have volunteer content advisers and facilitators who help shape content, pull together resources, determine learning objectives, and help promote online discussion among participants."

To learn more about ASAE's distance learning programs, contact Amy Blagriff at [e-mail]. To register for a virtual seminar, visit www.krm.com/asae.

FIVE KEYS TO EFFECTIVE DISTANEE LEARNING

There is no one best way to deliver online learning, simply because it is an individual process: some people will take to online learning better than others because it suits them.

From the instructor's perspective, there is also no one best way to use technology in education. For example, some content simply will not be suitable for online delivery-instructors may have difficulty using the technology to best provide insight into the subject matter.

Despite these basic limitations, effective online learning can take place. Essentially, there are five key elements that excellent online education courses tend to include that differentiate them from mediocre or ineffective courses.

* THE COURSES ARE INTERACTIVE. There are opportunities for both learners and instructors to build upon the information being conveyed in the learning arena. Opportunities include threaded discussions, chat areas, and exercises that invite learners to interact with the content and respond. Most importantly, learners and instructors can contact the content expert or others in the actual learning environment.

* THE COURSES ALLOW FOR REFLECTION AND PRACTICE. In other words, the courses engage and challenge the learners to evaluate, select, and (hopefully) use the information in their everyday lives. The content is relevant to the learner's frame of reference (i.e., content that is practical and understandable to the user). Case studies, simulations, and "what would you do" exercises help learners grasp the content and find ways to use the new information creatively in their lives.

* THE COURSES PROVIDE VARIETY IN PRESENTATION. The most beneficial courses offer several ways for learners to absorb the material. Written content is fine, but more learners grasp the concepts with illustrations that accompany the content. Instructors can inquire in the online classroom about other ways to present the material, if alternative delivery methods are available or preferred by members of the group.

* THE COURSE CONTENT IS RELEVANT. Adults learn better when the objectives of the course are directly linked to issues, theories, case studies, research, and knowledge that is practical. Simply putting material online does not a course make. Learners require some amount of integration of all of the information being provided in the learning environment, so that it makes sense and has meaning in their lives.

* THE COURSE INFORMATION IS ACCURATE AND APPROPRIATE. Instructors employ measures (usually by direct contact with learners, but also by assessments such as surveys) to ensure that the content provided in the course is appropriate to learning needs. The course content is reviewed regularly (usually every year) to ensure accuracy.

Interestingly, none of these tips are based on any kind of technology, but on what makes good, basic, sound learning environments, regardless of how technology is used. Technology is only one medium through which to educate; the goal of education is to bring content and people together to create greater understanding. How that is accomplished is up to your association.

Judith M. Smith is vice president, instructional development, at CertiLearn, Inc., Herndon, Virgina, E-mail: [e-mail]. Printed with permission--the original version of this article appears on www.sitetrainer.com.

RESOURCES

The following ASAE resources are available from the Member Service Center. To order, call 202-371-0940, or visit www.asaenet.org/bookstore.

* ONLINE LEARNING STRATEGIES: ASSOCIATION MODELS FOR SUCCESS, by Don Dea and Hugh K. Lee. This report (1999) identifies the different approaches to offering online education. Use this manual to assess how your association can deploy online education to stay ahead. (Product AMR218090; $24 for members, $28.80 for nonmembers.)

* TRAINING ON THE WEB: A GUIDE TO INSTRUCTORS AND DESIGNERS, by Kevin R. Duffy. This easy-to-follow workbook (1997) serves as a guide for developing a Web school. Includes strategies for creating instructor-friendly and student-friendly learning environments. (Product AMR250152; $39.95.)

* ADULT LEARNING IN ASSOCIATIONS: MODELS FOR GOOD PRACTICE, by Clifford Baden (1998). Highlights more than two dozen examples of program designs that represent good practice for adult education. Find out what constitutes good practice based on models from associations, universities, corporations, community-based organizations, and consultants. (Product AMR218070; $29.95 for members, $35.95 for nonmembers.)

* "DISTANCE LEARNING: THE ASSOCIATION'S ROLE," March 15-16, 2001, Bethesda Hyatt, Maryland. This symposium and exposition focuses on developing and/or revitalizing distance learning programs and using vendors to deliver courses to members. The program includes panel discussions, breakout sessions, and networking opportunities. For more information, contact Mark Glazer at [e-mail].