Ўзбекистон республикаси ахборот технологиялари ва коммуникацияларини ривожлантириш вазирлиги муҳаммад ал-хоразмий номидаги

 
Schedules are flexible; learners are able to access study materials at 
convenient times and locations.
 
Learners are able to receive individualised attention from the instructors 
whenever needed either through e-mail, chatting, postings, telephone, video-
conferencing and other related media. 
 
Travel time to location of study is very minimal depending on the course 
approach: whether the mode of study is fully on-line or blended (face-to-face and 
online). 
 
Learners are able to supply responses to instructors or peers whenever it is 
convenient for them, using either synchronous or asynchronous channels of 
communication. 
 
Learners have more time to think about questions posed by instructors or peers 
and to produce feedback later and are able to learn at their own pace. 
 
Learners have the option to be anonymous during postings, interaction or 
discussion. This can enhance the confidence of some learners. 
 
The instructional materials and technological tools are there to be evaluated 
in detail and continually to be improved.
 
Distance learning has taken advantage of the new technology by providing a 
platform to acquire knowledge and also forces people in the field of education to 
examine issues related to the technology available. Bates and Escamilla, J. stated in 
their writing that with this world wide choice, distance learning interactive 
technologies could empower individual learners on a wider scale by making 
education more focused on their needs. They also stressed that the reality is that any 
information-technology based distance education relies on developing curriculum 

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and providing learner supports that are relevant to the learners wherever the learners 
happen to reside. However, a few studies contradicted the fact that with the 
increasing number of distance learning courses will in no time expand educational 
opportunities world wide. Hara and Kling in their studies found problems that arose 
in a Web-based distance education course at a major U.S university. The study found 
that the learners were frustrated by the lack of prompt feedback, ambiguous 
instructions on the Web and technical problems that they have to face. The 
frustrations that the learners faced inhibited educational opportunities and failed to 
satisfy the learners learning experience. This is supported by Elvers, Polzella and 
Graetz, they claimed that online distance courses that have no strict study schedule 
provide more opportunities for procrastination when compared to the traditional 
face-to-face classes. In Dunbar’s study, distance education was found to be a failure 
in Indonesia due to the adoption of western models without any adaptation “to suit 
the acculturised behaviours of the Indonesian teachers and learners” (p163). The 
western model imported by the Universiti Terbuka Indonesia takes for granted that 
the learners are capable of independent learning behaviours and psychologically 
prepared of a self-study regime. Additionally, Dunbar stated in his writing that 
Indonesian society is strongly heteronomous; the teacher-student relationship is built 
on one-way respect--from students to the teacher, and these learners are acculturised 
from small children to avoid behaviours that may be interpreted by others to be 
expressions of personal autonomy. Hara and Kling argued that what is needed is 
research that is aimed to educate us on learners’ experiences in terms of their 
attitudes, behaviours and preferences and the appropriate use of technology and 
pedagogy which could make distance education beneficial to the learners. With all 
the advantages of distance learning, using up-to-date technology and appropriate 
pedagogy with flexibility in seeking knowledge, there will be some liabilities and 
setbacks that are unavoidable or unresolved. If the technology and pedagogy fails, 
the distance learning course offered can fail. With the increase in demand for 
distance education, the growing concerns were on the effectiveness of distance 
education and the changes in pedagogy and what is required by the advancement of 
technology.