Distance Learning as a Business (A Concept Paper)
Around two years ago, one of the potential business models I looked at Distance Learning Educational System. I don’t know if this will still be applicable today, but here was my original concept paper for a sample Philippine Online Learning Business:
Distance Learning
At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.
One of the oldest distance education universities is the University of South Africa, which has been offering DE courses since 1946. The largest distance education university in the UK is the Open University founded 1969. In Germany the Fernuniversit?t Hagen was founded 1974. All three are now mega universities. In 1999 the European Graduate School went online from both Switzerland and the USA.
Technology Options of distance learning
A wide range of technological options are available to the distance educator. They fall into four major categories:
Voice - Instructional audio tools include the interactive technologies of telephone, audioconferencing, and short-wave radio. Passive (i.e., one-way) audio tools include tapes and radio.
Video - Instructional video tools include still images such as slides, pre-produced moving images (e.g., film, videotape), and real-time moving images combined with audioconferencing (one-way or two-way video with two-way audio).
Data - Computers send and receive information electronically. For this reason, the term "data" is used to describe this broad category of instructional tools. Computer applications for distance education are varied and include:
- Computer-assisted instruction (CAI) - uses the computer as a self-contained teaching machine to present individual lessons.
- Computer-managed instruction (CMI) - uses the computer to organize instruction and track student records and progress. The instruction itself need not be delivered via a computer, although CAI is often combined with CMI.
- Computer-mediated education (CME) - describes computer applications that facilitate the delivery of instruction. Examples include electronic mail, fax, real-time computer conferencing, and World-Wide Web applications.
Print - is a foundational element of distance education programs and the basis from which all other delivery systems have evolved. Various print formats are available including: textbooks, study guides, workbooks, course syllabi, and case studies.
Distance Learning Trends
A large and growing number of adult learners are joining the ranks of the distance learning community. Overall, the for-profit online education business grossed an estimated $48 million in 2002. The business has a potential to grow 20 percent to 25 percent a year for the next several years, according to a 2003 study by Eduventures, an education industry analyst group in Boston.
Framingham, Mass.-based IDC predicts that the e-learning market will exceed $18 billion by 2005. While some of that market will be in so-called "soft" skills, such as business process analysis, the vast majority of the market will continue to be characterized by learners of IT-related skills.
Why Use the WWW for Distance Learning?
The WWW and Web browsers have made the Internet a more user-friendly environment. The ability to integrate graphics, text, and sound into a single tool means that novice users do not have to struggle with such a steep learning curve. In addition, organizations and individuals can create home pages independently and l
ink to other home pages on their own computers or to pages created by others on different computer systems.
For educators, the WWW provides an exciting new opportunity for distance teaching and learning. The WWW can be used by the distance educator to build a classroom home page. The home page can cover information about the class including the syllabus, exercises, literature references, and instructor?s biography. The instructor can also provide links to information on the WWW that would be useful to students in the class (e.g., research data on agricultural markets, global climate change, or space missions). Other links can access library catalogs or each student’s individual home page. In addition, the home page can link students to a discussion list or listserv that set up for student communication. It is also a relatively simple matter to use the homepage to create forms that students can fill out and that will end up being sent to you as an e-mail message.
Distance Learning Technologies
To facilitate the deployment of online courses through the Internet, various platforms are available. Some of the most notable platforms used today are:
The Blackboard Academic Suite? is a complete family of enterprise-grade software applications that support teaching, learning, and campus life.
WebCT? is a course management system with a complete set of easy-to-use teaching and learning tools for course development, course delivery, and course management.
ATutor is an Open Source Web-based Learning Content Management System (LCMS) designed with accessibility and adaptability in mind. Administrators can install or update ATutor in minutes, and develop custom templates to give ATutor a new look. Educators can quickly assemble, package, and redistribute Web-based instructional content, easily retrieve and import prepackaged content, and conduct their courses online. Students learn in an adaptive learning environment.
How to set-up web-based distance learning for institutions
1. Subscribe to a web-hosting provider and get a domain name for the company. WebCT and blackboard offer web hosting solutions as part of their services.
2. Get the necessary software. ATutor is an open source solution, meaning it?s free for use. WebCT and blackboard are paid on a per license basis. Companies wishing to avail of their services need to contact them directly for consultation and pricing.
3. Install the software and configure, if necessary. WebCT and Blackboard also offer technical services for a premium. ATutor is supported by its community of users who usually reply to questions about the software.
4. Get training for use of the software. Both instructors and students need to be briefed on the features of the system.
Ecommerce Setup for distance Learning
As add-ons to the service, potential students could subscribe to an online distance learning module by paying through credit card or paypal. For this, an e-commerce option should be included with the website. This would be a custom software separate from the distance learning platforms. Subscription to a merchant provider would be needed. A merchant provider handles the secure payment transactions for a fee. 2CO, for example, charges a one time $49 fee and $0.49 per transaction.
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