Distance Education
Distance education (DE) is an umbrella term encompassing a variety of education approaches that are applied when teachers and learners are separated by space or time, or both. DE includes high-, low-, no-tech approaches and solutions; and formal and non-formal learning at multiple levels (pre-primary, primary, secondary, post-secondary, and all tertiary levels, including technical and vocational education and training). Terms such as distance learning, online learning, remote learning, and e-learning, all of which identify technology-enabled education approaches that require digital devices and internet connectivity, are a critical subset of the wider DE arena.
In the absence of formal education opportunities in EiE contexts, longer-term distance education programs can be seen as a low-investment intervention. DE can serve as a critical option, providing opportunities for individuals and communities who are unable to access in-person learning due to specific vulnerabilities (for example, young mothers, child laborers, children in remote areas, or children living with disabilities that are not being accommodated in schools, etc.) or have had their learning at school disrupted by crises. Distance learning modalities can be utilized as standalone programs (non-formal education programs) as well as complementing in-person models of education delivery supporting learners across all levels, inclusive of teachers engaged in pre and in-service professional development. In both instances, DE results in improving access and continuation of learning during crises. DE and technology-based modalities are also used to support at-risk learners in a range of remedial learning programs within low- and middle-income countries.
The COVID-19 pandemic compelled practitioners to expand and test a variety (LMS, learning content, digital pedagogies) of innovative distance learning solutions. Additionally, the pandemic highlighted various capacity constraints related to digital pedagogical skills, content development, and assessment of DE approaches. The increase in need and expectations that learners and teachers access and effectively use technology in their teaching and learning has not been matched by reliable access. The rate of growth is not experienced equally. For example, available evidence indicates a substantial gender digital divide in crisis settings prevents girls and women from accessing and learning at the same rates as their peers in more stable environments. The digital divide between different regions and gender discrimination remain key barriers to improving the quality of distance education within crisis settings.
Disparities between the most marginalized learners/teachers and individuals/communities who are privileged by access and familiarity with remote and digital learning modalities will continue to deepen without substantial and targeted investments. Principles on Inclusion and equity should drive those investments by public and private stakeholders. The intersection between the public and private service provision of education and infrastructure impacts accessibility, affordability, and product development. Regardless of who develops, supports, or maintains distance education, principles of inclusion and equity must shape the services and content offered to ensure the unique challenges and learning needs of the most marginalized and vulnerable learners are accommodated. Likewise, it is imperative for all stakeholders to consider the colonial and cultural implications of resources, digital content, and pedagogy with the development and provision of DE in crisis contexts.
This collection was developed with the support of Asim Latif and the INEE Distance Education Working Group.
