Form Of Distance Education Research Articles

Dimensions of distance: a comparison of classroom education and distance education

Distance is obviously a core issue in distance education. But distance is a factor in classroom-based education as well. Classroom-based teachers and distance educators have a common interest in the dynamics of distance.The focus of much discussion in distance education is on geographical distance and how it may be bridged. However, this focus obscures the more fundamental issue of educational distance. Educational distance includes cognitive distance, role distance and access distance. This form of distance is as potent in the classroom environment as it is in a virtual learning environment.The writer explores this theme by his analysis of the communication patterns between teacher and students in one module in a BSc Health Studies degree programme. The writer has taught this module in both distance education format and in traditional classroom-based format. His finding is that the communication time between the teacher and students in the distance education form of the module is 29% greater than the communication time in the classroom-based form. The most significant feature of the communication pattern is the greater quantity of individual communication between student and teacher in the distance education format.Both the quantity and type of the communication in each of these modes suggest that the more communication-rich distance education format has greater potential for overcoming the problems of educational distance within this module.

Comparing Student Satisfaction With Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis

Meta-analysis provides a method of quantitatively summarizing and comparing empirical literature to reduce Type I and Type II error. The meta-analysis described here indicates a slight student preference for a traditional educational format over a distance education format (average r = .031, after the deletion of outliers), and little difference in satisfaction levels. A comparison of distance education methods that include direct interactive links with those that do not include interactive links demonstrates no difference in satisfaction levels. However, student satisfaction levels diminish as additional information is added to the available channel of instruction (e.g., written to audio to video). The findings support those of researchers arguing that distance education does not diminish the level of student satisfaction when compared to traditional face-to-face methods of instruction.

Addressing the Global Digital Divide and its Impact on Educational Opportunity

This article examines the global digital divide, with tables of data that document the wide disparity between the world's information-rich and information-deprived. Its fundamental causes and ramifications for the world's poor are examined, with an emphasis upon how it affects educational opportunity. Critical challenges associated with addressing this problem are discussed, and some misguided past efforts to introduce instructional technology into developing regions are reviewed. Then, some potentially successful strategies for utilising educational technologies in developing settings are explored, including appropriate project design, funding issues, skill development programs for schools, new forms of distance education, and the establishment of tele-centres that can expand educational opportunities in a variety of ways. Considérations sur la fracture numérique globale et son impact sur les possibilités d'éducation. Cet article examine la fracture numérique globale À l'aide de tableaux de données qui illustrent le large fossé qui sépare les pays riches en informations et ceux qui en sont dénumis. Les causes Fondamentales et les ramifications pour les e pauvres f sont examinées, l'accent étant mis sur la facon dont elles affectent les possibilités d'éducation. On étudie et discute les challenges critiques associés À ce problème ainsi que les efforts mal concus dans le passé pour introduire la technologie de l'éducation dans les pays en voie de développement. Ensuite, on explore des stratégies potentiellement réussies pour élever le niveau de la technologie dans l'éducation y compris des projets soigneusement planifiés, des suggestions pour le financement des programmes de développement des aptitudes, de nouvelles formes d'éducation À distance et la prolifération des centres de Téléenseignement qui peuvent offrir des communications, des formations et des occasions de développement. Betrachtungen zur globalen digitalen Kluft und ihren Auswirkungen auf Bildungschancen. Dieser Artikel untersucht die globale digitale Kluft auf der Basis von Datentabellen, die die grosse Ungleichheit zwischen dem gut informierten Teil der Welt und jenem Teil der Welt ohne Zugang zu Informationen dokumentieren. Es werden die wesentlichen Gründe und ihre Auswirkungen auf die Armen dieser Welt untersucht, besondern hinsichtlich ihrer Chancen auf Bildung. Kritische Herausforderungen bei der Behebung dieses Problems werden besprochen und frühere fehlgeschlagene Versuche, Lerntechnologien in den Entwicklungsländern einzuführen, werden neu überdacht. Darüber hinaus werden potentiell erfolgreiche Strategien zur Verbesserung der Bildungstechnologie erörtert im Zusammenhang mit einer vorsichtigen Projektplanung, Möglichkeiten der Finanzierung und der Errichtung von Telezentren, die Kommunikations-, Trainings- und Weiterbildungsmöglichkeiten anbieten.

Virtual Universities: Current Models and Future Trends

The first section of this article examines the current models of "virtual universities" that provide various forms of distance education. Distance teaching at university level is offered, nowadays, through at least five major organizational models: single-mode distance teaching universities, dual- and mixed-mode universities, extension services, consortia-type ventures, and new technology-based universities. The article analyzes the merits of the new information and communication technologies (ICTs) in the context of each of these five models, as well as the problems associated with their implementation. The second section discusses future trends in the development of distance education in higher education systems and touches upon five domains: potential student constituencies, new roles for the academic faculty, new forms of knowledge generation and delivery, the restructuring of the organizational infrastructures of universities, and the impact of globalization on higher education markets. The conclusion highlights some of the major difficulties in the processes of implementing the new ICTs into various higher education systems and offers a few suggestions as to how to proceed in tackling major problems.

Interactive Television in Schools: An Australian Study of the Tensions of Educational Technology and Change

This paper outlines some key issues that arose from several projects that investigated the use of interactive television in schooling. In this paper we draw on these projects, to illustrate and discuss how a (then) new form of distance education -- satellite-based, narrowcast ITV -- was designated for use in primary (elementary) and secondary (high school) classroom settings, how it was implemented, and how it collapsed as an endeavour. Issues raised by students, teachers and administrators are related to each to illustrate how ITV slowly declined over several years, despite its usefulness for some and strong support from those involved.

Model for a Web-Based Information Literacy Course

SUMMARY When converting a traditionally taught classroom course to a web-based environment, yoSmusttakeanumbe; of issues and considerations in to account. This paper addresses the process of design and conversion, including computer mediated communication as a form of distance education, the advantages and limitations of the technology, methods of addressing learning styles and insuring interaction with students, as well as examples of teaching an online asynchronous course.

Continuing professional education in transition, 1981?2000

When this journal was first published 20 years ago, discussions about systems of continuing education were just beginning. Houle had just published his landmark book Continuing Learning in the Professions, in which he predicted that continuing education would grow in stature and size to rival pre-service professional education. The purpose of this article is to critically analyse the developments in CPE over this 20-year period. Although we have witnessed the partial realization of Houle's prediction, we are in a transitional period of building systems of continuing education. I review five trends that have greatly affected the face of CPE over the past twenty years. These are: (1) the amount of continuing education offered at the workplace dwarfs that offered by any other type of provider, and probably all other providers combined; (2) an increasing number of programmes are being offered in distance education formats by universities, professional associations and for-profit providers; (3) there are increasing collaborative arrangements among providers, especially between universities and workplace; (4) the corporatization of continuing education has increased dramatically; and (5) continuing education is being used more frequently to regulate professional practice. I end by discussing three issues currently being negotiated across the professions related to the future development of systems of continuing education. These are: (1) continuing education for what? - the struggle between updating professionals' knowledge and improving professional practice; (2) who benefits from continuing education? - the struggle between the learning agenda and the political and economic agendas of continuing education; and (3) who will provide continuing education? - the struggle for turf versus collaborative relationships.

A public health-academic education partnership.

This article presents an academic-public health partnership needs assessment. Given the many health systems changes, the Delaware Division of Public Health and the University of Delaware joined forces to study partnership options and public health staff's education needs. This assessment was the first phase of a four-stage, multiyear research-service partnership. The top three education needs identified by the sample (n = 36) of public health staff were (1) community assessment, (2) partnership building, and (3) core functions. Distance education formats were selected as the most popular choice for education updates. Findings support the need for continued education and the use of academic-government partnerships as an education-service delivery resource. Perceived benefits of academic-public health partnerships include staff training, student learning opportunities, improved community services, and increased collaborative research.

Learning Medical Terminology in a Traditional Classroom versus the World Wide Web: Is There a Difference in PA Student Performance?

Purpose: To investigate whether there are differences in the level of learning between PA students who learn medical terminology in a traditional face-to-face setting and those who learn it in a Web-based distance education format. Method: Performance on a series of content exams taken by 41 traditional classroom-based learners and 69 Web-based learners was compared. Exam scores were analyzed in order to determine whether there is a statistically significant difference in the mean percent scores of the two learner groups. Results: There was very little difference between the distributions of scores for traditional and on-line delivery methods. In fact, a t-test showed no significant difference in the mean percent on exams for the two delivery methods Conclusion: Based on this quantitative analysis of mean percent scores, there was no difference in the level of learning of medical terminology between traditional classroom learners and Web-based distance format learners in a PA program.

Delivering Graduate Marketing Education: An Analysis of Face-to-Face versus Distance Education

Marketing education may be delivered through a number of different methods from face-to-face to distance education. This study analyzes MBA student perceptions and preferences with regard to face-to-face versus distance education methods for delivering a course in marketing management. The results indicate that consistent course structure can be developed across delivery formats but that some pedagogical adjustments may be required for the distance education format, particularly in the areas of class participation and course-related activities. The findings also show that students appear to select the distance education delivery method because of convenience, not quality, since distance education was found to be the least effective and least satisfying method of delivery for the students studied. The study concludes by discussing the implication of these results.

Serving the System: A critical history of distance education

When analysed through the critical lens, distance education has a long history of serving the system at the expense of the lifeworld. Using Jürgen Habermas's Theory of Communicative Action as a powerful learning paradigm to diagnose problems and envision cures, this paper looks at the history of distance education in terms of its ability to foster communicative action. It concludes that most forms of distance education have served the system. However, computer conferencing carries the potential for the interactivity that enables communicative action, but does not guarantee it. Only the value choices of distance educators willing to stand up against the system in this era of corporate globalisation can ensure that they make the 'learning turn' and serve the lifeworld.

The Two-Way Video Classroom

Distance education, one of several contemporary trends in higher education, allows for an increase in collaboration across disciplines and institutions which can enhance gerontology education. This article focuses on the two-way video classroom and presents an analysis of the costs and benefits of institutional collaboration for this form of an online course. The role of the two-way video classroom in the ultimate convergence of other forms of distance education is also noted.

Creating partnerships for generative learning and systemic change: Redefining academic roles and relationships in support of learning

The adoption of information and communications technologies (ICT) is a catalyst for innovation and evaluation of teaching, and are driving many tertiary institutions towards a reconsideration of the nature of quality learning. While the technology of online delivery receives most attention, it is arguably the management of teaching and learning that requires new approaches. Universities which have been engaged in traditional forms of distance education are considering how best to integrate communications technologies that offer alternative forms of course delivery, communication, flexible pedagogies and new roles for teachers and learners. Institutional change issues are also linked to ICT adoption: developing students' generic skills, fostering lifelong learning and catering for greater flexibility in delivery of educational services is now core business in tertiary institutions across Australia. This paper argues that such changes require tertiary teaching staff to adopt a different mindset, that of facilitating and supporting learning while assuming new roles as managers, motivators, mentors and mediators of learning. The rationale for each of these roles within Web-based learning environments is presented within a constructivist framework, which affirms and extends good teaching practice. In addition to highlighting aspects of teaching and learning that are supported and transformed by constructivist, Web-based delivery, this paper proposes that professional development is essentially about establishing partnerships for renewal of teaching values, and that staff developers need to learn the craft of supporting change at various levels: at the individual level, at the course and unit level and at the institutional level through systemic contextualized affirmation of constructivist values. Professional development for adoption of Web-based teaching requires multi-dimensional thinking. Rather than acting as a driver of top-down change, effective staff development is participatory and supportive, seeking action research partnerships where more profound changes in teacher conceptions of learning must take place before online pedagogies become part of tertiary teaching culture.

Learners are teachers too in our virtual classroom

Classrooms allow for a lot of interactions, with good use being made of all the skills and knowledge the students may already have. Traditional forms of distance education do not allow any exchanges between the students and many Web based learning systems are also set up to miss out even though the Internet provides a great opportunity to include everyone. By embedding a combination of a listserv and a newsgroup into the Web pages of the learning materials, students' questions, answers and comments can be read in the context of the topic to which they relate. Hence all the usual class exchanges can occur and be saved in context for the next student to use.

A Distance-Education Chemistry Course for Nonmajors

A course for nonchemistry majors has been developed at Florida Atlantic University using a distance-education format. “Chemistry in Modern Life” surveys the chemistry relevant to environmental and consumer issues. The class lectures are on videotape, providing the maximum flexibility in scheduling options. In order to enhance instructor-student contact, a web-page and electronic communication are used to handle questions and class assignments. Student performance is primarily evaluated using thematic research assignments. In addition, take-home lab projects are included to provide practical exposure to experimental methods. The objective of the assigned work is for each student to observe how chemical issues affect their local community and to evaluate individual contributions to environmental problems and personal exposure to chemicals.

Low‐key leadership: Collegiate correspondence study and “campus equivalence”

Correspondence study represents the first and most persistent distance education format in American universities. Later called independent study, it enabled universities to disseminate instruction far beyond their campuses. Yet, national‐level leadership provided by the National University Continuing Education Association (NUEA) and its divisions has been relatively restrained. In contrast, leadership in the private correspondence school sector has been assertive, and sometimes even aggressive. The NUEA and its members shunned this approach, choosing instead to lead by persuasion and example. The NUEA developed standards of practice concerned primarily with replicating on‐campus teaching styles and values, rather than the promotion of distance education. With the abolition of its division structure, the NUEA's successor, the University Continuing Education Association (UCEA), has opted out of a leadership role in independent study. This paper concludes that the NUEA's initial attempt at leadership in distance education— while reasoned and principled—contained flaws that made failure inevitable.

Student Perception of Instruction Utilizing a Compressed Video Network

The delivery of instruction within education is going through a process of change at the presrnt time. One development that has had an impact on instruction delivery is interactive distance education. There are however, questions that need to be answered concerning the different components which are a part of this form of distance education. One such component relates to the attitudes of students who are receiving instruction through interactive distance education. It was the purpose of this study to ascertain student attitudes as they related to the different aspects of taking a course in this type of educational environment.

Deaf Education in Rural/Remote Areas: Using Compressed/Interactive Television

Compressed/interactive video is a relatively new format for providing preservice and inservice courses to rural and/or remote areas (Willis, 1993). At the University of Kansas Medical Center only two programs, those of Nursing and the Deaf Education, have engaged in this format of distance education. While the methodology was expected to assist graduate students in areas of the state who could not travel to participate in courses on one of the three urban campuses, it was also expected to challenge instructors to teach effectively while still encouraging active learning activities. Surveys of questions to rural and urban students were given to 13 graduate students in two courses in the fall of 1992, and to three additional students in the fall of 1993. Analyzed results documented the success of the compressed/interactive (ITV) video teaching format for this small group of master level students in Kansas.

A survey of two-way television horse management seminars

Decreasing travel funds and increasing demands on extension specialists' time have limited contact with horse owners at educational conferences at the county level. By using a form of distance education, an attempt was made to educate more clientele while conserving travel funds and extension specialists' time. Two different series of horse management seminars were broadcast over a two-way interactive television network managed by The Microelec- tronic Center of North Carolina. Clients evaluated the acceptability of distance learning technology as a means of delivering training. In 1993, eight two-hour seminars were broadcast to 1,162 horse owners at seven sites. Topics included nutri- tion, exercise physiology, behavior, training, evaluation, health care, body condition scoring, and breeding. Partic- ipants reported on evaluation forms (77% return rate) that distance education was an acceptable form of training (93%) that permitted adequate audience interaction (89%), was appropriate in length (84%) and technical quality (82%), and provided for the use of visuals which were helpful (89%).

Training science teachers with fully-interactive, distance education technology

Our experience with interactive distance education for science teachers has been both exciting and rewarding. This class has convinced us that activity-based science method classes can be presented with this technology. Working with distance education equipment requires the creative combination of long-established teaching techniques with novel procedures required by the technology. Although the technology does involve inevitable limitations and compromises, it sharpens some teaching skills and provides an opportunity for teachers to learn and do more science. As available tools for distance education become even more sophisticated, delivery techniques will have to be altered continually. Doubtlessly, technological developments will continue to be increasingly site friendly. In the future, one can anticipate forms of distance education that will enable communication with an infinite number of remote sites, thus establishing the definitive electronic science classroom.