Preeminent of on your own worlds

There is much written about online education is huge, unlimited potential for outreach in developed and more in developing countries. I have been involved first hand in facilitating workshops in these countries demonstrate the features and benefits of online delivery, particularly in the expansion of access to higher education.

There is no doubt that online delivery can provide enhanced ability to engage in higher education for students who are located in remote areas, who are engaged in full-time workers, who have family responsibilities or medical conditions that prevent the arrival on campus, but it is not necessarily a cure for all students.

I would suggest that online research presents some significant challenges for many developing countries where the quality of what is available at the level of primary and secondary schools in terms of teaching, curriculum resources and in many cases sub-standard.

These students are less willing and sufficient resources to succeed as an independent, self-directed students, which is expected in the online learning environment.

Furthermore, the cultural context of the students puts significant value to the community and relationships, but the on-line learning journey from beginning to end has students and teachers separated and keeping students away from each other. It's a big challenge and is essentially contrary to the collective milieu that is so highly valued in these cultures.

Even if a student has a remarkable facility with the technology and the technology available to them and dependable - a big "if" in many developing countries - there are so many other aspects of education as a student more that they have to go alone.

They did what subjects to enroll in each semester after decoding requirements, to make appropriate contact with lecturers, where for help with academic skills development and study techniques, how best to use the set text, to send tasks, how to access library resources to find resources Web, where to sit the exam ... just to name a few.

Of course, all this information is available for students to read on the Internet, but does not replace the discussions had the opportunity in the class of such issues and the inevitable additional information provided. In most cases, these students 'first family' (or village) in an attempt to higher education and have no one with relevant experience to guide them in what they do.

The lack of social ties

Suppose you are teaching materials that are available to students in online mode are clear, comprehensive, well presented and structured and high quality.

Let's also say that a lot of thought has gone into providing a variety of learning styles are catered for in the learning activities provided, that if the content is complemented with a variety of modern research examples and informed that the informal assessment involved on the way to allow students an opportunity to assess their learning progress. (Again, these are huge assumption that!)

Lack of tangible social ties and remains a big problem as for most students in developing countries. This is regardless of the online forums that allow the student-to-student online discussions, audio lectures available and teleconferences that might arise between teachers and students.

A major factor in these students studying online is geographical isolation and for many the ability to travel long distances to attend school during the intensive rest breaks at the university is impractical. However, they have a physical space where they can come together to connect with other students - an opportunity to create complementary learning community.

There are some fine examples of online - and distance - learning programs that profess this need for social connections. One example that I witnessed working well, where the University offers programs tap into existing local educational facilities across the country to set up study centers at local schools.

Ideally, classes are streamed live via video-conferencing in the study centers, but in reality, poor communications services, and even the lack of electricity in some places, it makes it difficult.

Limited face-to-face sessions with the presenters appear during the semester and a very well attended, but it can be very few and far between.

What stands out, however, the role of these centers in the establishment of this important sense of community. They become a place for students to get together on an informal basis to share knowledge, experiences and stories.

This corresponds to the strong sense of family, community and cooperative relations that are of fundamental importance for many of the cultures that are found in developing countries.

Students feel safe visiting the city and interact with others who share similar challenges with them, even if they do not study the same course. For some, and that the person to contact their level of motivation and focus to continue with their research will be lost.

An example of a condition is not unique - there are a few such examples in operation around the world. What is often lacking in developing countries, although consistent, long-term commitment to maintain these centers and unavoidable reliance on international public funding to overcome the challenges associated with their workflow.

What is also missing is sometimes due consideration by all those involved in making decisions about investing in approaches that fit with and ensure real success in this cultural context.

What is the point in spending considerable dollars on approaches that are doomed to fail, because they do not take into account cultural principles and the realities of the environment?

Nita Temmerman (PhD) is a former Vice-Chancellor in December (Academic quality) and Executive Dean of the Faculty of Education at the University of Southern Queensland, Australia. She is also a visiting professor at the Solomon Islands National University, chairs the academic board of the International Emmanuel College, and an expert with the Hong Kong Council for Accreditation of academic and professional qualifications.