EFFECTIVE DISTANCE EDUCATION

Presented by: Dan Michael D. Pabilona

BEED-3D3

Presented to:Ms. Mizpahgen P.

Moralla Instructor, Ed. Tech.

2 February 28, 2017

Effective distance education programs begin with careful planning and focused understanding of course requirements and student needs.

In fact, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators.

Effective Learning with Distance Education

Students in distance education settings perform as well or better on assignments, class activities, and exams when compared to campus-based students. (St. Pierre, 1998)

The successful student develops persistence and skills in self-directing work.

There are indications that distance education works best for more mature, motivated, well-organized, and already accomplish learners. (Rintala, 1998)

Effective Teaching with Distance Education

The successful distance education teacher becomes conversant with new technology and develops new instructional styles, moving from creating instruction to managing resources and students and disseminating views (Strain, 1987)

Garrels 1997, describe (5)five critical elements for successful teaching at a distance. Instructor enthusiasm. Organization. Strong commitment to student

interaction. Familiarity with the technology

used in the class format. Critical support personnel.

This requires animation and comfort in front of the camera, or with the technology utilized.

Teaching materials must be prepared in advance, timing, variation, and smooth transitions must be planned.

The instructor must encourage and facilitate ongoing communication between the students and the instructor.

Instuctor Enthusiasm

Organization

Strong Commitment to student interaction

Instructors should be trained in video use, computer use, or other forms of instructional technology used.

Production Staff, graphic designers, and technical staff members will help the instruction setting produce successful teaching at a distance.

Familairity with the technology used in the class format

Critical support personnel

The differences between the distant and local classrooms

- introduced “teletechniques” a set of components that not found in distance education.

Local classroom (face to face instruction)

* the need humanize the teaching experience * encourage participation

* attend the message style and;

* provide regular feedback

These components include

* Students names* Set clear purpose statements * Used print materials* Encouraged discussion and;* Did not speak in a monotone

There are generally positive attitudes toward distance learning. One study looked at student perceptives of teaching behaviors and found five statistically factors in effective distance teaching.

Distance Education

Effective teachers used

Which technology is best?

The key to effective distance education is focusing on the needs of the learners, the requirements of the content, and the constraints faced by the teacher, before selecting a delivery system.

Typically, this systematic approach will result in a mix of media, each serving a specific purpose:

A strong print component - can provide much of the basic

instructional content in the form of a course text, as well as readings, the syllabus, and day-to-day schedule.

Interactive audio or video conferencing

- can provide real time face-to-face (or voice-to-voice) interaction. This is also an excellent and cost-effective way to incorporate guest speakers and content experts.

Computer conferencing or electronic mail

- can be used to send messages, assignment feedback, and other targeted communication to one or more class members.

Pre-recorded video tapes - can be used to prevent class

lectures and visually oriented content. Fax

- can be used to distribute assignments, last minute announcements, to receive student assignments, and to provide timely feedback.

Is Distance Education effective?

Many educators ask if distant students learn as much as students receiving traditional face-to-face instruction. Research indicates that when the method and technologies used are appropriate to the instructional tasks, there is a student-to-student interaction, and when there is timely teacher-to-student feedback.

Conclusion Distance education is not a panacea for

the difficulties and barriers encountered in traditional educational settings, but it does provide the potential for greater service to more individuals seeking learning opportunities.

A successful distance education program must be carefully planned with a focused understanding of student needs and course requirements, while technology plays an important role in the delivery of distance education, instructors must remain focused on instructional outcomes, and not the technology of delivery (Tarver & Pollacia, 1999).

The program must have the full support and commitment from the institution, faculty, staff and students. Courses must be carefully designed and should be focused on the needs of the students, the requirements of the content, and the constraints faced by the teacher before selecting appropriate distance education technologies.

In addition, there must be dedicated hard working individuals including administrators, faculty, staff, and students.

Referencewww.tecweb.org/eddevel/edtech/effective.html

www.ericdigests.org/2000-3/distance.html

www.tw.org/newwaves/64/3-6.html