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Distance Education And Learning Style
Abstract
The father of adult education, Malcolm Knowles (1913-1997), predicted in the 1970s that teaching, especiallythe teaching of adults in the 21st century, would be delivered electronically (1970, 1975). His prediction came true. Distance education was created primarily to meet the needs of working adults who could not come to campuses to takes classes because of work and family responsibilities. Today’s academic institutions are in transition. Although colleges continue to attract 62% of high school graduates onto their campuses immediately following graduation, larger numbers of so-called nontraditional learners also are seeking degrees via distance education (Hammonds, Jackson, DeGeorge, & Morris, 1997; Palloff & Pratt, 1999). In response to Knowles’s prediction, giant online universities have been established to meet the increasing demand of degree-seeking working adults. For example, in 2002, the University of Phoenix, part of the Apollo Group, saw its enrollment surpass 100,000 students, making it the largest institution of higher learning in the United States (Bash, 2003). Without its new electronic delivery system, teaching of such a large number of students would be unimaginable. Thanks to the development of information technology (IT), it has solved many problems by changing the roles of students and faculty.
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