EFFECTIVE DISTANCE EDUCATION

Submitted by: MARIZ D. BITCO

Submitted to: MS. MIZPAHGEN P. MORALLA

Educational Technology 2

Distance education has been around for over one hundred fifty years, in the form of correspondence courses, and has adopted each wave of technology –such as:Educational Radio Broadcasts (1920s)Television Broadcasts (1950s) Using a combination of satellite-delivered video and two-way audio, distance education gained momentum in the 1980s (Weinstein, 1997).

Is Distance Learning Really Effective?

For those who are wondering whether or not distance learning is as effective as advertised, it can be difficult to determine because there are a number of different factors which can affect a person's performance when they embark on a course through the Internet.

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.

A successful distance education program elements

LeadershipAn institution-wide leader must be appointed to oversee and provide the leadership in the development and implementation of a distance education program. This leader should have the content and organizational knowledge and skills.

Institutional Commitment Support staff can assist with the myriad detail of a program and keep the distance education effort together and on track.  In addition, adequate technical support should be available for planning, implementation, and trouble-shooting when technical problems occur.  The teacher’s main role is to teach and not to deal with technical problems. 

Faculty Commitment

Faculty and staff must possess specific skills to develop curriculum and apply appropriate teaching methods and strategies in the delivery of distance education courses.  School administrators must seek to encourage and assist faculty who are willing to take the time in developing a distance education course.

Instructional Design

The instructional design process should include analysis, design, development, implementation, and evaluation. It is important in the design stage to be aware of the characteristics and needs of the students and establishes goals and priorities.

Distance Learning Technologies

Although technology plays a key role in the delivery of distance education, teachers must remain focused on instructional outcomes, not the technology of delivery. 

Learner CharacteristicsThese students have testwiseness, the ability to concentrate, good time management, the ability to actively listen, and to work independently (Sherry, 1996).  If not, students will likely fail or become discouraged.

EvaluationEach distance learning course should be evaluated, not only to find if the course content is being delivered and meetsdesired objectives, but also to see if the technology is performing in the manner intended (Denton, 1994).

Conclusions

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). 

A successful distance education program must have a strong leadership with vision to systematically plan and implement this new form of education.  The program must have the full support and commitment from the institution, faculty, staff, and students.  

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