| It was just really nice to hear that there is a | | | | be a cheap replacement for campuses" (A. |
| developing alternative method available for people | | | | Feenberg). In his discussion, he looked into the |
| to avail of education even outside the school | | | | interests of the parties involved relative to the |
| premises. It was interesting to witness that the | | | | cost of online education: the government, |
| world has really been on its track towards | | | | corporations, teachers and students. Feenberg's |
| globalization and progress. I agree that | | | | idea was that the government is interested in |
| technological advancement is one of the most | | | | cost reduction for educational expenses while the |
| evident proofs for almost everyone. I believe that | | | | corporations which are to provide the resources |
| the development of distant education is on its | | | | are obviously interested with sales and earnings of |
| way to being widely accepted by both students | | | | which I agree with. So the main concern here is |
| and educators because of its inherent and obvious | | | | the difference between cost efficiency and cost |
| benefits for parties (students and teachers), the | | | | effectiveness. As Doug Valentine quoted |
| government and the business sector. My stand is | | | | Atkinson's statement: "it is possible for a program |
| that distant education, online education, or | | | | to be efficient but not cost effective if the |
| interactive education, whatever anyone prefers, | | | | outputs which are actually produced do not |
| as an alternative method of knowledge acquisition | | | | contribute to the program objectives: that is it |
| cannot and should not replace traditional classroom | | | | may be efficient at doing the wrong things" |
| education even if it be an indication of the world's | | | | (Atkinson, 1983). |
| progress. | | | | With the actual cost of education as computed by |
| Andrew Feenberg, in his article entitled | | | | Weber, the government does not actually have |
| "Reflections on the Distance Learning | | | | the assurance of achieving both cost |
| Controversy" has clearly shown favor for the | | | | effectiveness and cost efficiency. If the cost of |
| online education as one of the pioneers of such | | | | training teachers, the cost hardware and |
| program. His admiration for the purpose of the | | | | software, human resources such as technicians |
| program is so obvious when he said that "the | | | | and other people involved are to be considered, |
| virtual classroom was a place of intense intellectual | | | | we can say that establishing online education is |
| and human interaction" (A. Feenberg). I am | | | | not as cheap as it may seem for others. |
| personally in favor of pursuing distant education, | | | | Valentine stressed that "the costs associated with |
| knowing that such method can help a lot | | | | training technicians and instructors should not be |
| non-traditional students. It maybe possible that | | | | overlooked"; citing the fact that online education |
| "intense intellectual and human interaction", as | | | | requires a minimum of three persons in one |
| Feenberg claimed, can happen in online education. | | | | setting compared with one instructor in a |
| This is so because intelligent and smart students | | | | traditional setting. |
| can be found anywhere else in the world, | | | | Another thing is that online education cannot |
| regardless of their nationality and age, as well as | | | | promise the quality. One reason is that there are |
| teachers. I also agree that such kind of students | | | | still no clear standards set for the accreditation of |
| can be shaped by online education but like | | | | this type of education. Another concern is that |
| traditional classroom learning, the case is relative. I | | | | graduates of online courses do not have the |
| said so because learning depends on how eager | | | | hands-on training of their courses as reflected by |
| and dedicated students are. | | | | the limitation of communication and training |
| For Feenberg to say that "the quality of these | | | | facilities. "Students also need the attention of the |
| online discussions surpasses anything I have been | | | | instructors" (D. Valentine). Considering the |
| able to stimulate in my face-to-face" is something | | | | limitations of distance learning, I believe that the |
| I would have to strongly disagree with. Feenberg | | | | required attention from teachers will be a far |
| spoke of his personal experience as an online | | | | more enduring task for teachers. It maybe far |
| teacher. The bias here is that not all teachers find | | | | easier to remind students face to face than to do |
| the same thing. Linda Sweeney, in her article | | | | some emails, which gives no assurance when the |
| entitled "Guidelines for Being a Good Online | | | | students will receive the message. Worse, there is |
| Student" expressed her frustration in having | | | | assurance that the instructions are clear for the |
| students with bad learning habits who are to be | | | | students, or if they are, the feedbacks will |
| kept reminded of their schedules. The obvious | | | | obviously be delayed. |
| factor here is attitude. One problem with online | | | | One more point to ponder on is the students' |
| education is the attitude of instructors, students, | | | | social growth. Because distance education involves |
| and administrators (D. Valentine). The quality of | | | | only a small group who do not have frequent |
| education depends on how the parties involved | | | | interactions, the social aspect of the students |
| behave towards online education and how much | | | | might be at risk. Students do not learn only on |
| importance do they place on the program. As one | | | | formal and educational conversations. As social |
| Professor stated, "The students' interest, | | | | beings, it is important that they too interact with |
| motivation, questioning, and interaction must be on | | | | others and have informal talks or converse with |
| display throughout the learning process" | | | | lighter topics. "These students miss the social |
| (A.Arsham). As with the traditional classroom | | | | contact and face-to-face interaction that an |
| lectures, students and teachers interaction is vital | | | | institutional setting provides" (S. Arsham). The |
| in the learning process. The personal exchange of | | | | challenge therefore is "for online courses to build |
| information and views are indications that both | | | | and sustain a sense of growing community at |
| parties are interested on what they are discussing | | | | levels that are comparable to the traditional |
| about. When students make queries or | | | | classroom" (D. Valentine). |
| clarifications on the lesson, it means that students | | | | Lastly, I would like to give credit to Feenberg for |
| are taking things seriously. | | | | navigating both sides of the issue of distance |
| Face-to-face class discussion has the advantage | | | | learning. While he was able to clearly present the |
| of on-the-spot monitoring of those who are | | | | benefits of online education, he is open to |
| showing interest because the students and | | | | admitting the limitations of the program. Yes, |
| teachers are physically with each other at the | | | | Feenberg is right when he admitted that |
| same time and at the same place. This means | | | | technology must be regarded as a medium of |
| that checking the students' attitudes is immediate. | | | | learning and not as replacement for the human |
| This is hardly possible with distance learning where | | | | factors, who are the traditional instructors. On the |
| teachers have to do time-consuming e-mail just | | | | other hand, I also agree that teachers should not |
| to remind students of their schedules. So | | | | resist the development of online education and |
| Feenberg cannot absolutely claim that online | | | | view it as a threat to their profession. Distance |
| discussions can surpass that one done with | | | | learning must serve as a challenge for them to |
| face-to-face. It is however admirable for | | | | cope up with economic and technological changes |
| Feenberg to admit that distance learning systems | | | | as part of the world's progress. The government |
| cannot replace face-to-face classroom education, | | | | must treat online education as better educational |
| as he stressed in his conclusion. | | | | tools but not as replacement for school |
| Another vital consideration in the issue of distance | | | | campuses. I believe that focusing on the needs of |
| learning is the cost involved, which, Feenberg did | | | | the poor people, who cannot even afford to |
| not fail to pay attention to. While the author | | | | attend even traditional education, is better than |
| enumerated the benefits of distance learning, he | | | | investing on distance education where obviously |
| did consider that "distance learning is not going to | | | | fewer people can afford. |