The Impact of Distance Education on Developing Nations in Terms of Learning, Society and Barriers

By Konetes, George D. | International Journal of Instructional Media, Fall 2010 | Go to article overview

The Impact of Distance Education on Developing Nations in Terms of Learning, Society and Barriers


Konetes, George D., International Journal of Instructional Media


PROBLEM STATEMENT

Definition of Terms

The following terms are defined to unify the concepts and research presented hereafter. Distance Education. Education taking place with the student physically or geographically removed from the instructor using some form of technology to facilitate learning and contact (Valentine, 2002).

Distance Learning. Used synonymously with distance education (Valentine, 2002). Leapfrogging. The implementation of a new and current technology in an area where the preceding technology has not been used (Davison, 2000).

Open source software. Usually free software that is often in the public domain (Fuggetta, 2003).

Currency of Issues

Distance education in developing nations is expanding at an increasing rate as technology grows and practices improve (Oblinger, 2001). New and innovative processes are being developed and implemented constantly to push the envelope in developing nations (Islam, 2008). With this increase of education and knowledge comes an increase in economic involvement and ability that is currently impacting the global marketplace (Naidoo, 2003).

Controversial Topics

There are several controversial issues affecting the implementation of distance education in developing nations and the effects therein. What is considered to be quality education among the academic world is a concept that distance education has long struggled to attain, however reaching that same level of quality in developing nations that wealthy nations often have trouble holding is seen in poor regard (Stella, 2004). Developing nations are often criticized for offering low quality education in distance programs (Stella, 2004). Along with this concern is the battle within developing nations to accept distance learning as a quality learning style (Baggaley, 2005). There is a strong mindset in many developing countries that the newer concept of distance education is inferior to traditional education, and because there is no proven track record of quality in those areas it is sometimes difficult to change this notion (Baggaley, 2005). In addition to the developing world there are still a significant number of instructors in higher academic circles who also believe that distance learning is inferior to traditional education (Yang, 2005).

Special Interests

The technology industry which creates programs and applications to assist and mediate distance learning has a significant interest in the increased use of distance education (Saba, 2005). Rivaling the technology industry, more in developing nations than in wealthier countries, is the increased use of open source software which affects profits and monopolization of software that technological companies would like to hold onto (Baggaley, 2005). In addition to these groups, the governments of developing nations have a deeply-vested interest in the effectiveness of educational programs because they are looking to further advance their nations human capital and economic potential (Post, 2004). Pulling on all the parties mentioned is the vested interests of the common people in developing nations who are hungry for education that they have been deprived of for generations (Oblinger, 2001).

SUMMARY OF LITERATURE

Introduction

Three significant areas that reflect the influential forces shaping distance education's effect on developing nations are the impact on education issues, societal issues and the impact of obstacles. Each of these areas carry significant considerations of factors impacting distance learning in developing nations and how distance learning is in and of itself impacting developing nations. The effect on education can be seen at the higher education level (Oblinger, 2001), primary and secondary education level (Marty, 2004) and in the area of general education (Islam, 2008). The societal impacts can be seen along the lines of affect on human capital (Downey, 2005), changes in traditional learning paradigms (Altbach, 2004), and the influences on culture (Vrasidas, 2003). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Impact of Distance Education on Developing Nations in Terms of Learning, Society and Barriers
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.