The strength and foundation of each field is the knowledge base of the field, which is results of years and, in some areas, centuries of research activities. Most experts in distance education believe that computer-based distance education is a necessity for the advancement of our learning society and lifelong learning. Schrum (1994) in her research recommended that a continuous and well planned research agenda must be established to inform those considering taking or offering on-line courses. She mentioned that we need further exploration of student characteristics and we need to identify what content is easily and successfully taught through on-line interaction.
There are several recommendations for future research that evolved from the present studies.
More research should be done regarding the level of computer and communication skills which is adequate for a successful and positive educational experiences in computer-based distance education. The research about competency of the computer tools and applications, and educational experiences should be conducted at the beginning of the semester with a follow-up questionnaire for the same group of teachers and students at the end of the semester. The results can produce valuable information about the level of technical skills of the students at the start and at the end of computer-based distance education.
There is a need for more investigation about level of adequate competency, which can help teachers and students to succeed in the online teaching and learning. It is hard to define adequate level of competency, but basic knowledge of digital communication, collaboration, accessing, and processing resources are essential for any teacher or learner in the online education. The main question to investigate is "what is the necessary knowledge for teacher and students before starting computer- based distance education?"
More information is needed about students characteristics and their objectives for learning. These bits of information can help higher education institutions to reach a bigger market and provide the opportunity of continued education for more citizens of Indiana. Vargus and Garrete (1993), in their research revealed that there is a major market for post-secondary education in Indiana. Only in the nine central county area of approximately 80,000 students, over 9,000 suggested they will take a televised course and about 6,000 expressed a strong interest in computer-based courses.
There is major need for research about instructional methods which can foster the utilization of computer and communication technologies in the computer-based distance education. Most of the current design of processes of teaching and learning are based on the face-to-face methods of teaching and learning. As twigg (1996) said, "the emphasis must not be on the technology, but on change in pedagogy enabled by information technology."
Gaining knowledge about some of the following issues can help the design of process of teaching and learning in the computer-based distance education programs in Indiana.
1. Examining students’ barriers such as time, distance, work, family, technical skills, support, and communication.
2. Examining students motivations such as learning value, job performance, new competencies, and advancement in employment.
There is a need for knowledge about the characteristics of learners, their objectives for participation, their motivations, and their limitations. This knowledge can help institution in the development of educational programs, which are pedagogically sound and educationally effective. Today’s online learners have clear objective for participation and expect from institution to offer program, which can satisfy their objectives. Simply, a real outcome-oriented program must be developed based on the objectives of participants.
There is a real need for pedagogical methodology that can foster technology in education. Most of the current designs of the process of teaching and learning are based on the face-to-face methods of teaching and learning. As Twigg (1996) said, "the emphasis must not be on the technology, but on change in pedagogy enabled by information technology." Another question to investigate is "what is new pedagogy to foster technology in the education?"
There is a need for evaluation of the effectiveness of training and orientation programs, which can help teachers and students to participate successfully in the computer-based distance education. When computers are the only means of delivery and communication, every teacher and student should have adequate competency to operate comfortably from first day of class. In addition, teacher needs to have some level of knowledge for design and development of digital resources.
There is a need for evaluation of the necessary support programs for teachers and students in the computer-based distance education. The question to investigate is "How necessary is a support program, and what type of support programs is essential in the computer-based distance education?"
There is a need to evaluate teacher’s new role as facilitator, technology expert, digital content developer, and problem solver. The important questions to investigate are "how these additional responsibilities will effect teacher’s contributions and advancements in the subject matter?", and "what kind of rewarding system is needed in order to help future of the asynchronous education?"
This new field will continue to grow. It is very important to have a rich knowledge based in order to build a strong foundation for the future of this method of education. The reality of global network and capability of web are revolutionizing teaching and learning. Asynchronous education and digital resources are the way of future for every higher education institutions in the global education. Tough competition in the global education and economy, and demand of learners for quality education obligate institutions, agencies, business, educators and researchers to generate more knowledge about this method of education.
Finally, the penetration of technology in life, work, and social interaction has changed the traditional assumptions and operations of societies. This penetration has effected our political, economic, social, and educational systems not only at the national level, but also at the global level. In the 21st century, the prosperity of every nation is related to the ability of educational systems to succeed and implement needed changes in order to provide quality educational opportunities for citizens independent from time, place, and resources. Higher education institutions must understand that providing the opportunity for lifelong learning is vital, asynchronous education is a must, web-based resources and delivery are a reality, cooperation and collaboration is the only way to succeed, and the global education and economy are the hallmark of the 21st century.
Higher education institutions in Indiana and IHETS should support and encourage research activities in the field of computer-based distance education. As Swain in the IPSE’s strategic plan 1996-2001 said, "assessing the quality of the delivery mechanisms as well as the content of courses delivered by distributed learning technologies so that improvement can be made where deficiencies are detected." The IHETS future plan for the assessment of the delivery systems has potential for generating more research activities in computer-based distance education.