I. Introduction

Distance Learning (DL), also referred to as Distance Education, is learning that takes place between a teacher and student(s) separated by a physical distance using available technology (voice, video, data, or print) to bridge an instructional gap. There is nothing new about distance learning; correspondence courses, off-site continuing education, and satellite-based education have been a part of higher education for the past 40 years. However, with the advancement of new technologies, the expansion of economic markets, the increased call for alternative educational programs, and the establishment of a global information society, distance learning is fast becoming one of the most (if not the most) important issue facing states and higher education institutions today.

Most higher educational institutions in Virginia are examining distance learning with newfound urgency, looking specifically at their roles as providers of distance learning, as well as their roles as recipients of distance learning programs from other institutions and enterprises. At the University of Virginia, distance learning is administered through the Division of Continuing Education, a network of seven regional centers scattered across Virginia in Charlottesville, Northern Virginia, Lynchburg, Roanoke, Richmond, Hampton Roads, and Southwest Virginia. Recognizing the need for lifelong learning, each of these centers offers University continuing education classes to their respective local populations. Over 30,000 citizens of the Commonwealth engage in U.Va. continuing education activities every year. The ultimate goal of U.Va.'s continuing education program is to address "the needs of the Commonwealth, extending the University's educational resources to citizens across the state and helping them further their knowledge and skills." Overall, distance learning plays a small (albeit important) role in the achievement of this goal.

Currently, the School of Engineering, the School of Nursing, and the Curry School of Education are the primary providers of distance learning at the University of Virginia, offering approximately 700 hours of distance education each year. Last year, the School of Engineering offered nine-tenths of these hours through 'electronic classroom' satellite broadcasts. U.Va.'s distance engineering program can be traced to the early 1980's, when state officials wanted to avoid the development of an engineering program at Virginia Commonwealth University. Consequently, they launched the Commonwealth Graduate Engineering Program (CGEP) to deliver distance learning courses from U.Va. and VPI (Va. Tech.) to Richmond. The program was so successful it was beamed around the state in 1984, and engineering classes have been broadcast via satellite from U.Va., Va. Tech., Virginia Commonwealth University, and Old Dominion University to receiving sites statewide ever since.

Distance learning holds great promise for the state of Virginia. In 1997, The American Council on Education stated as one of its five Distance Education Guiding Principles that "all learning environments, traditional and virtual, are important to the university and should be cared for" (Office of Distance Education at Virginia Tech.). This principle is driving distance learning trends throughout the Commonwealth, but there is much work ahead. This report will comment on the major issues and trends surrounding distance learning in the State of Virginia, as well as some of the issues surrounding distance learning at the University of Virginia, including what U.Va. must do if they wish to take a leading role in statewide distance learning initiatives.

II. Distance Learning Trends in the State of Virginia

Current trends and demands are requiring higher education, not only in Virginia but also across the United States, to re-evaluate distance learning priorities for the coming millenium. Some believe universities must transform themselves from 'faculty-centered' to 'learner-centered institutions,' and that faculty have an obligation to transform themselves from teachers to "designers and managers of learning experiences" (Duderstadt, 1998). This is in direct response to expanding population and economic market demographics. Some say distance learning will be the key to this evolution; higher educational institutions must recognize the increased need for distance learning, adapt to accommodate this need, or become inconsequential. Is there truth to these assertions? Will universities who do not embrace distance learning become unimportant? Surely, universities slow to promote distance learning on their campuses will survive, but there must be a willingness to change and evolve to meet future trends and needs. Otherwise, these universities will suffer some form of 'backlash' from consumers.

Undeniably, the consumer market for distance learning is expanding. Trends suggest an increase in traditional college-age learners seeking degrees, as well as older employed learners seeking skills enhancement and certification, over the next ten years. According to the American Society for Training and Development, by the year 2000 nearly three quarters of the current workforce will need to be re-educated to meet changing employer expectations. Business and political leaders are pressing to make higher education more responsive to these changes. Virginia's growing technology sector recently endorsed a blueprint entitled Building a Commonwealth of Technology: A Blueprint for Technology-Based Economic Growth in Virginia that calls for Virginia to emerge as a growing leader in technology. The Blueprint calls for significant investment in education and training, much of it by way of distance education. Furthermore, the Northern Virginia Technology Council's 1998 legislative agenda proposes a tax credits and educational funding options to achieve workforce training goals. There is certainly pressure on the Commonwealth to deliver needed distance learning programs.

The Commonwealth is responding. Last June, the State Council of Higher Education for Virginia (SCHEV) held a Distance Education Forum to explore how the State can best support distance learning, and a number of advancements were recognized. For example, Old Dominion University was identified for their premiere TELECHNET initiative of 1992. TELECHNET is a full baccalaureate, synchronous instructional television degree program offered to 40 community college sites throughout Virginia.

Additionally, the Commonwealth recently established Net.Work.Virginia, a high-speed, high capacity broadband ATM (Asynchronous Transfer Mode) network that can deliver high quality two-way video and audio conferencing. Net.Work.Virginia was originally negotiated by Virginia Tech, Bell Atlantic, and Sprint; it now connects all of Virginia's institutes of higher learning, public schools, libraries, and agencies, and offers great potential for delivering distance learning economically and quickly throughout the State.

Other steps include the Commonwealth's decision to participate in the Southern Regional Electronic Campus (SREC) initiative of 1998. The SREC is a collaborative effort that offers college courses from sixteen states across the South, including ten colleges and universities from Virginia. Old Dominion University and Virginia Tech are both currently involved in the SREC initiative. SREC was established by the Southern Regional Education Board (SREB) in response to a determined need for a common electronic market across the South for students (mostly adult learners) who need quality educational courses but are unable to leave their hometowns. It acts as a brokering agency, connecting distance learning supply and demand between the member states.

Some leaders are recommending Virginia go a step further and establish their own Commonwealth Virtual University to meet statewide distance learning demands. Essentially, virtual universities act as universities without geographic and political boundaries. Some state university systems (The University of Oregon and the University of California) are aggressively pursuing such developments. Many Virginians want more education but are unable to invest in a full-time campus experience, or want options to permit them to hold full-time jobs and care for their families. Momentum is building to bring instruction to learners at a time and place of their choosing, a shift to 'learner-center' education mentioned earlier. A Commonwealth Virtual University could help fill this demand.

Another area with very strong yet unrealized distance learning potential in Virginia is the World Wide Web. An inexpensive delivery vehicle that can provide synchronous and asynchronous interactions, the Web has an advantage over Net.Work.Virginia in that it can reach Virginians who wish to participate in distance learning activities from their homes. Some higher education institutions in Virginia are just now exploring the capabilities of the Web; Christopher Newport University has a baccalaureate program in Criminal Justice and Virginia Tech is offering Internet-based graduate programs in Political Science and Physical Education. Other institutions such as George Mason University offer Web-based courses in conjunction with electronic publishers (Savage & Buckner). There is little doubt the Web holds great promise and will become an increasingly important component of the Commonwealth's distance learning effort over the next few years.

It is clear distance learning in Virginia is moving forward, as consumers are calling for collaboration among Virginia's higher education institutions. At the SCHEV Distance Learning Forum last June, many felt Virginia is already far ahead of many states, and that the Commonwealth is uniquely positioned to deal with distance learning issues because distance learning has been an integral part of it's educational landscape for many years. Significant steps have been taken by institutions to meet consumer demands and the changing economic climate, is the University of Virginia poised to lead distance education in the Commonwealth?

Although the University of Virginia offers distance education programs through their Department of Continuing Education, their overall commitment to distance learning is conservative at best. Interestingly enough, U.Va. has always been one of the Commonwealth's distance and continuing education leaders (dating back to the 1970's when U.Va. and Virginia Tech first started providing agriculture, business, and engineering continuing education through regional centers and extension offices, as well as the CGEP program of the 1980's), but has recently been content to sit back and let others take the lead with statewide distance learning initiatives. Only time will tell if this strategy is appropriate; some could argue U.Va. should take the lead in the Commonwealth because they have the history, the leadership, the stature, and the resources available to shape the direction of distance learning over the coming millenium. If U.Va. chooses take on this role, they will first need to strengthen their own distance learning mission, attend to faculty concerns, re-evaluate their distance learning funding policy, and increase their distance learning support services.

The lack of a clear distance learning mission is evident at the University of Virginia. A report prepared for the State Council of Higher Education for Virginia entitled Distance Learning in Virginia: Trends and Policy Issues for 1998 and Beyond, says every higher education institution in Virginia should consider its mission and goals related to distance education, and ask themselves if their mission is appropriate "given the recent trends in learners, the workplace, and technology." Some institutions have followed this suggestion; for example, the following statement comes directly from the Office of Distance Education at Virginia Tech:

Distance and distributed learning at Virginia Tech connects learners with a system of distributed learning resources in support of teaching and learning, research and outreach regardless of time and distance. Distance and distributed learning will transcend the barriers of time and space, enabling Virginia Tech to be a world-class leader in providing quality learning opportunities through teaching, research and outreach, anytime and anywhere throughout the Commonwealth, the nation and the world.

It is clear Virginia Tech has committed themselves to distance learning. They understand how important it is to the future of the Commonwealth, and they wish to be a distance education leader, not just in Virginia, but also in the world. There is no such mission statement or vision associated with U.Va.'s distance learning program. U.Va. must develop a mission statement similar to Virginia Tech's before they can lead others in the Commonwealth.

Right now there is little incentive for faculty at the University of Virginia to teach and develop distance learning classes. U.Va. has always been a traditional, residential teaching institution, and faculty are not thrilled with the prospects of teaching distance education programs. These realities are by no means unique to this institution's culture. However, for things to change concerns raised by faculty must be answered. Is there truly institutional commitment at U.Va. for creating and funding ongoing faculty distance education developmental programs? Do opportunities exist here for faculty and technical experts to interact? Is there enough support staff available for activities such as graphic or instructional design? How should U.Va. faculty be evaluated and compensated for the increased workload a distance learning class brings? Who holds intellectual property rights to the distance learning curriculum? Other concerns surround pedagogy of distance learning; faculty want to make sure learning is the primary outcome of distance learning efforts, and many are concerned distance learning environments are inappropriate for 18-22 year olds engaging in traditional college education.

Indeed, the University will need to address these questions if they want to lead distance learning in the State of Virginia. It is recommended the University of Virginia establish a focus group to develop clear policies on faculty compensation, intellectual property rights, and faculty developmental programs for distance education. Faculty at U.Va. might be enticed to explore distance learning if U.Va. granted release time for distance learning course development, permitted profit sharing or royalties, or gave faculty who develop distance classes credit towards tenure. Also, the University could increase funding so faculty could hire extra support staff and create small distance learning production teams for their departments.

Additionally, the University of Virginia should establish a comprehensive development program to train faculty who wish to participate in distance learning. Faculty could watch several high quality examples (within the production guidelines of the instructional producer) to conceptualize the kinds of production that can be accomplished in distance education, or participate as learners or observers in settings which use distance education strategies. Another option would be to allow new faculty to design and develop a distance education lesson without having to deliver the actual lesson (Lynch & Corry, 1998).

Funding is always a major issue surrounding distance education programs on both state and institutional levels. Some maintain the State of Virginia should create a centralized distance learning funding system that could serve all institutions in the Commonwealth. Currently, there seems to be little interest in regulating distance learning in Virginia, state leaders would rather see a free market that would allow consumers to choose courses and programs based on quality and cost.

How does this effect U.Va.? At the University of Virginia, distance learning is adjunct to the University's overall mission, so distant learning is considered cost recovery and is not centrally funded. This limits the amount of money that can be invested in distance education infrastructure because any investments made in hardware and personnel must be recovered.

Conversely, Virginia Tech looks at distance learning as part of the overall mission and underwrites the cost of infrastructure. If U.Va. wants to become a DL leader in the Commonwealth, it is recommended they take a similar position as Virginia Tech, regard distance learning as part of their overall mission, and fund it accordingly.

Educational Technologies (ET) is the main distance learning support service at the University of Virginia. A part of Continuing Education, ET is a small operation (less than twelve people) that provides satellite services, video production, and network management for University departments and state and non-state agencies, including both C-band and Ku-band satellite services and land-based microwave transmissions. Mostly, ET satellite services are used to uplink faculty for interviews to broadcast networks, offer news feeds and local programs, and provide support for national teleconferences at U.Va. (i.e. The Nobel Peace Conference last fall).

ET's satellite services are no longer used for distance learning; in fact, all distance learning at U.Va. is now delivered over Net.Work.Virginia. The major advantage of using Net.Work.Virginia is the cost of delivery. In the past, the University would have to pay for every hour of satellite transmission. With Net.Work.Virginia, the University pays a once-a-year fixed cost and uses the network as much as needed. This is, by far, one of the brightest developments for the University's distance learning future.

On a less enthusiastic note, most of ET's support services (video and audio production, computer services, and multimedia development) are not utilized for distance learning. ET offers design services to help U.Va. faculty prepare for teaching in a DL environment, but these services are meager and rarely used by faculty who teach distance learning classes. In truth, the primary provider of distance learning at U.Va., the Engineering School, hardly ever uses ET's design services. Because ET is a cost-recovery center, it must look for ways to make money, so it accepts any funded projects that "walk through their door" from other departments and agencies. ET does not offer any systematic instructional design (a must for distance education); in fact, an instructional design position has been unapproved in ET's budget the last six years.

ET's role must be expanded and strengthened if U.Va. has any hope of emphasizing distance learning in the future. For faculty, participation in distance learning at U.Va. might be more realistic if ET could concentrate solely on supporting distance learning and not have to worry about recovering costs. ET must also be given funding to hire instructional designers to help ease faculty workload.

IV. Summary

Distance learning is an extremely important issue, higher education can not dismiss its far-reaching influences and must be prepared to collaborate to meet its challenges. Increased population demographics, booming economic markets, new technologies, economical delivery options, and increased consumer demands have forced Virginia to review its distance education policies and its preparations; Virginia seems to be on track, having made significant investments in distance learning initiatives and technical infrastructure over the past few years. Furthermore, many say Virginia is in a position to "get things right" because the Commonwealth has been focusing on distance education for many years.

Many higher education institutions, including ODU and Va. Tech, have made strides to keep pace with increased distance learning demands, positioning themselves to lead the Commonwealth's distance learning initiatives into the next decade. Currently, the University of Virginia has the stature, resources, and leadership to lead distance learning in the state, but not the interest. Some could argue U.Va. has a responsibility to lead the distance learning initiative, especially given their history and influence worldwide. Before they could lead, U.Va. must first address distance learning issues at home including their distance education mission, the concerns of their faculty, their funding, and their support services. Only time will tell how the University's distance learning decisions eventually impact the Commonwealth.

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