Why distance-learning MBAs matter

DISTANCE-learning business education is a resounding success story. In America, specialist universities, such as the University of Phoenix, have hundreds of thousands of postgraduate business students enrolled. In India the total is probably in the millions. If, perhaps, the very top tier of universities are yet to offer distance programmes, still some very notable ones do: Carnegie Mellon or Thunderbird in America, Warwick or IE in Europe, for example.

Yet students who take their MBAs at a distance can find themselves railing against some intense snobbery. Full-time counterparts often decry that the only way to take the degree is to immerse oneself in the experience—to take time out from one's career to contemplate.

Perhaps, in an ideal world. But many people don't find themselves in the happy position to be able to take such an expensive sabbatical. Distance-learning programmes fall into two distinct camps, both of them laudable. The first might be labelled “democratic”. These are programmes that are open to all, regardless of geographic location, previous work experience or, because they are often cheap, ability to pay. It is easy for an MBA at a prestigious institution to sneer, but there is nothing to say that business education should be the bastion of the elite. Of course, there will always be a demand for Harvard MBAs in the boardrooms of McKinsey or Barclays. But business education is fundamentally about personal betterment. And that is something to which everyone should be able to aspire.

Nevertheless, such programmes can be thought of as a distinct branch of distance learning, and are not intended to be the focus of this report. It is the second type of programme that we are concentrating on here; those that are somewhat less democratic. Programmes that apply stricter entrance criteria and are offered by more traditional universities. Where students are expected to have good first degrees and significant work experience. And where the degree they receive will be of an equal standing to the full-time variety. Students might choose such a programme because they are in a part of the world which lacks high-quality schools, and it is the only option available to get a good degree. Or they may just prefer the idea of working at the time that suits them best.

Students on these programmes are less likely to change careers than their full-time equivalents. But they would expect to rise up within their own company. Indeed, many students will be sponsored by their current employers with just this is mind. And it is here that we see one of the most important benefits. Rather than squirreling themselves away in academic isolation, distance-learning students can apply what they learn on their programmes the very next morning in the workplace, making it the most practical way to study.

Distance learning isn't for everyone. It is very difficult to juggle work, family and study. Students need plenty of self-discipline. Choosing a school means considering more than a school's reputation: does the school keep you engaged? Is the technology effective? Does it offer value for money? Hopefully this report will go some way to helping answer those questions.

Web-Based Training and Online Distance Learning

E-learning includes all forms of electronically supported learning and teaching, and more recently Edtech. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process^. The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum.

E-learning is the computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio.

Nowadays, it is commonly thought that new technologies can strongly help in education. In young ages especially, children can use the huge interactivity of new media, and develop their skills, knowledge, perception of the world, under their parents monitoring, of course. In no way traditional education can be replaced, but in this era of fast technological advance and minimization of distance through the use of the Internet, everyone must be equipped with basic knowledge in technology, as well as use it as a medium to reach a particular goal.

Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-Based Training) have been used as synonyms to e-learning. Today one can still find these terms being used, along with variations of e-learning such as elearning, Elearning, and eLearning. The terms will be utilized throughout this article to indicate their validity under the broader terminology of E-learning.

Computer Based Learning

Computer-Based Learning made up many early E-Learning courses, such as those developed by Murray Turoff and Starr Roxanne Hiltz in the 1970s and 80s at the New Jersey Institute of Technology courses at the University of Guelph in Canada

Web-Based Training and Online Distance Learning

The British Open University and the online distance courses at the University of British Columbia (where Web CT, now incorporated into Blackboard Inc. was first developed) began a revolution of using the Internet to deliver learnin^g, making heavy use of online discussion between students in all their programs. Also, from the start, practitioners such as Harasim (1995)^[16] have put heavy emphasis on the use of learning networks for knowledge construction.

Classroom 2.0

The term Classroom 2.0 refers to a method of using a type of Multi-User Virtual Learning Environment set-up to connect schools across geographical frontiers (known as 'eTwinning') to enhance educational outcomes and cultural integration. Schools based on the Classroom 2.0 concept make use of CSCL and the Internet to allow learners in one school to communicate with learners in another that they would not get to know otherwise. E-Learning systems based on Classroom 2.0 are culturally aware and take account of the different preferences of learners. Classroom 2.0 has been used effectively in Wales, England, Spain and Italy.

E-Learning 2.0

The term E-Learning 2.0 is a neologism for CSCL systems that came about during the emergence of Web 2.0 From an E-Learning 2.0 perspective, conventional e-learning systems were based on instructional packets, which were delivered to students using assignments. Assignments were evaluated by the teacher. In contrast, the new e-learning places increased emphasis on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life. This phenomenon has also been referred to as Long Tail Learning See also (Seely Brown & Adler 2008)
E-Learning 2.0, by contrast to e-learning systems not based on CSCL, assumes that knowledge (as meaning and understanding) is socially constructed. Learning takes place through conversations about content and grounded interaction about problems and actions. Advocates of social learning claim that one of the best ways to learn something is to teach it to others.
In addition to virtual classroom environments, social networks have become an important part of E-learning 2.0. Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education. Mobile Assisted Language Learning (MALL) is a term used to describe using handheld computers or cell phones to assist in language learning. Some feel, however, that schools have not caught up with the social networking trends. Few traditional educators promote social networking unless they are communicating with their own colleagues.

How do instructors select a distance learning modality?

Selecting the approach should not done lightly as it holds the key to success or failure. Often those with access to certain technology force it upon the instruction without thought. There is a danger in this not only to the instructor but, more importantly, to the learner that might walk away from a class frustrated and with a negative view of technology mediated learning that might affect him for years to come.

The key is to always perform an analysis of the needs of the learner, the instruction, and the proposed medium for delivery. The question to ask is whether these three are in alignment, and whether the technology appropriately supports the learning objectives.

Rather that be repetitive here, I suggest you visit the ADDIE section of this site where information is provided in course design and matching technology to instructional needs.