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Top1. Introduction
The term distance learning and distance education are explained as skill and an activity within the ability of learning at a distance respectively; also these definitions are still seen limited by the differences in time and place (Volery & Lord, 2000; Moore, Dickson-Deane, & Galyen, 2011). The main principles of distance learning can be summarized as: interactivity with the learning objects and the other learners involved, learning by doing, dynamism, modularity, flexibility, multimedia, re-use of learning objects, traceability with the learning management system (or platform) allowing to follow the student’s interaction and human interaction (S. Severino, 2008; Sergio Severino, Aiello, Cascio, Ficarra, & Messina, 2011). Web based technology is advantageous in distance learning (quick adoptation) and typical web-based learning environments include course content delivery tools, synchronous and asynchronous conferencing systems, polling and quiz modules, virtual workspaces for sharing resources, white boards, grade reporting systems, logbooks, assignment submission components, etc. (Işık & Güler, 2012). Harper, Chen, & Yen (2004) has summarized characteristics of distance learning by year (Figure 1). If universities around the world (Oxford University, Berkeley University, Yale University, Harvard University, and Stanford University etc.) are examined, we can easily see how they give importance to distance learning.
Figure 1.
The characteristics of distance learning by year (Harper et al., 2004)
Turkey has more young population when we compare it with The European Union. On one hand, it means that the number of competitors is increasing to be placed in an institution of higher education. Every year, students make application to undergraduate degree, associate degree or open education programmes. They can be senior class level, graduated but not appointed before, graduated from tertiary education and appointed before. On the other hand, most of students cannot achieve success at Student Selection and Placement System (Higher Education Examination-Undergraduate Placement Examination) so they will not be able to continue their educational career, although they want to. According to Turkish Statistical Institute’s researches, total number of applicants in 2011 is 1.759.403, in 2012 is 1.895.478 and unfortunately total number of appointed to tertiary education in 2011 is 789.112, in 2012 is 865.630 (Turkish Statistical Institute, 2012a, 2014). From another perspective, graduating from an undergraduate, a master or a doctorate degree program is a need for some people who want to get a better job (with more salary) or high payrolls. In Turkey, distance learning has spread with Anadolu University Open Education Faculty and is still at the focus of researchers. Especially people are interested in e-learning programmes in distance learning field. We can clearly say that our higher education system becomes richer with these new associate, undergraduate and graduate degree e-learning programmes at universities.
In future education system, learning methods and students’ profile will be changed. According to Kavak (2011), in higher education ages has been changing and parallel to Organisation for Economic Co-operation and Development (OECD) nations, attendance of older students has an upward tendency to grow. Also in this respect he adds that the share of students who are 23 and above has increased from 11.3% to 18.5% in the last decade. Parallel to these ideas, the availability of education resources and budget of these investments is very difficult for future learning. There is another fact that 42.1% (Turkish Statistical Institute, 2012b) of Turkey population is under 25 years old, therefore we have young population who need education for future.