The Persistence of Distance Education: Low(er) Tech Options for Remote Learning

Introduced by the military regime of Myanmar (aka Burma) more than 50 years ago, distance learning aimed to alleviate university overcrowding and allow students from remote areas to earn a graduate degree for a reduced tuition. The Myanmar experience is not unique. Egypt, too, has for decades relied on an “Open Education” program for a surplus of students in certain fields, including law. Distance learning is not just a temporary mode of education during the Covid-19 pandemic, but part of the higher education system and the only option for students who are unable to participate in a full-time university program on campus. Additionally, the distance education instructors are typically wedded to traditional teaching methods and materials that translate poorly into a distance learning format, including fewer opportunities for questions-and-answers and reducing student assessment to a final written examination. Moreover, it is a method that suffers from a low-tech environment or “technological distress.” After reviewing this chapter, readers will be able to: o Design an appropriate online course with less reliance on large web-based platforms or on the need for stable internet access; o Create assignments that foster student engagement in a low-tech environment; o Incorporate individualized assessment and guidance strategies;o Consider collaboration with peer teachers at other institutions; ando Anticipate associated technology challenges.