Exploring web-based education in South Africa.

Abstract

This paper examines the merits and demerits of web-based delivery of distance learning in comparison to traditional distance education methods drawing examples from South Africa. The discussion draws largely on literature that is available on web-based resources. The paper also highlights issues that are still unresolved with regard to pedagogical questions related to web-based distance education.

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Web-based distance education delivery is a desirable alternative for full-time employed learners, those who live in remote rural areas or those who live under circumstances that preclude attendance at scheduled courses on campus. It therefore brought both excitement and concerns to educators in SA and else where in general. The following are some of the merits that confirm such excitement.

Merits of web-based distance education delivery

* The web based distance learning's popularity is based heavily on the fact that it allows flexibility in terms of time and space. Adam, et. al. (1997) regards flexibility as an example of globalizing education through the Internet.

* The web-based resources are free of charge, fast and enable instructors to distribute necessary information in a speedy way. It also promotes important links between institutions and the sharing of expertise. Moss (2000) refers to the richness of Web resources as a 'professional learning cyber sea'. Students anywhere in the world can be part of a single class and teachers can be anywhere in the world and still team-teach a class (Harasim, 1990).

* Web-based courses are a way to expand access to education to anywhere from everywhere. Most virtual universities are reaching out to deliver to learners who otherwise would not have access to such services. A good example is the African Virtual University (AVU) that has been providing learning materials for students and professionals at the Technikon of South Africa (TSA) and the University of South Africa (UNISA) with specific learning needs.

* Further, Web-based learning environments also allow for tailoring of instruction to meet the needs of individuals requiring special considerations, such as those who are visually impaired. However, there is a dearth of literature available in terms of pedagogical research into effectiveness and implementation of web-based learning environments and courses (Reed, 2000).

* Web-based courses do not require a lot of time for updates or revisions. It is a great advantage that revisions and updates of web-based lessons can be delivered quickly via the internet whereby students can refresh their memory on the same lesson a couple of times.

* Web-based learning environments also promote interactive learning quickly (Yaghi, 1996), since feedback is faster than in correspondence courses which rely on snail mail (post).

* Dunsby (1995) asserts that shy students might find it easier to interact with instructors and classmates via e-mail rather than risk embarrassment of classroom environments. He further asserts that the Internet acts as a socio-educational equalizer.

Demerits of web-based distance education delivery

* Web-based distance education delivery is not without its detractors. Among the concerns that deserve careful, critical consideration are the following:

* Web-based delivery requires competence in computer use. Competence that might be related to computer skills or support services discourages some learners and results in a high number of drop-outs from web-based distance education programs.

* In some countries, insufficient infrastructures remain a primary weakness of adopting the use of web-based distance education delivery. Slow speed modems can also cause inconvenience of queuing. Sometimes students are disconnected, timed-out, or experience slow access, and that can be time-consuming and frustrating (Hara & Kling, 1999). Some web-browsers are limited to viewing text and pictures, with sound and motion only available to users with additional software applications, which may not normally be part of the standard browsers. These contribute to issues of equitable access in South Africa and elsewhere.

* Dillon (2000) claims that web-based lessons are poorly designed and the theories of Instructional Design required to build learning environments do not exist from the users' perspectives and this risks the quality of teaching. Butcher (1998) confirms the poor quality of teaching by pointing out that many organizations in South Africa are using web-based distance education methods as cheap versions of education to increase student numbers or income gains with no concern for impact of the quality of that educational provision.

* The lack of a controlling body of content, standards or credentialing on the World Wide Web (WWW) promotes unnecessary duplication. This does not promote competitive pricing for course marketing, since there are no standardized prices and no quality-assurance measures. Therefore, the old adage set off "buyers beware" is a hallmark of web-based learning today.

* Harrasim (1990) cautioned that lack of communication cues is a disadvantage of Computer Mediated Learning (CML), because people cannot use any nonverbal cues, such as gestures and facial expressions.

* Synchronous (one-to-one) connections present scheduling difficulties for chat rooms, discussion forums, and class-dedicated bulletin boards. Real-time chats are nearly impossible internationally due to differences in time zones.

* Learners get frustrated by a multitude of free discussions which, without pre-planned structures, may waste precious learner time, because they lack direction, moderation, or guidance. Such discussions often veer dangerously off course. As a result of unclear procedures or guides people get lost in the crowd of postings without substantial learning.

* Chat also provides room for a lot of miscommunication.. Learners find it difficult to ask questions when lost or they have to wait for an e-mail answer. Another difficulty is for people who are not highly literate in the English language. Weak English skills can leave a learner entirely marooned since most web-based resources are provided in English.

* Computer screens can be so overwhelming that it becomes hard for people to devote their full attention to their learning objectives. In a research study done by Carr (2000) on attrition of distance education learners, motivation and locus of control were highlighted as the main factors.

* According to Noble (1997), online teaching requires an inordinate amount of time to respond constantly to all students as well as prepare interactive and comprehensive materials. The use of the technology entails an inevitable extension of working time as faculty struggle at all hours of the day and night to stay on top of the technology and respond, via chat rooms, virtual office hours, and e-mail, to both students and administrators.

* The Non-Visual Access to the Digital Library (NoVa) Project studied the differences between library searching methods in partially and fully sighted users, and found that visually impaired people are unable to use some web-based instruction resources effectively (E-Access Bulletin, October, 2000)

* SAIDE (2000) states that the accessibility of multiple sources of information via the Internet is making it difficult to identify original sources of ideas; therefore, recent interests in intellectual property are not at all misplaced. Also the quick circulation of information reduces the time for which 'new ideas' remain 'new'! This makes intellectual property issues vulnerable.

Web-based delivery vs. Traditional distance education delivery methods

In comparing and contrasting these two modes of distance education delivery there are some significant differences. Web-based distance education delivery causes inconveniences due to lack of technological skills among users and with expensive hosting services, but provides increased speed of production of easily updateable core-texts, lessons and revisions at less cost. It frustrates users at times through unexpected disconnections or pre-determined time outs, but it is informative and widely accessible almost anywhere keeping geographically dispersed users connected. Traditional distance education delivery can be handled by whoever is literate in their time, place and space. Materials are costly in terms of production, slow in delivery and take quite long time before being updated, however, they are sent out as finished products and are affordable in the long run.

Concluding remarks

It may appear as if the demerits outlined here are weightier than the merits, but it is important to look carefully at the foundation of each point, before rushing to over - generalized conclusions. It is clear that even though there are concerns for web-based distance learning, we still cannot disregard it, because its value cannot be denied. It responds to the need of studying on a distance, particularly for those who cannot make it in formal-full-time education programs and for the growing need for a globalized education. This is rather a new medium of instruction, which should be improved to address the concerns raised. It is in this relation that Rosenberg (2001) emphasizes that: "we should understand the limitations of each technology as well as its capabilities, and understand the people we are trying to educate and the kind of education we are trying to give them, then we can use technology in ways that will really help (p.91).

In order for all methods of instruction to be efficient and effective, more resources and training should be encouraged while proper integration of traditional distance education, face-to-face contacts, web-based delivery and formal systems should be regarded as complementary with each other.

References

Adam, N., Awerbuch, B., Slonin, J., Wagner, P, Yesha, Y (1997) Communication of the ACM, Vol.40 No. 2

Butcher, N. (April 1998). The Possibilities of Harnessing ICT's to Accelerate Social Development: A South African Perspective. SAIDE: Johannesburg. [On-line] Available: http://www.saide.org.za/butcher1/unrisd.htm

Carr, S. (2000). Online psychology instruction is effective, but not satisfying, study finds. The Chronicle of Higher Education. March 10, 2000,

A survey conducted by the UCLA Center for Communication Policy. Available at: http://ccp.ucla.edu/newsite/pages/internet-report.asp

Dillon, A. (2000), Designing a better learning environment with the web: Problems and Prospects. Cyberpsychology and Behaviour Vol. 3 No. 1 February 2000

Dunsby, P.K.S. (1995). Internet Open University: A South Africa Internet Education Initiative. [On-line] Available: http://www.shiva.mth.uct.ac.za/IOU1/IOU1.html

E-Access Bulletin: Non-Visual Access To Digital Library Report. Centre for Research in Library and Information Management (CERLIM). Manchester Metropolitan University. (October 2000)

Hara, N. & Kling, R. (1999), Students' Frustrations with Web-Based Distance Education Course. Peer Review Journal on the Internet. Firstmonday, Vol.4, No. 12, December 1999. Available on-line: http://firstmonday.dk./issues

Harasim, LM. ed. (1990). Online Education: Perspectives on a New Environment. Praeger: New York. (ISBN: A000016222045).

Moss, C.M. (2000), Professional Learning on the Cyber Sea: What is the point of contact? Cyberpsychology and behaviour, Vol. 3 No. 1 February 2000.

Noble, D.F. (1997). Automation of Higher Education. {Online} Available: http://www.firstmonday.dk/issues/issue3_1/noble/-40k

Reed, Y. (July 2000). 'Thought provoking questions raised at the conference on distance education and adult learning' in SAIDE. Open Learning Through Distance Education, Volume 6, No.2, SAIDE: Johannesburg [On-line] Available: http://www.saide.org.za/

Rosenberg, M.J. (2001) E-Learning: Building Successful Online Learning in Your Organization, New York, McGraw Hill.

SAIDE, (April 1998). The Distance Education Practices of Wits P & DM Master of Management Programme in Mpumalanga, SAIDE: Johannesburg. [On-line] Available: http://www.saide.org.za/pdm/executivesummary.htm

SAIDE, (March 2000). Understanding Technology. [On-line] Available: http://www.saide.org.za/technology/pcs.htm

Yaghi, H. (1996), The role of the computers in the school as perceived by computer using teachers and school administrators. Journal of Educational Computing Research. Vol. 15, No. 2, 1996

R. Kavena Shalyefu, Pennsylvania State University
Alison A. Carr-Chellman, Pennsylvania State University

Shalyefu is a doctoral candidate in Instructional Systems. Dr. Carr-Chellman is an associate professor in charge of Graduate Programs in Instructional Systems.