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Distance Education in the Philippines: Problems and Prospects
A Term Paper
Presented toDr. Paolo Nio M. ValdezDepartment of English and Applied Linguistics
De La Salle University
In Partial Fulfillmentof the Requirements for
ENGLRES2nd Trimester, SY (2009-2010)
ByMendoza, Rainier D.December 17, 2009
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Thesis Statement
Distance education could probably be the best alternative to classroom learning
in the Philippines since it can save a lot of time, resources, and can increase learning
potential.
Outline
I. Introduction
II. Background of Distance Education
A. History
B. How It Works
C. Prospects
III. Advantages of Distance Education
A. Resources
B. Flexibility
C. Learning Potentials
IV. Disadvantages of Distance Education
A. Efficiency
B. Indirectness
C. Other Common Problems
V. Possible Solutions to Problems of Distance Education
VI. Conclusion
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Introduction
Everyone has the right to have good education. In fact, the interest of people in
getting better and higher education has been increasing over time. This situation leads
to increasing demands on the part of the educational institutions, especially those
belonging to the so-called top schools. As a result, schools cannot anymore
accommodate students in their classrooms. Distance education could probably be the
best alternative to classroom learning in the Philippines since it entails minimum use of
physical resources like classrooms and audio-visual equipment. At the same time, it
can save a lot of time without sacrificing the learning potential of the students.
In the Philippines, distance education is just beginning to take root. Nonetheless,
the directions that it will likely take are pretty clear. Librero (2008) cited that the schools
offering distance education are banking on the half a million students who have finished
high school but either dropped out or failed to enroll in college each year. Thus, there is
a big market for distance education at the tertiary level.
On the other hand, the current state of distance education in the country has so
much to be desired. Similarly, there is a reluctant acceptance both by the industry and
some higher education administrators on the capacity of distance education to become
a viable alternative system of delivering quality education services. The current mindset
of people in favor of teacher-centered learning environment rather than learner-centered
environment could also be a hindrance to the progress of distance education.
This research is about the problems and prospects of distance education in the
Philippines. The main concept involved here is distance education, which is defined by
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the University of the Philippines Open University as a system of delivering educational
services to the learner whose main feature is the separation of learner and teacher in
space and time. The United States Distance Learning Association defines distance
learning as the acquisition of knowledge and skills through mediated information and
instruction (Holden and Westfall, 2005).
The problem encountered in this research was that previous researches on
distance education were done mostly by professionals engaged in teaching. For
example, Dr. Felix Librero is a professor of development communication at UP Open
University (Librero, 2008). This made a gap to the researcher who is just taking up a
college degree. Moreover, most of the studies focus on how educational institutions
started their course offering as well as the management of the day-to-day operations of
the schools. Some of the researches are concentrated on specific programs or
institutions. For instance, the journal Distance Education focuses more on the
establishment of Distance Education Institution while the book Distance Education in
the Philippines: Issues and Concerns discussed some of the issues in UP Open
University.
Thus, this study aims to identify the problems commonly encountered by schools
offering distance education and at the same time determine its prospects. Specifically,
the study identifies the issues and concerns that institutions offering distance education
in the Philippines are facing. It also presents the strengths of distance education and
the opportunities available to those interested in engaging in the said activity. Lastly,
this paper would like to find some possible solutions to the problems that are
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encountered by these institutions so that it would be a good alternative to classroom
setting education.
This research could add some additional information for future researches to be
made by undergraduate students. This is most likely intended for high school or college
students who want to study about distance education. Furthermore, the study could
provide suggestions to the government so as to improve the conduct of distance
learning in the country. The management of colleges and universities offering distance
education can also gain insights on the results of the study.
Background of Distance Education
History
Distance education may sound new to many people. In reality, it is an old
concept. Holden and Westfall (2005) stated that distance education started as early as
the late 1800s in the United States. It has developed quickly because of the emergence
of technology such as the Internet. It evolved into different branches like e-learning,
online learning, and web-based learning. The evolution was rooted in correspondence.
Wallener (n.d.) stated that the typical correspondence course involves the
exchange of teaching materials between a student and a teacher geographically remote
from each other. It leads to the use of media, computer mediated instruction, and the
use of Internet to make the process more conducive to learning. The other significant
development is the use of the term advanced distributed learning which was coined in
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the mid-1990s. It was also adopted by many organizations (Holden and Westfall,
1995).
Distance education started in higher education community. Clearly, there have
been revisions in the name being used and the approach being adopted. For instance,
the concept of distance teaching has been used for a while. This resulted in the use of
the term distance learning (Holden and Westfall, 2005).
There has been a widespread adoption of distance education in the Philippines
since the advent of the 21st century. Indeed, the Philippines is one country that has kept
pace with the development in distance education. The University of the Philippines
Open University (UPOU) pioneered distance education for learners in and outside the
country. Since 1995, UPOU has not only made its signature UP brand of education
more accessible online but has also significantly become one of Asias leading
institutions in this field of education. Currently in 43 countries all over the world, UPOU
is also a National Center of Excellence for Open Learning and Distance Education as
designated by the Commission on Higher Education, and a National e-Learning
Competency Center as designated by Information Technology and e-Commerce
Council (University of the Philippines Open University, n.d.).
In addition to UPOU, the other institutions that offer distance education include
the Asian Institute for Distance Education; CAP College Foundation; Central Luzon
State University, Open University; Continental University; Mindanao State University
Wisdom International; Pamantasan ng Lungsod ng Maynila, Open University; Philippine
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Womens University; and Polytechnic University of the Philippines, Open University
(Distance education in the Philippines, n.d.).
How it works
Distance education and distance learning could be interchangeably used
although it can also be used differently. The United States Distance Learning
Association defines distance learning as the acquisition of knowledge and skills
through mediated information and instruction (Holden and Westfall, 2005). On the
other hand, the term distance education is used in learning activities within a higher
education or professional continuing education (Holden and Westfall, 2005).
Distance education uses different ways of media to help students learn more.
Maassel, Eder, and Selvey (n.d) stated that the key actors in distance education a
teacher, one or more students, and a curriculum are similar to any type of education.
Likewise, the teacher must still teach the student, assess, give guidance, and prepare
test. However, an important attribute of distance education is the physical separation of
the teacher from the institution sponsoring the instruction. In addition, materials
provided to the learners are structured in a way that helps them learn at a distance.
A form of distance learning called correspondence course has been used for
decades. Pollick (n.d.) stated that a set of study materials, exercises, and tests should
be given to students of this course. Then, the professor will grade these mailed tests
periodically and would give a certificate of completion. There is a low possibility of
interaction in this form of distance education.
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From the works of many researchers and educators, it appears that distance
education covers the concept of distance learning. In other words, distance education
is a broader concept and distance learning is subsumed under this concept.
Nonetheless, the two terms have been identical.
Prospects
Setting-up a distance education institution depends on different factors such as
the objectives of the program, choice of instructional materials, administration, and type
of students. The objectives of the program determine to a large extent the overall
design of courses and learning activities. These decisions should be made at the start
of the development of distance education. Another factor is the choice of resources or
materials needed in a course. It is important because the better choice of materials
appears to affect the development success (Bowser & Race, 1992). Distance education
has already reached the point where it has a significant effect on the curriculum,
interaction, and relationships to institutions. The administration of distance learning
needs the establishment of academic and administrative community (Miller, 2009).
Finally, the possibility of setting-up a distance education depends on the kinds of
students it teaches.
The prospects of distance education are great primarily because of its broad
applicability to various types of students. According to the University of North Carolina
and the PricewaterhouseCoopers, distance education serves life long learners,
corporate learners, professional enhancement learners, degree completion adult
learners, college experience learners (a.k.a. as the traditional students), pre-college
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(K-12) learners, and remediation and test prep learners (Oblinger, 2000). This is
confirmed by Oblinger (2000) who stated that it depends on the goals of a person to
determine which type of learners they are.
Distance education is also applicable to a wide range of disciplines and areas. It
is appropriate for both natural and social sciences and can cover both qualitative and
quantitative courses.
Advantages of Distance Education
Resources
Integrated distance learning (n.d.) stated that distance education can save up
resources due to portability. Students do not have to move to a place near the school to
study there. It can also save money by lessening other expenditures such as the
transportation and tuition fees because there will be less use of school facilities and
materials.
Flexibility
Distance education could also be flexible. Because of this flexibility, it can help
solve different problems. Oblinger (2000) stated that in can solve four specific problems
such as access to education, meeting the capacity requirements of students in the next
decade, significant revenue sources among educational institutions, and defiance to
change among higher education institutions.
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Oblinger (2000) cited that state residents and company workers have education
and training needs but work and family responsibilities would not allow them to study.
At the same time, the current academic program calendars have not matched the time
availability among people. Thus, distance education enhances their access to different
learning activities.
The current facilities alone may not be adequate to meet the increasing capacity
requirements of many students. Thus, distance education is believed to be an added
leverage to provide the needed capacity in the next decade. At the same time, distance
education has fueled an increased demand among people which could augment the
revenue sources provided by the traditional markets for educational institutions.
Furthermore, distance learning provides challenge to higher educational institutions to
adapt rapidly to an increasingly competitive environment. In that sense, distance
education can catalyze institutional transformation (Oblinger, 2000).
Learning Potentials
Students also have increased learning potentials since they are not required to
be in the classroom. In fact, they could have increased learning potentials when they
are outside. Integrated Distance Learning (n.d.) states that program participants, both
students and instructors, are finding that learning which is not limited by a common
denominator of other students provides potential benefits in material depth and/or
extension of the time a student invests for additional study in areas of interest.
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Disadvantages and Problems of Distance Education
Efficiency
Distance education may be inefficient due to problems encountered like the fast
change in technology and pedagogy, organizational adaptability, and knowledge
management (Oblinger, 2000). It could be inefficient because these problems
encountered will slow the development of a certain course. Study materials will have to
be updated immediately as compared to classroom learning where the professor could
easily update the information by verbally changing it.
Indirectness
Distance education also becomes inefficient since the students cannot be directly
seen by the teacher. With developing technologies used in distance learning, especially
online learning environment, students could easily plagiarize. According to McCord
(2009), the best way to combat plagiarism is to have academic honesty.
Technology may even interfere with the learning, and sometimes, lack of
participation can be annoying to the teachers. There can be more limited
communication because there are less physical and classroom sessions (Salter, 2009).
Other Common Problems
Librero (2008) cited that the other problems commonly faced in distance
education, specifically in the Philippines, are classified into five: financial, technological,
structural, attitudinal, and content and navigational.
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Financial problems refer to the cost of equipment, faculty training, student
support services, computer software, and upgrading of old facilities to accommodate
new technologies. Thus, schools with fund sources are gaining more access to the new
learning technologies. Closely related to financial problems are technological barriers,
which include the lack of technical infrastructure and expertise in the use of new
information and communication technologies (Librero, 2008).
The traditional organizational structure of higher educational institutions is
considered as a structural barrier since this is not compatible with the communication
requirements of distance learning. Reporting relationships and accountability
requirements form part of the structural problems. The attitudinal problems deal with
the old orientation of most teachers on the paradigm where teacher delivers the lectures
to rows of students in a classroom. This indicates that they are not yet ready to
relinquish this mode of control over student learning. Finally, the content and
navigational problems pertain to the lack of instructional materials that the teachers or
the students need. In some cases, the materials are available but they are not
necessarily appropriate to meet the needs of teachers or the students (Librero, 2008).
Possible Solutions to Problems of Distance Education
Historically, detection of plagiarism was done by experts, but there are some
sites and web search engines that make the identification of plagiarized information
easier. A range of mathematical approaches to comparing textual content were the
results of improvements in information technology. Still, institutions should be cautious
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of depending on these tools as the only ways of detecting plagiarism because they are
still not fully developed at this time (McCord, 2009).
Although distance education has difficulty in coping with the changes in
technology and pedagogy, it still has the potential of increasing the access to people
seeking education (Oblinger, 2000). The classroom setting should not be replaced by
distance education; rather, they should be a perfect substitute to each other.
Organizations involved in distance education should invest in fast-changing
technologies particularly in the area of information and communication. This is
imperative specifically in the development and updating of instructional resources.
Similarly, the use of information and communication technologies could enhance the
marketability of program offerings and the extent of reach with regard to the target
learners. Organizations should also advance the use of modern and effective
pedagogical approaches that appropriately cater to the various types of learners and
their respective learning needs. In the same vein, the andragogy for adult learners
should also be enhanced whenever appropriate. Furthermore, educational and training
institutions offering distance learning programs should establish knowledge
management systems and should ensure that they are effectively functioning. All of
these require sound management on the part of the organizations.
In the Philippines, the number of students enrolling in distance education is still
minimal. This is due primarily to marketing strategies that are not aggressive and have
failed to enhance the interest of the public. While the institutions of higher learning in
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the country offer quality programs, the thought that they are less effective remains as a
belief among many people.
The UPOU Chancellor, Dr. Grace Javier Alfonso (2009) reveals that in just 14
years, UPOU now leads in the number of courses offered among the 71 member-Asian
Association of Open Universities. However, this premiere institution in the country is
still at the bottom in terms of the number of students. But in terms of the courses
offered such as the masteral programs, the UPOU is taking the lead because most
universities do not have similar programs yet. For this reason, UPOU is regarded as
one of the Ivy League schools in distance education. Maintaining this status is a
challenge to the management of the university (University of the Philippines Open
University, n.d.).
For the other institutions in the country, the challenge involves reducing the cost
of operating the distance education programs since the number of students enrolled
remains relatively lower each year. This boils down to the issue of appreciation and
acceptance of degree earned through distance education. Nonetheless, these
institutions believe that soon enough the people will learn to appreciate and value
distance learning in much the same way as the traditional classroom instruction.
Conclusion
Distance education could be a good alternative to the traditional classroom
instruction since its philosophy and features provide relatively comparable results. On a
broader context, distance education could solve the problem of access to education,
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constraints on classrooms, and conflict of classes with work schedules. Overall, it could
serve as a catalyst for institutional transformation.
On the other hand, it faces problems which could make it inefficient. The more
pressing problems being faced by institutions engaged in distance education include the
fast changes in technology and pedagogy which could slow the development for
distance education courses and plagiarism among students since it cannot easily be
detected because of the distance between the teachers and the students.
The study also found out that many schools, especially in the Philippines, failed
to adopt the internationally accepted norms and have low quality of instructional
modules or materials. In addition, the support services to students are inappropriate.
There is also a common observation that some schools have questionable system of
student evaluation while others do not have adequate full-time faculty. Furthermore,
many schools have problems on the skills and management development of staff
involved in the operation of distance education.
Despite these problems, the study confirms that distance education could lead to
the liberation of the learner because it regards the facilitation of learning as more
important than rigid or dogmatic instruction. Students enrolled in distance learning have
tendencies to develop self-disciplines and cultivate learning from their own actions or
initiatives.
Therefore, there is a good future for distance education in the country. The
availability of modern information and communication technologies could hasten its
growth if only the school administrators are open and fast in adapting to their changes.
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The positive attitude of the Filipinos with respect to the importance of higher education
could also enhance its market potential. The managerial ability, ingenuity, and
entrepreneurial spirit that are inherent to Filipino administrators are factors that could
increase the prospect of distance education. Thus, schools should invest in marketing
strategies in order to tap the potentials that could be derived from engaging in distance
education.
Finally, the study concludes that distance education offers people an alternative
to the classroom setting, but it should not threaten the traditional classroom learning.
Instead, it can work alongside and widen the number of people with access to
education. In that way, it will help educate the whole country.
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References
Bowser, D., & Race, K. (1992). Orientation for Distance Education Students: What is
its worth? Distance Education, 12, 109-122.
Brigham, D. (1992). Factors Affecting the Development of Distance Education.Distance Education, 13, 169-192.
Cropley, A., & Kahl, T. (1983). Distance Education and Distance Learning: Some
Psychological Consideration. Distance Education, 4, 27-39.
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http://www.distanceeducationblog.com/distance-education-in-the-philippines/.
Holden, J., & Westfall, P. (2005). An instructional media selection guide for distance
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