toc 208 College & Research Libraries March 1997 Editorial 208 Distance Education: Rethinking Practices, Implementing New Approaches The thing to do with the future is not to forecast it, but to create it.1—Russell Ackoff Some institutions of higher education, particularly universities, are well known for their resistance to change. They have been described in the literature as medi- eval institutions, notwithstanding the oppor- tunities to undergo significant transformation using the enabling technology. Someone re- marked that it is easier to move the family graveyard than to make a major change in the tradition-driven university. Nevertheless, distance education programs are in vogue at nearly all types of institutions making up the higher education arena. Distance educa- tion also is known as distance learning or extended campus. Generally speaking, the phenomenon refers to the various aspects of providing postsecondary in- struction away from the traditional col- lege or university campus. One can find universities offering dis- tance education programs at various lo- cations throughout the world. Technol- ogy has permitted instruction to be de- livered anywhere on the planet if the nec- essary telecommunication infrastructure is in place. The quality of programs fall- ing under the distance education rubric has been—and continues to be—a ma- jor concern. And the provision of suffi- cient library resources is a part of the “concern equation.” The transmittal of intellectual resources via technology is easing the concern factor somewhat. Early Leadership Nova Southeastern University (NSU) is a pioneer in distance education; it be- gan offering distance edu- cation programs in 1972. It was the first university in North America to offer graduate programs in an online format, and it was the first to use the UNIX sys- tem to host online courses. Presently, about one-third of all students enrolled at NSU are taking classes via distance education delivery systems beyond the South Florida area. Library services pro- vided by NSU for its distance education programs are among the more sophisti- cated in the world. Years of monitoring, evaluating, and continual improvement have resulted in library services that are highly appreciated and valued by dis- tance education students and faculty. Based on a recent NSU libraries’ “How Are We Doing?” survey issued to their distance education students, 97 percent of the respondents were satisfied with library materials received to support classwork and research, and 91 percent were satisfied with the timeliness of the receipt of materials. Monitoring and Evaluating Unlike some of the traditional services offered on campus, distance education library services require much more antici- pation, planning, and even a bit of intuition. The library has to be involved from the very beginning of any new distance education program. Faculty may be quite eager to begin a new class in a remote part of the world, but there has to be campuswide un- derstanding that the library and informa- tion technology capabilities and require- ments are not to be an afterthought. While a distance learning class is in session, students should be consulted Editorial 209 about the strengths and weaknesses of the library services offered to support the class. An evaluation focusing on the qualitative and quantitative aspects of the library services offered to support the class should be conducted. The re- sults gleaned from the monitoring and assessments will be key factors in the development of a strategic plan for dis- tance library services. Thoughtful strat- egies can be formulated to address the short- and long-term library needs of students and faculty. Have MLS, Will Travel Asking participants in distance educa- tion programs to respond to library sur- veys is one method for getting useful in- formation that can be factored into the improvement equation. However, a better way to learn firsthand what the library con- cerns are is to visit the site where a particu- lar class is being held. A face-to-face inter- action with students will yield valuable information not necessarily divulged via a questionnaire. Also, site visits will permit the librarian to provide training that cannot be presented via technology. The informa- tion gained from the site visits will usually be helpful in preparing for another distance education program. And students do ap- preciate seeing a “live librarian” who shows genuine interest in improving li- brary services. Same Values, Different Locations Students taking classes at a remote lo- cation should expect the same level of library service as that provided to their peers on campus. This is a tall order— especially because on-campus students have immediate access to the library’s paper collections. The distance learner has to be per- ceived in the same value structure as the on-campus learner. If this is not the case, then distance education could be viewed as a stepchild. Distance education re- quires a strategy for change—essentially, to conjure with values different from those that have implicitly conditioned the library’s organizational past. Distance li- brary services must not be subjected to a disparate value system and should not be thrust into a juxtaposition with tradi- tional, on-campus library services. Will Emerging Technology Level the Playing Field? Recent technological advancement is one of the primary reasons that institu- tions of higher education are investing more resources in distance education. Lifelong learning also fits neatly in this package; learning from cradle to grave is certainly enhanced by the new tech- nology. Compressed video, audio teleconfer- encing, and interactive multimedia are adding “real value” to the learning, teaching, and research components of distance education. Digital technology is changing the nature of creating and dis- seminating knowledge. The globalization of knowledge and the World Wide Web/ Internet are having an unprecedented impact on higher education (regardless of location), the global economy, and the human condition. The current and emerging technology offers an ex- tremely positive environment for im- proving library services in distance edu- cation endeavors. Exciting and reward- ing times are ahead for librarians who engage themselves vigorously in dis- tance education. DONALD E. RIGGS Notes 1. 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