Open universities
The Open University (OU) in the United Kingdom was founded by the then Labour government led by Harold Wilson. Based on the vision of Michael Young, planning commenced in 1965 under the Minister of State for Education, Jennie Lee, who established a model for the Open University as one of widening access to the highest standards of scholarship in higher education and setting up a planning committee consisting of university vice-chancellors, educationalists, and television broadcasters, chaired by Sir Peter Venables. The British Broadcasting Corporation's (BBC) Assistant Director of Engineering at the time, James Redmond, had obtained most of his qualifications at night school, and his natural enthusiasm for the project did much to overcome the technical difficulties of using television to broadcast teaching programs.[31]
Walton Hall, renovated in 1970 to act as the headquarters of the newly established Open University (artist: Hilary French) The Open University revolutionized the scope of the correspondence program and helped to create a respectable learning alternative to the traditional form of education. It has been at the forefront of developing new technologies to improve distance learning service[32] as well as undertaking research in other disciplines. Walter Perry was appointed the OU's first vice-chancellor in January 1969, and its foundation secretary was Anastasios Christodoulou. The election of the new Conservative government under the leadership of Edward Heath, in 1970; led to budget cuts under Chancellor of the Exchequer Iain Macleod (who had earlier called the idea of an Open University "blithering nonsense").[33] However, the OU accepted its first 25,000 students in 1971, adopting a radical open admissions policy. At the time, the total student population of conventional universities in the United Kingdom was around 130,000.[34]
Athabasca University, Canada's open university, was created in 1970 and followed a similar, though independently developed, pattern.[35] The Open University inspired the creation of Spain's National University of Distance Education (1972)[36] and Germany's FernUniversität in Hagen (1974).[37] There are now many similar institutions around the world, often with the name "Open University" (in English or in the local language).[31]
The University of the Philippines Open University was established in 1995 as the fifth constituent University of the Philippines System and was the first distance education and online university in the Philippines. Its mandate is to provide educational opportunities to individuals aspiring for higher education and improved qualifications but were unable to take advantage of traditional modes of education because of personal and professional obligations.
Most open universities use distance education technologies as delivery methods, though some require attendance at local study centers or at regional "summer schools". Some open universities have grown to become mega-universities.[38]
COVID-19 pandemic
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Filipino homeschooling students – blended (printed-digital modular) distance learning with self-learning materials during the 2020 COVID-19 pandemic in San Miguel, Bulacan The COVID-19 pandemic resulted in the closure of the vast majority of schools worldwide for in-person learning.[39][40] Many schools moved to online remote learning through platforms including—but not limited to—Zoom, Blackboard, Cisco Webex, Google Classroom, Google Meet, Microsoft Teams, D2L, and Edgenuity.[41][42] Concerns arose over the impact of this transition on students without access to an internet-enabled device or a stable internet connection.[43] Distanced education during the COVID-19 pandemic has interrupted synchronous learning for many students and teachers; where educators were no longer able to teach in real-time and could only switch to asynchronous instruction, this significantly and negatively affected their coping with the transition,[44] and posed various legal issues, especially in terms of copyright.[45] A recent study about the benefits and drawbacks of online learning found that students have had a harder time producing their own work.[46] The study suggests teachers should cut back on the amount of information taught and incorporate more activities during the lesson, in order for students to create their own work.[46]
Though schools are slow to adapt to new technologies, COVID-19 required schools to adapt and learn how to use new digital and online learning tools.[47] Web conferencing has become more popular since 2007.[48] Researchers have found that people in online classes perform just as effectively as participants in conventional learning classes.[47] The use of online learning is becoming a pathway for learners with sparse access to physical courses so they can complete their degrees.[49] Furthermore, digital classroom technologies allow those living remotely to access learning, and it enables the student to fit learning into their schedule more easily.[citation needed]
Technologies
Internet technology has enabled many forms of distance learning through open educational resources and facilities such as e-learning and MOOCs. Although the expansion of the Internet blurs the boundaries, distance education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning.
In synchronous learning, all participants are "present" at the same time in a virtual classroom, as in traditional classroom teaching. It requires a timetable. Web conferencing, videoconferencing, educational television, and instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP.[50]
Web conferencing software helps to facilitate class meetings, and usually contains additional interaction tools such as text chat, polls, hand raising, emoticons etc. These tools also support asynchronous participation by students who can listen to recordings of synchronous sessions. Immersive environments (notably SecondLife) have also been used to enhance participant presence in distance education courses. Another form of synchronous learning using the classroom is the use of robot proxies[51] including those that allow sick students to attend classes.[52]
Some universities have been starting to use robot proxies to enable more engaging synchronous hybrid classes where both remote and in-person students can be present and interact using telerobotics devices such as the Kubi Telepresence robot stand that looks around and the Double Robot that roams around. With these telepresence robots, the remote students have a seat at the table or desk instead of being on a screen on the wall.[53][54]
In asynchronous learning, participants access course materials flexibly on their schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are message board forums, e-mail, video and audio recordings, print materials, voicemail, and fax.[50]
The two methods can be combined. Many courses offered by both open universities and an increasing number of campus-based institutions use periodic sessions of residential or day teaching to supplement the sessions delivered at a distance.[55] This type of mixed distance and campus-based education has recently come to be called "blended learning" or less often "hybrid learning". Many open universities use a blend of technologies and a blend of learning modalities (face-to-face, distance, and hybrid) all under the rubric of "distance learning".
Distance learning can also use interactive radio instruction (IRI), interactive audio instruction (IAI), online virtual worlds, digital games, webinars, and webcasts, all of which are referred to as e-Learning.[55]
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