Effective Distance Education
Effective distance education programs begin with careful planning and a focused understanding of course requirements and student needs.  A proper technology can only be selected once these elements are understood in detail. The effective way of distance education programs developing has no mystery included. They never happen spontaneously; they evolve through the hard work and dedicated efforts of many individuals and organizations. Actually, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff and administrators.
The following describes the roles of these key players in the distance education enterprise and the challenges they face.
• Students – reaching the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. Irrespective of the educational context, the primary role of the student is to learn. It’s an intimidating task under the best of circumstances, requiring motivation, planning, and an ability to analyze and apply the instructional content being taught. When lessons is delivered at a distance, additional challenges result because students are often separated from others sharing their backgrounds and interests, have few if any opportunities to interact with teachers outside of class, and must rely on technical linkages to bridge the gap separating class participants.
• Faculty - the success of any distance education effort rests squarely on the shoulders of the faculty.
In a conventional classroom setting, the instructor's responsibility includes assembling course content and developing an understanding of student needs. Particular challenges confront those teaching at a distance, and the instructor must:
- Increase an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact.
- Adapt instruction styles taking into consideration the needs and expectations of multiple, often diverse, audiences.
- Develop a working understanding of delivery technology, while remaining focused on their teaching role.
- Function efficiently as a skilled facilitator as well as content provider.
• Facilitators - the teacher often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor.
To be successful, a facilitator must understand the students being served and the instructor's expectations. Most significantly, the facilitator must be willing to follow the directive established by the teacher. The role of on-site facilitators has increased even in classes in which they have little, if any, content expertise, where budget and logistics permit. At least, they set up equipment; collect assignments, proctor tests and act as the instructor's on-site eyes and ears.
• Support Staff - the individuals are the silent heroes of the distance education enterprise and ensure that the myriad details required for program success are dealt with effectively.
The successful distance education programs combine support service functions to include student registration, materials duplication and distribution, textbook ordering, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc.. Support staff is truly the glue that keeps the distance education effort together and on track.
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