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The Web in Distance Education
A New Technology for Some Old Problems
Richard Ferguson
The Swedish U. of Agricultural Sciences
Dept. of Economics, Sweden
e-mail: richard.ferguson@ekon.slu.se
Abstract: In this short paper, discussion of the implications of using the Web as a
media in distance education is focused mainly on the affects on dialog. The author,
however, wishes to stress that the choice of technology and media in distance
education is multifaceted. It is important that instructors base their decisions on
balanced pedagogic merit and not on single issues, personal interests, or fads of the
day. For a more expansive and general discussion of choosing a media, readers are
referred to Sören Berglund (1993) and/or Sue Spencer (1986).
All successful distance education has to overcome the problems associated with the instructor and the student
being separated by geographical distance. This distance complicates building a trustful and constructive
student–teacher relationship. Additionally, students may loose enthusiasm in the course because of the lack of
social contact as well as because of short-comings in the increased need for self-discipline. And not least,
tutoring may be inhibited by the delay in feedback to questions and problems. While the trend in delivery
technologies in distance education has been towards faster, more direct means of communication—having
progressed from letter writing to telephone and fax to computer—simulating classroom dialog is difficult. In
this light, how can and should the Web be seen and used?
John Bååth (1996; 1994) distinguishes between the material (M) and the dialog (D) components in designing a
course for distance education. Similarly, Holmberg (1989) defines the two constituent elements of distance
education as the presentation of learning matter and the interaction between students and instructors (including
the supporting organization). Both educators say that the dialog or interaction is important for motivating
students, supporting learning, activating the use of new knowledge, and facilitating assessment of students’
progress. The value of the Web for presenting the material is fairly obvious, though there are some comments
to be made, but what are the consequences of a Web–based distance course for the dialog between students and
instructors?
Bååth emphasizes the importance of preparing a study guide written in a personal, conversive style to help
students through the course literature. The study guide is not only a supplement to other written material (M–
component), but is also an important link in establishing a "dialog" with the students (D-component). Through
the written words, the instructor can reveal a bit of him– or herself to help build a rapport for a better student–
teacher relationship; suggestions can be made to make reading and understanding the course material easier;
questions can be posed to stimulate reflection; and assignments can be given, providing an opportunity for twoway
communication. The instructor should not only see the study guide as a presentation of information but,
through the tone set by the style, as a means of opening a dialog.
A paper–based study guide must be used together with some means of communication—traditionally, the
postal service—if a dialog is to be conducted. In this way, an instructor and a student or students can have a
non-contiguous dialog, exchanging information and ideas, questions, assignments, feedback, etc. The
advantages of postal–based communication is the relative accessibility and ease of use, but these advantages
are in part off-set by the time delay between the messages from the participants. The increased use of telephone
and fax in distance education has greatly decreased the time lag in distance dialog. But the telephone, though
usually quite accessible, requires all parties to be present at the same time—thus detracting from one of the
major advantages of distance education—and facsimile makes sacrifices in accessibility and ease of use. On
first consideration, the Web may be seen as merely the next step after the fax. It provides speedier transmission
and text without the paper, but with yet more sacrifice in access and ease of use. This technology dilemma is
worth noting: Even though new technology addresses short–comings in current practices, the “higher” the
technology, the more limited is access and the more knowledge is required for use.