Barker,B. (2000). Anytime, anyplace learning. Forum for Applied Research

and Public Policy, 15 (1), 88-92.

In this article, Barker defines distance learning as "anytime, anyplace learning," especially in terms of courses delivered over the Internet. While previously distance courses using telecommunications ideally required real-time meetings, due to the current exponential growth of the Internet, individuals can pursue any topic of interest at their own pace and in their own time and place settings.

Referencing Bill Rodrigues, vice president and general manager for Dell Computer’s K-12 education business unit, Barker points out that distance learning no longer requires having a teacher and students physically in a classroom. Learning can occur from anywhere "via the use of a computer." This type of learning will happen more in the future as access to information improves. An example of such strides is Choice 2000, a public charter school in Riverside California, which makes the claim to being the first totally online public high school in the United States.

In terms of attendance requirements, students at Choice 2000 are required to log–on each school day. Use of a live e-mail chat-room format provides opportunities for real-time discussions, which are enhanced via regular e-mail. This type of educational delivery system is especially appealing to certain groups of students, such as gifted students, those with physical or mental disabilities, students in remote areas, as well as students who find computer technology appealing.

Despite the proliferation of such schools, nevertheless at the present time they affect few students, and it is not likely that they will hold a great appeal for most students or parents. Rather, the use of the Internet in traditional classroom settings is more readily accepted. One of the top goals of the U. S. Department of Education was to connect every classroom to the Internet by the year 2000. While that goal has not yet been achieved, the number of classrooms connected to the Web has increased dramatically. Barker includes the following data:

• Worldwide, nearly 200 million people have access to the Internet
• In the United States, there are 80 million users
• In 1998, 51 percent of American classrooms were online
• In 1999 the ratio of Internet-connected computers to students was 1 to 13.6, varying by state:
  

  Delaware reported 1 to 5.6 North Carolina reported 1 to 25.4 District of Columbia reported 1 to 31.1

The Internet provides opportunities for resources to be organized for access and exchange. As such, virtual communities spring up in cyberspace when groups of learners engage in an exchange of information. This community is not limited by the walls of a classroom, but instead extends throughout the world. In addition, the Internet provides a variety of learning experiences, often appealing to multiple learning strategies, thus creating active learners. Of course, the proliferation of information is not all positive. Access to unwholesome topics has prompted the need for filters as well as student appropriate-use policies.

Barker predicts that today’s students will become "technonauts," exploring unknown cyber-worlds. In addition, the traditional roles of teacher and student will become less well-defined, with students offering instruction from time to time as teachers assume the role of co-learners, facilitators, and guides. This requires that students (and teachers) need to develop skills in utilizing the technology that is growing exponentially.

Barker makes the point that just as the technology of the printing press revolutionized learning in the 15th century, so the technology of the Internet "will revolutionize learning in the 21st century," providing all learners with anytime, anyplace learning.

I found this article to be a good overview of the current status of distance learning. While much of the general information is commonly known, I was intrigued with some of Barker’s statistical information. For example, the disparity in "computer to student" ratio among the states raises the issues of a new strata of "haves" and "have-nots" in our society. How distressing to think that students who live within walking distance of the White House have the lowest such ratio in the nation, or that students in remote areas of North Carolina are equally deprived of technological advances. Such inequities must be addressed and resolved.

With regard to Online high schools, I concurred with Barkers premise that such delivery systems primarily appeal to certain groups of students and not to the general population. Having met Pam DeBartolo, the director of Florida High School, I can definitely see a need for such schools; however, the lack of social interaction that addresses other adolescent issues tends to be a deterrent to many. In addition, we as educators surely must change students’ perceptions about learning, since distance education requires active, self-motivated learners instead of passive receptacles.

I do agree with Barker that the technology revolution is akin to the invention of the printing press in terms of how society will be affected. That is why I feel so compelled to continually develop and improve my own technology proficiency. Illiteracy, in any form, is costly.