Students in distance and open learning

This chapter focuses on students in distance and open learning in Asia, the region reported to have the world’s largest student enrolment in open and distance education. The topic has been given prominence as the theme ‘The Asian distance learner’ at the Asian Association of Open Universities twelfth annual conference hosted by the Open University of Hong Kong on 4-6 November 1998. Asian students so far have not included many of the special population: those who are physically disadvantaged/ handicapped, minorities – aborigines, socially and legally disadvantaged – prisoners, housewives/homemakers and special children who are homebound. Asian students mostly discussed are mainstream working adults who cannot leave their jobs to attend full-time on-campus education. They come from various backgrounds of work experience and socio-economic status. In spite of their differences, many studies on distance learners seem to indicate certain characteristics common among them. These traits include:

• the majority are in the age range of 20 to 30 years; • male outnumber female students (except for Japan where the number

of females is 60.5 per cent (Yoshimoto 1998: 443); • most have a job in middle or lower management, technical or clerical

level; • most perceive distance learning as a way to improve their qualifi-

cations for promotion or better career prospects; • most have little or no idea about distance learning; • most have little self-confidence and low self-esteem; • most have a poor academic background; • most cannot get into the conventional education system; • most are passive learners whose major concern is passing exams; • most are inclined towards pragmatism, not interested in theories; • most possess relevant experience; • most are often pressured by time, finance, family and job commitment; • teachers outnumber other professions among distance learners.