Summary:
Released in 1994, the book was likely one of the better resources on the subject. In our current environment, it is most helpful in its research on the history of distance education.
Citation-worthy:
"Itinerant wanderers delivering information by word of mouth were perhaps the world's first distance educators bringing information from afar to eager recipients encouraged during their travels. This centuries old practice was irrevocably changed by the invention of writing and later, print. Print was first put to use in distance education with development of correspondence courses created by universities during the middle 800s to disseminate learning beyond the walls of existing institutions. Electronic technoloyg, beginning with radio broadcasting, brought a mass quality to learning at a distance in the early 1930s. Technology of information transfer has now outstripped the ability of educators and trainers to develop programs to serve the exponential increase in learners who wish to be education outside traditional place-bound learning sites (Willis, 1994, p. 5).
"Review of the distance education literature from 1960 to 1980 reveals an impressive growth curve attesting to an increasing body of knowledge throughout the world. Literature during this period was primarily descriptive, providing a balanced world view of problems and solutions in correspondence programs and the emerging area of distance education. ... Since 1980 the literature on distance education, open learning, and interactive technological learning interventions has burgeoned and has shown a bias toward the new and emerging technologies of distance learning with heavy emphasis on telecommunications driven advances in delivery methods" (Willis, 1994, p. 6).
"To classify agencies engaged in modern distance eduaction, one would have to look back at the early open learning institutions as forerunners of the current distance education movement" (Willis, 1994, p. 7).
"Keegan (1986) ... goes on to point out that improvement of distance education during the [19]70s can be attributed to:
- the development of new communications technology;
- sophistication in the use of print materials;
- improved design of instructional materials;
- better support services for students;
- the founding of the Open University... and similar structures in developed and developing countries" (Willis, 1994, p. 8).
"Whittington (1987) performed the most widely quoted review of research on instructional television. ... He reviewed studies done during the 1970s and 1980s and concluded the following:
- Comparative studeies indicate that students taking courses via television achieve, in most cases, as well as students taking courses via traditional methods.
- Finds of equivalent students achievement hold even when rigorous methodological standards are applied.
- Television is a technological device for transmitting communication and has no intrinsic effect, for good or ill, on student achievement.
- Effective instructional design and techniques are the crucial element in student achievement whether instruction is delivered by television or by traditional means" (Willis, 1994, p. 43).
"Althought live on-air interaction may not be important for student outcomes, it may be important as a consumer variable, a requisite condition sought by some learners--even if not used. Synchoronous interaction makes us feel more connectioned, a part of a 'class.' Live, interactive learning is what we are familiar with, it's 'school'" (Willis, 1994, p. 48).
"Media is a mere vehicle and successful learning comes from other factors related to learners, support, course design, motivation, and need. ... We may be moving toward the internalization of distance education, in which traditional institutions use multi-media technology to provide mainstream education to their regular students.
