Is Distance Learning for You?
by Andrew Silberman

Duke. Wharton. Harvard. Just three of many well known names moving beyond their traditions and deep into cyberspace. Schools located around the globe (and some located only on the Internet) are turning the education world upside down; instead of you going to classrooms, their classrooms are coming to you. Is this a dream come true, or is your computer screen waiting to be smashed by your frustrated fist? This month, IT Career Consulting takes a look at distance learning, courtesy of Andrew Silberman at the AMTGROUP.

Let's look at two cases that can help you decide if a distance learning program is right for you, and if so, how you can get the most out of it. Now's the time to explore these questions -- before you plunk down the cash and plop down in front of your computer screen. For those of you with little time to spare, I'll cut right to the punch line: What you'll get out of any distance (or other) educational program depends on what you put into it. You need only read the case studies and commentaries that follow to be convinced of this timeless truth.

Case 1: John Creech, Snap-On Tools

John had been working for Snap-On Tools for almost 20 years before he came to Tokyo. After four years here, he felt he needed an MBA to pick up some new skills -- and, more importantly, he wanted to "finally get that degree." But he couldn't justify taking two years away from his growing business -- after all, he was the president. Duke University's Internet-based Global Executive MBA program sounded perfect: Team projects conducted over the Internet; a three-week residency before each semester in cities including Salzburg, Shanghai, and Sao Paulo; and a group of highly motivated, mid-career fellow students to work with. "This was my chance!" The result? For John, Duke's program, despite robbing him of his golf, beer, and sleep, was well worth it. He could keep his job and career moving forward and actually contributed to his career as he went. "This degree program was directly connected to our parent company's succession planning program." Still, eight of the 47 people who started the program didn't finish.

Why did he succeed? John gives three essential reasons: organization, self-discipline, and support. He needed to create time and space to get through foot-high stacks of course texts -- books and CDs -- along with 24-hour a day team projects. (With teammates in Brazil and Switzerland, someone was always awake, reading, writing, clicking, and sending.) The support came from his head office (for funds) and his staff (for all the work he necessarily delegated). One habit that's stuck with him: he still wakes up at 3:30 or 4:00 a.m., but now instead of heading to his computer, he's catching up on all the exercise he missed during the program. "I was a mess, physically, during that time."

Case 2: Dan Peterson

Now let's look at someone who made a mess of the whole process. Dan Peterson (not his real name) chose a distance learning program on a single criteria -- no classroom requirements. He knew both his schedule and his boss wouldn't allow him as much time away as Duke's program required, so he opted for a little-known, non-accredited program that promised a graduate degree with "no admission test, no undergraduate degree required." An MBA with no GMAT? Like many of you, Dan saw that as an advantage. Who wants to take the GMAT? But if you learn one thing in business school, it's this: "There's no free lunch." Going for a program because of what it doesn't require will give you a degree you probably don't want -- and that's if you stick with the program long enough to complete their requirements. Dan didn't. What made Duke work for John and the unaccredited program fail Dan? Contrary to what you might think, the program was not the problem. I'm convinced John would have easily succeeded in Dan's program. The difference was the first goal they set, the quality of first question they answered: "Why do you want a degree from this institution?" (Every graduate degree program wants to know your answer to this one.) John knew what he wanted, whereas Dan knew only what he didn't want. Knowing what you don't want can be a good way to start, but it only fires up the engine -- you need something more to move your wheels.

Your approach

To make your program work for you, first answer two questions: "Why do you want this degree? What are you going to do after you get it?" (Every graduate degree program will want to know your answers to these questions also.) John knew where he wanted to fly and Duke prepared the runway. Plus he loved computers, so learning "Internet management skills" came along as a bonus, not a burden. How about you? What do you need? Do you have a clear idea of where you want to go? Why are you pursuing a graduate degree? Skills? Contacts? The piece of paper? Can you articulate your career and educational goals so persuasively that even your 12-year-old nephew can understand? Also, for a distance-learning program to work best, start cutting down the distances -- between you and the school and between you and other like-minded individuals. The Internet can help, but it can also leave you isolated behind your computer -- and that's not enough for most of us.

Cutting the distance

If your program doesn't provide Duke's brand of "residency requirements," find like-minded souls in your city who have either entered your program or a similar one, or who share your interests in learning your required subjects. Then get together in real space -- even Starbucks once a week can do. Let your friends know the targets you've set for yourself and you'll be more likely to hit them. One (some would say the) major advantage of traditional graduate-level education is the in-between times you get to spend with your colleagues (going to and from classes, working on group projects, after-hours pizza & beer parties, commiserating over unfair professors and grades). A distance learning program generally doesn't offer these opportunities, so it's up to you to create your own.

Got a distance learning question? Contact AMTGROUP at +81-3-3384-9884, www.amt-group.com, or e-mail andrew@amt-group.com by Andrew Silberman

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