Print version Recommend this page Press release
09/ 2012
Bonn, 28.02.2012
Continuing training via distance learning becoming increasingly popular - educational guidance required to support learning processes
New BIBB publication featuring educational research papers
Whereas overall participation in continuing training in Germany has been stagnating for a number of years, more and more people are choosing to pursue a course of distance learning. The number of distance learners in higher education and the degree of differentiation in educational and training provision are also both on the increase. But how do those interested go about finding the right course for them? How can distance learning be combined with working and family life, and what are the consequences for educational guidance? The edited volume "Educational guidance in distance learning. Papers from research and practice" published by the Federal Institute for Vocational Education and Training (BIBB) addresses both these questions and other issues arising with regard to selection of and participation in distance learning courses and distance learning based higher education provision.
Over the last few years, the estimated number of distance learners and higher education distance learners has risen from approximately 265,000 in 2003 to just under 400,000 in 2010. Most participants are persons in active employment, who pursue in-service advanced training in a way largely independent of location and time to acquire (recognised) qualifications. The high proportion of learners engaging in distance learning based higher education without being in possession of a formal higher education qualification is particularly conspicuous. This means that such educational provision is able to provide a significant contribution towards promoting lifelong learning and towards creating permeability between vocational and academic education.
Alongside an overview of the historical development and the particular didactic characteristics of this method of education, the papers contained within the edited volume cover a broad thematic spectrum ranging from empirically based findings regarding the perspective of those seeking to participate in distance learning to insights into practice as well as extending to encompass an exploration of the conceptual, didactic and organisational aspects involved from a higher education point of view.
By way of illustration, we would like at this point to select two topics, each of which was investigated on the basis of a practical example.
- Benefits and limitations of web-based educational guidance
BIBB research results based on a survey of 8,611 interested parties and participants conducted at the end of 2009 facilitate differentiated statements in respect of individual guidance objectives and on the use of information sources prior to undertaking a course. Regarding the topic of Internet use, for example, these results show that Internet-based forms of neutral educational guidance - i.e. guidance provided by bodies operating independently of providers - are very little in evidence thus far, whereas web-based technologies from the distance learning educational segment have become firmly established. This affects the didactic preparation of teaching or higher education contents as well as their use for research or guidance purposes. The online survey revealed that more than 70% of those questioned had used a search engine prior to signing up for a course of vocational or higher education distance learning. Very few of those surveyed were aware of the existence of neutral educational guidance (approximately 28%), and little use was made of such provision (approximately 6% of those questioned). - Learning process related support
In order to avoid dropping out of distance learning and distance learning courses in higher education, some of which are of several years' duration, participants need to perform a difficult balancing act between employment, family life, leisure time and learning. The aim of educational guidance is to counter motivational low points and offer learning process related support. An outline of the development of a tele-tutoring programme and a paper on the practice adopted by a distance learning institute show how this can be achieved as well as providing suggestions for a deeper exploration of the topic.
The themes addressed by further papers in the volume include the use of continuing training databases and aspects of transparency in continuing training.
Further information and materials, including relating to the BIBB research project "Personally related (continuing) training guidance in distance learning" are available at www.bibb.de/bildungsberatungfernlernen.
Contact partner
Angela Fogolin, e-mail: fogolin@bibb.de
The edited volume "Educational guidance in distance learning. Papers from research and practice" has been published as part of the BIBB "Vocational Training Reports" series (ISBN 978-3-7639-1150-9) and may be ordered via www.bibb.de/veroeffentlichungen at a price of €27.90. It is also available for purchase from the publishing house W. Bertelsmann Verlag (wbv) at www.wbv.de together with additional information on the individual articles.
Information on continuing training participation and distance learning statistics is provided in the 2011 BIBB Data Report to accompany the Report on Vocational Education and Training (pp. 285 ff.), available at www.bibb.de/datenreport, and in the Trend Report to accompany the 2010 Adult Education Survey (AES) "Continuing training behaviour in Germany" published by the Federal Ministry of Education and Research (BMBF) at www.bmbf.de/pub/trendbericht_weiterbildungsverhalten_in_deutschland.pdf.
Reprint free of charge - voucher copy requested.
