Distance Learning Abroad

The 21st Century Alternative

By Rafael Sabio

Not 20 years ago, student learning resources were limited to workbooks, textbooks, in-class lectures, and journals: practice came in the form of tedious mind-numbing worksheets; information was disseminated through teachers and textbooks; academic work available via subscription. Teamwork and peer discussion groups were to be yet defined; learning occurred mostly through prescriptive methods rather than student-based approaches. Attending class meant that students had to be physically present during lectures; overall information delivery choices were minimal. Studying at an overseas institution entailed students moving from one country to another and spending exorbitant amounts of money, something many could not afford. With societal demands for different forms of education delivery growing at such an astounding rate, it is no wonder that educational institutions and prospective students have sought out alternative methods in program delivery, specifically, Internet-based programs.

Within the past decade, distance education programs have become a newly accepted form of continuing education. People who are busy with work and family or those that enjoy traveling do not have time to attend classes so they look for Internet-based programs to continue their education. In addition, because the “global divide” has become smaller, an increase in competition among individuals for jobs has led the work hardy to seek a way to “get ahead.” A few years ago, it was ok to have only a bachelor’s degree; one could make a pretty good living without moving higher up on the academic ladder. Now, almost everyone has a 4-year degree. This dilemma has caused a saturation of degree holders in the job market. As a direct result, a need for that “something else” which will place degree holders ahead of the pack has risen. For these reasons, many people have decided to continue their education online.

The numbers are surprising. According to the U.S. National Center for Education Statistics (NCES), during the 2000-2001 academic years, over three million students were enrolled in online degree programs, spending approximately four and a half billion dollars (NCES, 2001). Michael Moe, Certified Financial Analyst for Think Equity Partners, further substantiates the growth of online degree program enrollment by providing data on the projected future growth. In his presentation entitled Emerging Trends in Post Secondary Education –The View to 2012, Moe shows that the future amount to be spent on online education will exceed eleven billion dollars by 2006. Equally notable in Moe’s presentation is the number of 4-year universities offering distance-learning courses. In 1998, 62 percent of world universities offered some form of online education. In 2002, this number skyrocketed to 84 percent.

It is evident that online degrees are no longer synonymous with laziness or worthlessness nor do they still carry a pejorative connotation. In 2005, Johnathan Adams, associate professor of communications at Florida State University, and Margaret DeFleur, associate dean for graduate studies and research at Louisiana State University, conducted a survey to see how employers felt regarding online degrees. 72 percent of employers agreed that the type of program a person graduates from matters in the hiring process i.e. more weight is given to a traditional program versus an online program (Carnevale, 2005). However, in a survey conducted by Feedback Research and Vault, Inc., a career-information company, 85 percent of employers felt that online degrees were becoming more and more acceptable (“Online…”; 2005 ). Moreover, in 2006, in a research survey conducted by Vault Inc., 41 percent of employers stated that they would give equal consideration to both types of degrees (Carnevale, 2007). A 31 percent positive shift in approximately one year is an enormous leap in the change of perception among employers

Societies are finally beginning to understand the value of online education and distance learning. Whether it is delivered in a classroom or via the Internet it all boils down to one thing: credibility. Should the method of delivery matter as long as the content is consistent in all forms of delivery? Because of the growth of distance learning programs throughout the world and the increase in the credibility of these institutions, more doors are opening up creating more flexibility in where and how one can continue their education, especially for those in situations similar to mine.

Although a citizen of The U.S., I work in South Korea as an English foreign language (EFL) instructor. Viewing my country from a different perspective has always been of interest to me.

At first, I was reluctant to travel and work abroad for fear that continuing my education would have to be delayed indefinitely, putting me behind in my educational goals. However, after further exploring the possibility of working overseas, traveling around another country, and taking graduate courses at the same time, a decision to move to a foreign country became very appealing. I saw how easy it was to juggle everything at the same time. Luckily, when the time came to do so, any fear I had simply faded away.

Currently, I am a graduate student of Education (TESOL) in Shenandoah University’s Distance Learning TESOL program. The faculty’s warmth, their professionalism, and the program’s flexibility have all contributed to my success in being able to continue my education while working and traveling overseas. Now I can work during the day, do my schoolwork at night, and travel around during weekends and vacations. What more could one ask for?

Rafael Sabio is a graduate student at Shenandoah University (www.su.edu/sas/tesol) & EFL instructor of 3 years in Wonju, South Korea.