John W. Ellison, John W. Ellison is Associate Professor, Department of Library and Information Studies University at Buffalo, Buffalo, New York (Ellison@acsu.buffalo.edu)
Abstract
Describes the nature of distance learning and its increasing use in the present and for the future. Approaches for libraries to support distance learning are indicated and the importance of libraries of all kinds becoming involved with support for distance learners stressed. The application of distance learning to education and training for librarians is discussed.
"Distance learning" and "distance education" has been applied interchangeably by nearly everyone in a variety of institutions, academic units, government agencies and the media. It is defined differently depending on who delivers the content, creates or develops the technology and systems used to transmit learning to learners. In the simplest terms, distance learning is any method of organizing and delivering instruction that does not require the learner to be with or near the instructor. Therefore, delivery may be by paper and pencil via the mail, listservs, radio, interactive video, television, WebBulletinBoards, or other delivery systems on the drawing boards.
Learners, and they can be students in schools, college students, employees in businesses, librarians on the job, and so on, receive distance learning instruction in realtime, such as television, radio, interactive video or live on-line Internet instruction and are in synchronous educational learning environments. Those learners receiving instruction according to their own schedules are in asynchronous educational learning or self-paced environments. The learner in asynchronous environments does not have to be any place at a particular time to receive instruction. This being said, some distance learning courses follow a combination of both synchronous and asynchronous methods. How instruction is delivered depends on what the instructor feels is best for the content and learners, and the available technology for both the institution and learner.
Here is an example of delivering distance learning using a mix of methods: A course can be delivered in a television studio live before a group of learners and simultaneously broadcast over ISDN lines to learners in several designated distant locations. Still another group of learners in the same course can receive their total course content over a WebBulletinBoard via a series of class notes and interaction with the professor and their classmates. All of the learners can also have access to the professor during online office hours (chat room) for a designated period of time once or twice each week. This is just one combination of methods available to those delivering distance learning in today’s teaching environments.
In addition to the above delivery systems, instructors can create RealAudio clips. Learners can access these clips on WebBulletinBoards over the Internet. CD-ROMs can be made and mailed to learners. online course evaluations (weekly and by semester) can be developed to measure the success of learning for short periods of time like a week or for an entire course. Live delivery of instruction over the Internet is now possible where the learner can listen to the instructor over his or her own computer and immediately ask questions on a WebBulletinBoard that the instructor can read and respond during a live presentation. Specially designed class resources (digital libraries) can be created so learners can access library resources directly from their computer. In addition the testing of learners over the distance learning delivery systems makes it possible for the learner to take 100 percent of a course by distance learning.
Distance learning is so new that most instructors are still experimenting with the various delivery methods to determine one or a combination of techniques that work best for their course content and type and level of learners. There is no question that learner response in both the degrees of learning and attitude toward a course helps point the instructor in the direction as to what should be used and how it is modified to meet the needs of learners. This is not an easy task when clearly technology is getting ahead of instructional development.
Libraries are faced with the task of helping to provide distance learners with the resources and access to resources like never before in the history of the profession. Learners are all over the world in all types and sizes of communities. They often need finger-tip access to resources never before delivered by small libraries in isolated communities. One can make the case that institutions and organizations providing instruction should furnish such resources or access. This is true and should be the case, but local citizens usually provide the basis of support for local libraries. To completely ignore distant learner needs, and the numbers using distance learning, may not be a wise decision by a local library looking for additional support. In the same vein, those families committed to home schooling their children deserve extensive support from local libraries
Certainly, the major resources and access should be provided by the institution delivering the instruction. Often institutions provide a distance learning librarian who works directly with learners taking such courses and instructors delivering content. Some institutions have developed extensive distance learning library Web pages giving immediate access to the OPAC; serial indexes and sometime actual articles along with on-line reference collection learners can access over their computers. Comprehensive interlibrary loan units act to borrow materials and deliver them directly to the home of the learner via FAX, mail or other facsimile.
New librarians must be prepared to work with distance learners in nearly all types of libraries. Not only educational institutions, but also businesses and industry are also providing extensive distance learning courses, workshops and seminars. An education major may need access to the school library media center to read and view materials for a young adult literature course, while a middle manager from a company may call upon her public library to access resources on a Leadership Seminar she is taking. A production-line worker may visit the community college library to review research on assembly efficiency. Distance learners live in the communities served by libraries supported by tax dollars and these libraries must be prepared to meet the needs of these unique citizens.
Every new librarian entering the field should be prepared to conduct formal needs assessments in the type of library community in which they work. This means time and effort must be expended to survey various aspects of the library community to determine not only their information needs, but also the format and level required by this user population. It will not be acceptable in the future to sit in isolation of the library community, regardless of the type of library, and arbitrarily determine the information needs of that community. As painful as it may seem for some in librarianship, technology makes all of us reconsider our priorities based to some degree on the demands placed upon us.
One of the best ways for librarians in the field, and those entering the field, to develop their understanding and appreciation for distance learning is for them to take a course as a distance learner. There is nothing like first-hand experience and walking in another’s shoes to gain knowledge not found in books, video and other resources. Learning first hand what it is to organize one’s time, meet deadlines, work with limited resources or resources that require a Herculean effort to obtain can give a librarian a whole new perspective to the developing area of distance learning.
We are just now beginning to see continuing education and staff development activities offered via distance learning for working librarians in the field. Most of these efforts on the market are workshops, seminars and short courses over the Internet or interactive video. These distance learning opportunities can be an advantage for busy librarians since they do not require driving long distances or leaving their office or home to take advantage of updating themselves. Another and more critical advantage is that the person giving the instruction can be anywhere in the world and have several other experts on the subject working with learners without the expense and time required to bring everyone together in one location.
Distance learning over the Internet is radically changing the way we deliver education and provide instructional resources for the learner. Librarians must be at the forefront of this effort to deliver quality access, environments and resources that meet the needs of the distance learner. The old way of doing things in libraries like developing collections, organizing materials and servicing the user will not occommodate learning needs today.
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