Unsurpassed of together worlds

There is much written about the vast, limitless potential for online education outreach in developed and even more so 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 expanding access to higher education.

There is no doubt that online delivery can provide an improved opportunity to participate in higher education for students who are located in remote areas who are engaged in working full-time who have family responsibilities or medical conditions that prevent attendance on campus, but this is not necessarily a panacea for all students.

I would suggest that online study presents some significant challenges for many people in developing countries, where the quality of what students receive in primary and secondary school levels in terms of teaching resources and curriculum is in many cases a lower standard .

These students are less prepared and resourced to succeed as independent, self-directed learners, which is expected in setting online training.

Moreover, the cultural context of these students placed significant value of community and relationships, but online learning journey from beginning to end is the student and the teacher separated and keeping the students apart from each other. This is a big challenge and is basically contrary to the collective environment, which is so highly valued in these crops.

Even if the student has exceptional facility with technology and technology available to them and are reliable - a huge "if" in many developing countries - there are so many other aspects of being a student of higher education that they need to go alone.

These include making what subjects to enroll in each semester after decoding conditions, how to properly connect with the speakers, where to get help for academic techniques for skills development and training on how to best use text selection, how to present tasks, how to access library resources, how to find resources on the Internet where to sit exams ... to name a few.

Of course, all this information is available for students to read online, but it does not replace chance had discussions in class about such issues and the inevitable extra information provided. In most cases, these students are also "the first in the family" (or village) to try higher education, so I have no experience to guide them in what to do.

Lack of social connection

Suppose that the materials of the training provided to students in online mode are clear, comprehensive, structured and well presented and of high quality.

Let me also say that a lot of thought has gone into providing different learning styles are taken into account in educational activities provided in making sure the content is complemented with a variety of advanced research informed examples included informal assessments along the way to allow students a chance to assess the progress of their life. (Again, these are huge assumptions do!)

The lack of tangible social relationship still presents a major problem for most students in developing countries. This is regardless of online forums that enable students to student online discussion, audio lectures available teleconferences that might arise between a teacher and students.

A major factor in these students studying online is geographical isolation and for many the opportunity to travel a great distance to attend the intensive school during the holiday break university is impractical. However, they need a physical space where they can come together to connect with other students - an opportunity to create additional educational community.

There are some wonderful examples of online - from a distance - training programs that recognize this need for social connection. One example that I've seen work well is when the university offers a program taps into existing local facilities for education across the country to set up training centers in local schools.

Ideally, live lectures are streamed through videoconferencing centers for training, but in reality poor communication services and even the lack of electricity in some places it difficult.

Limited face to face sessions with speakers occur during the semester and are very well attended, but they can be rather few and far between.

What stands out however is the role of these centers in establishing that important sense of community. They become a place for students to get together on an informal basis for the exchange of knowledge, experience and stories.

It corresponds with a strong sense of family, community and collaborative relationships that are essential for many developing countries found in cultures.

Students feel safe in visiting the center and interact with others who share similar challenges for them even if they do not learn the same course. For some, without face to face contact with their level of motivation and focus to continue with their training will be lost.

The example provided is not unique - there are several examples in use worldwide. What is often lacking in developing countries, however, is a consistent, long-term commitment to support these centers and the inevitable reliance on international public funding to overcome the challenges associated with the ongoing operation.

What is also sometimes lacking is properly addressed by all those involved in the process of investing in approaches that fit with and ensure real success in this cultural context of decision making.

What is the point in spending significant dollars on approaches that are doomed to perish, because they can not take into account cultural principles and environmental realities?

Nita Temmerman (PhD) is a former pro vice-chancellor (academic quality) and Executive Dean of the Faculty of Education at the University of Southern Queensland, Australia. She is also a visiting professor in the Solomon Islands National University, chairman of the board of directors of academic Emmanuel International College, and is a specialist Hong Kong Council for Accreditation of Academic and Professional Qualifications.