A MEANS TO AN END, NO MORE, NO LESS.

The University of Phoenix and other purveyors of distance leaning have come un­der harsh criticism from a variety of educational organisations. Courses taken on line have been critcised as impersonal, su­perficial. misdirected. even potentially depressing and dehumanizing. A 1999 report on distance education from the National Education Association, says that on-line courses may disrupt the student-and-faculty interaction that creates a "learning community."

Unfortunately, much of the criticism misrepresents or ignores the realities of American higher education today. Let's look at the paths of three actual college students who were part of a 1999 survey conducted by the American Association for History and Computing. (Their names, here. however, are fictional.)

Marianne Suarez, a freshman last year at the University of Cincinnati, was considering a major in history and education. To test the waters, she took a Western-civilization survey course. Twice each week she at­tended class with 250 other students in a cavernous room on the first floor of McMicken Hall*. Visitors to the campus might recognize it as the classroom used in the Judie Foster film Little Man Tale.

For Suarez. the classroom was the setting for a series of staged performances. With the large enrollment, the instructor could do little more than deliver well-pre­pared lectures and hope that the students would he inspired to pursue course themes outside of class. Three teaching assistants were on hand to answer ques­tions after the lectures, but all of the talk in academe today about student-centered teaching, active learning, and providing "guide on the side" was silenced by the reality of all those students packed into a lecture hall.

Far across the country and several worlds away, Ian McFadden, also a first-year college student, was typing excitedly at his computer at home in Denver. Unlike Suarez, who was 18 last year and fresh from high school, McFadden was what universities call a "non-traditional" student. A lack of financial resources had compelled him to serve in the U.S. Army for six years after high school. His service complete, he was work­ing last year as a delivery-truck driver and decided to pursue his B.A. through the distance-learning programs of the University of Phoenix.

Because Phoenix's courses are offered on a rolling basis, rather than by the semester, McFadden was able to take one course at a time; he hoped to take five or six courses last year. He received his assignments, most of his course materials, and his evaluation on line and he conferred with his instructors often, in on-line confer­ences and through e-mail.

At the same time, back in the Midwest, Paul Toshido sat in a classroom on the campus of DePauw University, surrounded by 30 other students. Like Suarez. he was taking an introductory history survey, but like McFadden, he was able to ask his instructor questions through e-mail. Toshido's course offered lectures each week, as well as a wide variety of in-class and on-line discussions, debates, and role-playing.

Those three students provide a glimpse of the widely divergent experiences of American college-and-university students today, and highlight the changing face of higher education.

The University of Phoenix now enrolls more than 50.000 students each year, with 7,000 students taking their courses exclusively on line. According to a report by the Pew Higher Education Roundtable, by 2000 non-traditional students like McFadden will make up at least 60 per cent of all college students. For them distance learning will provide flexibility in terms of when, where, and how many courses to take. Increased competition among educational institutions of­fering such courses will probably also reduce the costs that non-traditional students will face.

For such students, there is clear evidence that dis­tance education can be as successful as classroom-based instruction, if not more so. That may well be be­cause the instructor does not monopolize attention in an on-line environment. "There is no counterpart to standing at the front of the classroom pontificating to a captured audience until the bell rings!," Kearsly says. Anyone who "lectures" to an on-line group will quickly find participants tuning out and turning off the computer.

Kearsley also suggests that distance education mini­mizes the prejudice that often arises in face-to-face settings. Unless someone deliberately reveals personal information, participants have no idea about the age, gender, ethnic background, or physical characteristics, of others on line. The discussions that ensue are about as free of socio-cultural bias as possible. Distance education, in short, can be more stimulating, and encour­age more critical reasoning, than the traditional large lecture class, because it allows the kind of interaction that takes place most fully in small-group settings.

In their recent book pro­fessors of information and computing systems give hundreds of anecdotal case studies and scholarly surveys suggesting that distance education is more suc­cessful than the large survey courses at many public colleges and universities. For example, the sociologist Jerald 0. Schulle of California State University at Northbridge, reports that he randomly divided students in a social-statistics course into two groups, one that was taught in a traditional classroom and the other entirely on-line: Test scores on both the midterm and the final examinations were an average of 20 per cent higher for those in the on-line course. Schulle also notes that students in distance-education courses say they have more peer contact with others in the class, spend more time on class work, understand the material better, and enjoy it more.

Another study, re­minds readers, on the other hand, that distance learning does not necessarily produce more contact with professors - or better outcomes. The on-line course can be as abused as the individual survey class, and the center warns against simply using teaching assistants and adjunct professors to teach massive on-line classes. Instead, it suggests, institutions should tap the po­tential of the on-line environment to foster small-group interaction.

Moreover, we should remember that distance learning is not the only path to good education. Just as many studies praise the benefits of on-line courses, an equal­ly wide array suggests that small classes with flexible, frequent, and face-to-race interaction among students and an instructor are optimum - when financially and practically possible. That is the lesson of several dec­ades of research on small class size in pre-collegiate education.

At the same time, administrators also sometimes mistakenly assume that distance education can solve all of higher education's ills. The recent survey by the history and computing association quotes many pro­fessors who are alarmed by the rush to technology:

A majority - 65 per cent - of the almost 500 professors who responded to the survey called their institutions' technology policies misguided or insufficient. Charges that administrators were forcing the adoption of tech­nology so rapidly that instructors could not decide how to use it most effectively echoed throughout the survey - as did suggestions that an increase in full-time professors would produce as much good teaching as new computer labs would.

It is clear, however, that administrators and universities are pressing ahead with a vision of computer technology as the golden solution to challenges ranging from rising costs to calls for greater accountability. Indeed, the success of the University of Phoenix and other virtual universities is not only drawing attention to the problems of access and instruction in higher education; even more, that success is seen as a market threat Institutions are not increasing tenure-track faculty positions, reducing course sizes, or emphasizing students' needs. But they are launching their own on-line courses. Across the country, colleges and universities are rushing to stake out their territory on the electronic frontier

As that happens, supporters of distance education - including administrators who see it as a cheap alterna­tive to hiring more faculty members - need to remem­ber that not all students are best served by electronic instruction. But critics of distance education must also keep in mind that many non-traditional students will undeniably benefit from its expansion. The reality of distance learning is complex, and we must give it the measured consideration it demands.

Dennis A. Jinnkle is an assistant professor of history at DePauw University, and executive director of the American Association for History anil Cumpulinf.

Vocabulary

distance education - дистанционное обучение, обучение на расстоянии;
means - средство;
learning - обучение;
purveyor - поставщик;
harsh - резкий, жесткий, грубый;
impersonal - безличный, обезличивающий;
superficial - поверхностный, неглубокий;
on-line - посредством компьютера;
to discrupt - подрывать, разрушать;
faculty - профессорско-преподавательский состав, преподаватели вуза;
interaction - взаимодействие;
path - путь, линия действия или поведения;
survey - исследование;
freshman - первокурсник;
major - здесь: специализация;
to attend - посещать;
cavernous - огромный, с глубокими нишами; похожий на пещеру;
to recognize - узнавать;
setting - окружение, обрамление, устройство;
enrollment - набор, зачисление (студентов);
to deliver letures - проводить лекции;
to inspire - вдохновлять, воодушевлять;
to pursue - продолжать (обсуждать, делать что-то);
to be on hand - быть под рукой, быть наготове;
to provide - обеспечивать, предоставлять;
guide - руководство;
to silence - заглушить, заставить замолчать;
to type - печатеть;
excitedly - с волнением;
unlike - в отличие от..;
lack (of) - отсутствие, нехватка;
to compel - вынуждать, заставлять;
to serve - служить;
to complete - завершить, закончить;
delivery - доставка;
rolling basis - здесь: сменяя друг друга, один за другим;
assignment - задание;
evaluation - оценка;
to confer (with) - совешаться, беседовать (с);
surrounded (by) - окруженный (кем-то);
introductory - вводный;
glimpse - взгляд, мимолетное впечатление;
divergent - расходящийся;
to highlight - выдвигать на первый план, придавать большое значение;
exclusively - исключительно, только;
to make up - составлять;
flexibility - гибкость;
in terms of - с точки зрения..;
increased - возрастающий, увеличивающийся;
competition - конкуренция;
to reduce - сокращать;
to face - неожиданно столкнуться;
evidence - доказательство;
subject matter - суть вопроса, предмета;
to get involved in - участвовать;
environment - среда, окружение;
counterpart - двойник, копия, дубликат;
to pontificate - безапеляционно заявлять, утверждать;
captured - увлеченный;
to tune out - убрать звук;
to turn off - выключить;
prejudice - предубеждение;
unless - если не;
deliberately - специально, умышленно, намеренно;
to reveal - открывать, выдавать (секрет);
gender - пол (мужской, женский);
to ensue - последовать, получать в результате, иметь результатом;
bias - предубеждение; пристрастие;
to encourage - поощрять, подбадривать, подталкивать;
reasoning - размышление, рассуждение; объяснение, аргументация;
to allow - позволять, разрешать;
recent - недавний;
study - исследование;
survey - исследование;
public college - государственный колледж (субсидируемый государством);
randomly - случайно, наугад, произвольно;
entirely - полностью, целиком;
test score - проверочный счет;
average - средний;
peer - равный;
to enjoy - наслаждаться, получать удовольствие, нравиться;
to conduct - проводить;
to remind - напоминать;
outcome - результат; последствие, исход;
to abuse - юранить, оскорблять, плохо обращаться, злоупотреблять;
to warn - предупреждать;
adjunct - помошник, адъюнкт;
to tap - находить, выявлять (ресурсы);
to foster - благоприятствовать, способствовать, поощрять;
to praise - хвалить, восхвалять;
benefit - польза, выгода;
array - здесь: выбор;
suggestion - предложение, предположение, совет;
decade - десятилетие;
to raise - поднимать;
issue - вопрос;
to adopt - принимать, одобрять;
to promote - содействовать, способствовать, продвигать;
efficiency - эффективность;
mistakenly - ошибочно;
to assume - полагать, считать;
to solve - решать;
ill - здесь: болезнь;
to quote - цитировать;
alarmed - встревоженный;
misguided - неправильно направляемый;
insufficient - недостаточный, неудовлетворительный;
charges - обвинения;
to force - заставлять, принуждать;
adoption - принятие, одобрение;
to echo - вторить, повторять; откликаться, отзываться;
to press ahead - подгонять;
vision - видение, понимание;
challenge - здесь: сомнение, возникшая проблема;
to range (from... to...) - варьировать (от... до...);
accountability - подотчетность;
to draw attention - привлекать внимание;
access (to) - доступ (к);
threat - угроза;
tenure-track faculty - штатные сотрудники;
to reduce - сокращать;
size - размер;
to emphasize - подчеркивать;
needs - потребности;
to launch - запускать, начинать, стартовать;
to rush - спешить, подгонять;
to stake out - отгородить, отмежевать, застолбить;
frontier - граница;
supporter - сторонник;
to include - включать;
cheap - дешевый;
to hire - принимать на работу;
faculty member - преподаватель;
indeniably - несомненно, бесспорно;
expansion - расширение;
complex - сложный;
measured - обдуманный;
consideration - рассмотрение, изучение;
to demand - требовать.

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

1. harsh criticism a/ гонка к техническому прогрессу

2. student-and-faculty interaction b/ курсы посредством компьютера

3. fresh from high school c/ возросшая конкуренция

4. on a rolling basis d/ похожая на пещеру аудитория

5. in-class debates e/ только что со школьной скамьи

6. in terms of f/ результаты теста (в баллах/очках)

7. clear evidence g/ общение студентов и преподавателей

8. test scores h/ резкая критика

9. final examination i/ обучение посредством эл.почты

10. rush to technology j/ специализация по истории

11. on-line courses k/ с точки зрения

12. a major in history l/ заключительный экзамен

13. cavernous room m/ на сменной основе

14. a lack of financial resources n/ явное доказательство

15. introductory survey o/ один за другим

16. increased competition p/ общение равных

17. captured audience q/ серьезные недостатки

18. peer contact r/ решение трудных проблем

19. serious shortcomings s/ отсутствие финансовых источников

20. solution to challenges t/ вводное исследование

Ex. 2. Match the phrases with their Russian equivalents:

1. to misrepresent the reality a/ провести исследование

2. to consider a major b/ давать/читать лекции

3. to deliver lectures c/ быть встревоженным (по поводу)

4. to pursue course theme d/ сократить расходы

5. to type at computer e/ помнить

6. to reduce the costs f/ неправильно представлять реальность

7. to minimize the prejudice g/ рассматривать вопрос специализации

8. to raise another issue h/ печатать на компьютере

9. to be alarmed (by) i/ посещать занятия

10. to keep in mind j/ продолжать обсуждать вопросы лекции

11. to conduct a survey k/ восхвалять выгоды

12. to attend classes l/ сталкиваться с трудностями

13. to be on hand m/ поднять другой вопрос

14. to receive assignments on line n/ способствовать эффективности

15. to face difficulties o/ быть наготове

16. to praise the benefits p/ получать задания по эл.почте

17. to promote the efficiency q/ отвечать на вопросы исследования

18. to respond to the survey r/ проводить исследование

Ex. 3. Translate the following expressions. Use them in the sentences below.

to be drawn into the subject matter of the course; because of the discussions they get involved in; to foster small-group interactions; the one's path to good education; to mistakenly assume; to solve all the higher education's ills; to be alarmed by the rush to technology; charges; to force the adoption of technology; to use it most effectively; to be echoed through the survey; vision, golden solution to challenges; to range from rising costs to calls for greater accountability; critics; to keep in mind; undeniably benefit from its expansion; supporters; on-line instruction; purveyor; harsh criticism; on-line course; to excoriate: impersonal, superficial; dehumanizing; to disrupt the student-and-faculty interaction; to consider a major in history; enrollment, to do little more than deliver well-prepared lectures; teaching assistant; to be on hand; to offer courses on rolling basis; unlike, fresh from high school; lack of financial resources; to compel to serve in the U.S. army, to complete one's service; to pursue; to take one course at a time; to receive assignments and evaluation on line; to participate in on-line conferences; to enroll; exclusively; to provide flexibility in terms of; to take courses.

1. Поставщики дистанционного образования получают жесткую критику.

2. Курсы, изучаемые посредством компьютерной сети критикуются как обезличивающие, поверхностные и даже негуманные.

3. Говорят, что такие курсы могут разрушить взаимодействие между студентами и преподавателями.

4. Марианна обдумывала вопрос о специализации в области истории

5. При большом наборе студентов профессор не может дать больше, чем прочесть хорошо подготовленные лекции.

6. После лекции ассистенты готовы ответить на вопросы студентов.

7. Курсы изучаются один за другим.

8. В отличие от 19-летнего Суареца, который был только что со школьной скамьи, Мак Фадден был нетрадиционным студентом.

9. Отсутствие финансов заставило его отслужить в армии США в течение 6 лет.

10. По окончании службы он стал работать водителем и решил продолжить образование.

11. Он решил брать по одному курсу по программам дистанционного образования университета Феникс.

12. Он получал задания, учебные материалы и оценки через компьютер, участвовал также в заочных (on-line) конференциях.

13. Университет набирает ежегодно 56 тысяч студентов, из которых 7 тысяч учатся исключительно посредством компьютера.

14. Для них дистанционное образование обеспечивает гибкость с точки зрения того, когда, где и сколько курсов изучать.

15. Они вовлечены в суть предмета более глубоко, чем традиционные студенты, - из-за дискуссий, в которых они участвуют.

16. Этот вид обучения способствует взаимодействию в малых группах.

17. Дистанционное образование - не единственный путь к хорошему образованию.

18. Администраторы иногда ошибочно полагают, что дистанционное образование может решить все проблемы высшей школы.

19. Многие преподаватели встревожены гонкой за технологией

20. Обвинения в том, что администраторы заставляли принимать технологии так быстро, что преподаватели не успевали обдумать, как применять ее наиболее эффективно, четко отражены в этом исследовании.

21. Это - понимание технологии как решение всех проблем, начиная от растущих цен до призывов к большей подотчетности.

22. Сторонникам дистанционного образования следует знать, что не все студенты понимают компьютерные инструкции.

23. Критикам дистанционного образования следует также помнить, что многие

нетрадиционные студенты несомненно получат выгоду от его расширения.

Comprehension Check.
Answer the following questions:
1. What is meant by distance learning"?
2. Why are the purveyors of distance leaning strongly criticized?
3. Give the stories of the 3 actual college students:
a/ Marianne Suarez;
b/ Ian McFadden;
c/ Paul Toshido.
4. How many students does the University of Phoenix enroll each year?

How many of them get on-line education?
5. How many non-traditional students are there in the country?
6. What opportunities does distance learning provide for them?
7. Can distance learning solve all the problems of higher education?
8. What are most faculty members alarmed with?
9. What do they charge administrators for?
10. What does technology mean for administrators?
11. What is the opinion of distance education supporters?

Topics to Discuss.
1. Merits of distance learning.
2. Drawbacks of distance education.

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