Distance Education Model

UNESCO defines distance education as “an educational process and system in which all or a significant proportion of the teaching is carried out by someone or something removed in space and time from the learner.” (UNESCO, n.d cited in Burns, 2011) This form of teaching has been aptly referred to as an industrialized way of delivering education. Distance Education has been referred to as industrialized model mainly because of the era in which the concept was developed, also because it can be analysed using the tools found in the industrialized setting that contribute to mass production. The main proponent of this theory is Otto Peters. This theory is characterized by extensive use of technology, mass production, rationalization of organizational

The purpose of this paper is to determine whether this model creates more barriers that it removes.

By barriers, it is meant obstacles that prevent access to Distance Learning. The question that must be asked is, who does the industrialized model of Distance Education create a barrier for? Is it for the learners who are desirous of pursuing lifelong learning in today’s knowledge world or for the tutors, facilitators and course coordinators. As far as I see it, the industrialized model gave greater access to education as compared to the pre-industrial period where learning was facilitator centred and offered less freedom and adaptability,

However, the success of the Distance Education environment is determined by the effective management of the tools that are involved. Not only the providers have to employ these tools effectively for efficiency of Distance education programmes, but it is my belief that theories are tested over time with the aim of building on them. Hence, over time, many of the glitches that would have presented itself as barriers would have been removed, especially as it relates to the application of the principles of this theory to programme delivery. For example, one of the tools involved in the delivery of Distance Education is mechanisation. This has to do with the provision of education to a scattered community of learners. Before time the options of delivery were limited, but now there are numerous ways to disseminate the same information, and also countless ways for students to access the information on the go due to the advancement of