Distance education or distance learning is student education that may not always be physically present at school. Traditionally, this usually involves correspondence courses in which the student corresponds with the school in the mail. Today involves online education . Courses conducted (51 percent or more) are hybrid, mixed or 100% long distance learning. Massively open online courses (MOOCs), offering large-scale interactive participation and open access through the World Wide Web or other networking technologies, are the latest developments in distance education. A number of other terms (distributed learning, e-learning, online learning, etc.) are used synonymously with distance education.
Video Distance education
Histori
One of the earliest attempts was advertised in 1728. It is at the Boston Gazette for "Caleb Philipps, Teacher of the new Method of Short Hand", which searches for students who want to learn through lessons sent through weekly letters.
The first distance education course in the modern sense was given by Sir Isaac Pitman in the 1840s, which taught the fast writing system by sending written text to short posts on postcards and receiving transcriptions from his students in return for correction. The student feedback element is an important innovation of the Pitman system. This scheme was made possible by the introduction of uniform postage throughout the UK in 1840.
These early beginnings proved very successful, and the Phonographic Communications Science Institute was established three years later to build these courses on a more formal basis. The Society paved the way for the later establishment of Sir Isaac Pitman Colleges across the country.
The first school of correspondence in the United States is the Society for the Promotion of Home Studies, founded in 1873.
The university correspondence course
The University of London was the first university to offer a distance learning degree, establishing its External Program in 1858. The background of this innovation lies in the fact that the institution (later known as University College London) is non-denominational and, given the intensity of religious competition at there was a protest against the "godless" university. The problem immediately summarizes to which institutions have degrees of authority and which institutions do not.
The compromise solution that emerged in 1836 was that the sole authority to conduct a degree-of-progress examination would be awarded to a legally recognized entity called "University of London", which would act as a testing body for the University of London, originally University College London and King's College London, and awarded them a University of London degree. As Sheldon Rothblatt states: "Thus appearing in the form of an archetype virtually forms the famous English distinction between teaching and examining, here manifested in a separate institution."
With a state that provides checking powers for a separate entity, a foundation is laid for the creation of a program within a new university that will either administer the exam and provide qualifications to students who take instruction at another institution or pursue a self directed course.
Referred to as "University of the People" by Charles Dickens for granting access to higher education for students of less affluent backgrounds, the External Program leased by Queen Victoria in 1858, made the University of London the first university to offer distance learning degrees to students.. Registration increased steadily during the late 19th century, and the example was widely copied elsewhere. The program is now known as the University of London International Program and includes Postgraduate, Undergraduate and Diploma degrees made by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.
In the United States, William Rainey Harper, the first president of the University of Chicago, celebrates the concept of advanced education, where research universities have satellite universities in the wider community.
In 1892, Harper encouraged correspondence courses to further promote education, an idea practiced by Chicago, Wisconsin, Columbia, and several dozen other universities by Columbia University in the 1920s. Enrollment at the largest private school based in Scranton, Pennsylvania, the International Correspondence School grew explosively in the 1890s. Founded in 1888 to provide training for immigrant coal miners aiming to become a state inspector or foreman, he enrolled 2500 new students in 1894 and 72,000 freshly patterned students in 1895. In 1906, the total enrollment reached 900,000. Growth is due to sending a complete textbook, not a single lesson, and the use of 1200 aggressive personal salesmen. There are striking differences in pedagogy:
Regular or college technical schools aim to educate a man broadly; our goal, on the contrary, is to educate him only along certain lines. Colleges require that a student must have a certain educational qualification to include it and that all students study for approximately the same period of time; when they have completed their course, they should be eligible to enter one of several branches in certain professions. We, instead, aim to make our program fit the special needs of the students who took them.
Education is a top priority in the Progressive Era, as high school and American colleges are growing rapidly. For older men or too busy with family responsibilities, night schools are opened, such as the YMCA school in Boston being Northeastern University. Outside of major cities, private correspondence schools offer flexible and focused solutions. Large companies systematize their training programs for new employees. The National Association of Corporation Schools grew from 37 in 1913 to 146 in 1920. Beginning in the 1880s, private schools opened across the country that offer specialized technical training for anyone who enrolls, not just one company's employees. Starting in Milwaukee in 1907, public schools began to open free vocational programs.
Only a third of Americans live in cities with a population of 100,000 or more in 1920; to achieve the rest, correspondence techniques should be adopted. Australia, with its great distance, is very active; The University of Queensland established the Department of Correspondence Studies in 1911. In South Africa, the University of South Africa, previously a testing and certification body, began presenting distance education in 1946. The International Conference on Correspondence Education held its first meeting in 1938. The aim was to provide individualized education for students, at low cost, using test pedagogy, recording, classification, and differentiation.
Open university
The Open University in England was founded by the Labor government then headed by Prime Minister, Harold Wilson, based on Michael Young's vision. Planning began in 1965 under the State Minister for Education, Jennie Lee, who formed the model for the Open University (OU) as one of the expansion of access to the highest standards in higher education, and established planning committees comprising university vice rectors, educators and broadcasters television, headed by Sir Peter Venables. The Assistant Director of Broadcasting (BBC), the then Director of Engineering James Redmond, had acquired most of his qualifications in night school, and his natural enthusiasm for the project overcame many technical difficulties in using television to broadcast teaching programs.
The Open University revolutionized the scope of correspondence programs and helped create a respectable learning alternative to traditional forms of education. Has been at the forefront of developing new technologies to improve distance learning services as well as conducting research in other disciplines. Walter Perry was appointed the first OU vice-chancellor in January 1969, and the secretary of the foundation was Anastasios Christodoulou. The election of a new Conservative government under the leadership of Edward Heath, in 1970; causing budget cuts under Chancellor of Finance Finance Iain Macleod (who previously called the University of Opens idea "absurd nonsense"). However, the OU received its first 25,000 students in 1971, adopting a radical open acceptance policy. At that time, the total student population of a conventional university in the UK was about 130,000.
Athabasca University, the Open University of Canada, was established in 1970 and follows a similar pattern, although independently developed. The Open University inspired the formation of the University of the National Distance Education of Spain (1972) and the German FernUniversitÃÆ'¤t in Hagen (1974). Now there are many similar institutions around the world, often under the name "Open University" (in English or in local languages).
Most open universities use distance education technology as a method of delivery, although some require attendance at a local study center or in a regional "summer school". Some open universities have grown into a mega-university, a term coined to show institutions with more than 100,000 students.
Maps Distance education
Technology
Although the expansion of the Internet blurs the boundaries, distance education technology is divided into two modes of delivery: synchronous learning and asynchronous learning.
In synchronous learning, all participants are "present" at the same time. In this case, it resembles traditional classroom teaching methods even though the participants are at a distance. This requires a schedule to be arranged. Web conferencing, video conferencing, educational television, instructional television are examples of synchronous technologies, such as direct broadcast satellite (DBS), internet radio, live streaming, telephony, and web-based VoIP. Web conferencing software helps facilitate meetings in distance learning courses and usually contains additional interaction tools such as text chats, polls, hand-raising, emoticons, etc. These tools also support synchronous participation by students who can listen to synchronous session recordings. An immersive environment (especially SecondLife) has also been used to increase attendance in distance education courses. Another form of synchronous learning that has entered the classroom over the last few years is the use of robotic proxies including those that allow sick students to attend classes.
Some universities have begun using robotic proxies to enable a more attractive synchronous hybrid class where both students are remotely and personally able to attend and interact using telerobotics devices such as standing Kubi Telepresence looking robots and wandering Multiple Robots. With this telepresence robot, remote students have a seat on a table or table instead of a screen on the wall.
In asynchronous learning, participants access course material flexibly according to their own schedule. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is a synchronized delivery technology, such as message boards forums, e-mail, video and audio recordings, printed materials, voicemails and faxes.
Both methods can be combined. Many courses are offered by open universities and an increasing number of campus-based institutions use periodic sessions of residential or day-to-day teaching to complement remote-delivered sessions. This type of distance-based and campus-based education has recently been called "mixed learning" or less often "hybrid learning". Many open universities use a combination of technology and a combination of learning modes (face-to-face, distance, and hybrid) all under the rubric of "distance learning."
Distance learning can also use interactive radio instruction (IRI), interactive audio instruction (IAI), online cyberspace, digital games, webinars, and webcasts, all of which are referred to as e-Learning.
Radio and television
The rapid spread of the film in 1920 and radio in the 1930s led to the proposal to use it for distance education. In 1938, at least 200 municipal school systems, 25 state education boards, and many colleges and universities broadcast educational programs for public schools. One thought is to use radio as the main teacher.
Experts in specific areas broadcast lessons for students in many schoolrooms from the public school system, ask questions, suggest reading, create assignments, and perform tests. It modulates education and leaves local teachers only the task of preparing broadcasts and maintaining order in the classroom.
A typical arrangement came in Kentucky in 1948 when John Wilkinson Taylor, president of the University of Louisville, worked with NBC to use radio as a medium of distance education, Chairman of the Federal Communications Commission endorsed the project and predicted that "college -through radio" would put "American education 25 years ahead". Universities are owned by the city, and the locals will pay low tuition, receive their study materials by mail, and listen to the radio for live class discussions held on campus. Physicist Daniel Q. Posin was also a pioneer in the field of distance education when he organized a television course through DePaul University.
Charles Wedemeyer of the University of Wisconsin-Madison also promoted a new method. From 1964 to 1968, the Carnegie Foundation funded the Wedemeyer Articulated Instructional Media Project (AIM) which brings with it a range of communications technologies aimed at providing learning to off-campus populations. The radio course faded in the 1950s. Many attempts to use television along the same lines have proven unsuccessful, despite substantial funding by the Ford Foundation.
From 1970 to 1972, the Coordinating Commission for Higher Education at the California Project Outreach funded to study the potential of telecourses. The research included the University of California, California State University and community colleges. This study leads to a coordinated teaching system regulation that allows the use of public funds for non-classroom instruction and paves the way for the emergence of telecourses as a precursor to current online programs and programs. The Coastline Community Colleges, Dallas County Community College District, and Miami Dade Community College lead. The Adult Learning Service of the US Public Broadcasting Service appears and the series is "wrapped", and individually producing telecourse for credit becomes an important part of the history of distance education and online learning.
Internet
The widespread use of computers and the internet has made distance learning much easier and faster, and now virtual schools and virtual universities provide a complete online curriculum. The ability of the Internet to support voice, video, text and immersion methods makes the previously different forms of telephone, video conferencing, radio, television, and text-based education somewhat redundant. However, many techniques are developed and lessons learned from previous media are used in Internet delivery.
The first true online course for postgraduate credit is offered by Connected Education, beginning in the fall of 1985, leading to an MA in Media Studies from The New School. The first new and fully online university was founded in 1994 as the Catalonia Open University, headquartered in Barcelona, ​​Spain. In 1999 Jones International University was launched as the first fully online university to be accredited by a regional accrediting association in the US.
Between 2000 and 2008, enrollment in distance education programs increased rapidly in almost every country in both developed and developing countries. Many private, public, nonprofit and nonprofit agencies around the world now offer distance education programs from the most basic instruction to the highest degree and doctoral degrees. The University of New York, for example, offers an online degree in engineering and related management through NYU Tandon Online. Accreditation rates vary: universities that are widely respected like Stanford and Harvard Universities are now providing online courses - but other online schools receive little outside supervision, and some of them are really deceptive, that is, the diploma plant. In the US, the Accreditation Commission for Distance Education (DEAC) specializes in accreditation of distance education institutions.
In the United States in 2011, it was found that one third of all students enrolled in postsecondary education have taken an accredited online course at a postsecondary institution. Despite the slower rate of growth, enrollment for online courses has seen increases with technological advances. The majority of public and private universities now offer full academic programs online. These include, but are not limited to, training programs in mental health, occupational therapy, family therapy, art therapy, physical therapy, and rehabilitation counseling. Even engineering courses that require manipulation and control of machines and robots that are technically more challenging to learn from a distance are subjects of distance learning via the internet.
Distance education has a long history, but its popularity and usage has grown exponentially as more advanced technology becomes available. In 2008, online learning programs are available in the United States in 44 states at K-12 level.
Internet forums, online discussion groups, and online learning communities can contribute to an effective distance education experience. Research shows that socialization plays an important role in some form of distance education.
Electronic courses are also a viable option for distance learning. There are many available that cover a wide range of topics.
Models that run fast and independently
Distance education can be delivered in a format similar to a traditional campus-based model where students start and finish the course at the same time. Currently, ongoing shipments are the most common mode of delivery of distance education. Alternatively, some institutions offer independent programs that allow ongoing enrollment and length of time to complete courses determined by the time, skills, and level of student commitment. Extended courses may be offered in sync mode, but self-paced courses are almost always offered asynchronously. Each delivery model offers advantages and disadvantages for students, teachers, and institutions.
Kaplan and Haenlein classify distance education into four groups along the dimensions of Time Dependency and Number of participants: 1) MOOC (Massive Open Online Courses): An open access online course (ie, without special participation restrictions) allowing unlimited (large) ; 2) SPOC (Small Private Online Courses): Online courses offering only a limited number of places and therefore require some form of formal registration; 3) SMOC (Synchronous Massive Online Courses): An open access online course that enables unlimited participation but requires students to "attend" at the same time (simultaneously); 4) SSOC (Synchronous Private Online Courses): Online courses that offer only a limited number of places and require students to "attend" at the same time (simultaneously).
The walking model is a familiar mode because it is used almost exclusively in campus-based schools. Institutions offering distance and campus programs typically use fast-paced models as teacher workload, student semester planning, college deadlines, exam schedules and other administrative details can be synchronized with campus delivery. Student familiarity and deadline pressure encourage students to be ready to adapt and usually succeed in fast-paced models. However, student freedom is sacrificed as the general pace is often too fast for some students and too slow for others. In addition to life events, professional or family responsibilities may impair students' ability to complete tasks to an external schedule. Finally, the versatile model allows students to easily form a community of inquiry and engage in collaborative work.
Automated courses maximize students' freedom, as not only students start lessons on any date, but they can complete the course in as little as a few weeks or up to a year or more. Students often enroll in self-study when they are under pressure to complete the program, have not been able to complete the scheduled course, require additional courses or have the pressure of preventing regular study for a long time. The nature of programming is fast-paced, though it is a foreign model for many students and can cause excessive delays resulting in incompleteness. The assessment of learning can also be challenging because examinations can be written at any time, allowing students to share exam questions with the resulting loss of academic integrity. Finally, it is very difficult to organize collaborative work activities, although some schools are developing cooperative models based on network pedagogy and connectivist, for use in fast-paced programs.
Benefits
Distance learning can expand access to education and training for the general public and business because of its flexible scheduling structure reduces the effects of many time constraints created by personal responsibility and commitment. Switching off-site activities reduces institutional capacity constraints arising from traditional demand on buildings and institutional infrastructure. In addition, there is the potential for increased access to more experts in the field and to other students from diverse geographical, social, cultural, economic, and experiential backgrounds. Because the general population becomes more involved in lifelong learning outside of normal school age, the institution can gain financial benefits, and the adult learning business course may be very profitable. Distance education programs can act as a catalyst for institutional innovation and at least as effective as face-to-face learning programs, especially if the instructor is knowledgeable and skilled.
Distance education can also provide a broader method of communication in the field of education. With the many tools and programs that technological advancements are on offer, communication seems to improve distance education between students and their professors, as well as their students and classmates. The improvement of distance education in communication, especially communication between students and their classmates, is an improvement that has been made to provide distance education students with as many opportunities as they would receive in personal education. The improvements made in distance education are evolving along with constant technological advances. Today's online communication enables students to join accredited schools and programs worldwide that are unreachable for individual learning. By having the opportunity to engage in global institutions through distance education, various thoughts are presented to students through communication with their classmates. This is useful because students have the opportunity to "combine new opinions with themselves, and develop a strong foundation for learning". It has been shown through research that "when learners become aware of the variations in the interpretation and construction of meaning among various people [they] construct an individual meaning", which can help students become knowledgeable from different points of view in education. To increase the likelihood that students will build effective relationships with one another during the course, the instructor should use similar tasks for students in different locations to address the influence of co-location on relationship formation.
Higher education costs affect students in higher education, where distance education can be an alternative to providing assistance. Distance education has become a more cost-effective form of learning, and can sometimes save students a significant amount of money compared to traditional education. Distance education may help to save a large number of students financially by eliminating transportation costs. In addition, distance education may be able to save students from the economic burden of expensive course textbooks. Many textbooks are now available as electronic textbooks, known as electronic textbooks, which can offer digital textbooks at lower prices than traditional textbooks. In addition, increased technological improvements have led to many school libraries having partnerships with digital publishers offering free subject matter, which can help students significantly with tuition fees.
In the classroom, students can learn in ways that traditional classes can not. He is able to promote a good learning experience and therefore, enables students to gain higher satisfaction with their online learning. For example, students can review their lessons more than once according to their needs. Students can then manipulate courses to adjust their learning by focusing more on their weaker topics while breezing through concepts they already have or can easily understand. When the course design and learning environment are in its optimal state, distance education can lead students to higher satisfaction with their learning experience. Research has shown that high satisfaction correlates with improved learning. For those in a mental or mental distance learning program, online-based interaction has the potential to encourage a deeper reflection and discussion of client issues and a faster response to client issues, as supervision occurs on a regular basis and is not limited to weekly monitoring meetings. It can also contribute to students who feel more supportive, as they have continuous and regular access to instructors and other students.
Distance learning can enable students who can not attend traditional school settings, due to disability or illness such as decreased mobility and immune system suppression, to get a good education. Children who are sick or unable to attend classes may attend them in "people" through the use of robotic proxies. It helps students have classroom experiences and social interactions they can not receive at home or in the hospital, while still keeping them in a safe learning environment. Over the past few years, more students have entered safely back to the class thanks to the help of robots. An article from the New York Times , "Proxies That Spin Even Will Use Tutu", describes the positive impact of virtual learning in the classroom, and others that explain how even a simple stationary telepresence robot can help. Distance education can provide equal access regardless of socioeconomic status or income, area of ​​residence, gender, race, age, or cost per student. Implementing universal design strategies for distance learning programs as they are developed (rather than instituting accommodation for specific students on a need basis) can improve the accessibility of the course to students with different abilities, disabilities, learning styles, and indigenous peoples. language. Long distance education graduates, who will never be associated with schools under the traditional system, can contribute money to school.
Distance learning can also offer the last chance for teenagers who are no longer allowed in the general education population due to behavioral disorders. Instead of these students having no other academic opportunities, they can continue their education from their homes and earn their diplomas, offering them another chance to be an integral part of society.
Distance Learning offers individuals a unique opportunity to leverage the expertise and resources of the best Universities available today. Students have the ability to collaborate, share, question, conclude and suggest new methods and techniques for continuous content improvement. The ability to complete courses at an appropriate pace for each individual is the most effective way to learn to remember personal demands on time and on schedule. Self-directed remote learning on such mobile devices is a smartphone providing maximum flexibility and capability.
Criticism
Barriers to effective distance education include obstacles such as domestic disturbance and unreliable technology, as well as student program costs, adequate contact with teachers and support services, and the need for more experience.
Some students try to participate in distance education without proper training with the tools needed to be successful in this program. Students should be given training opportunities (if required) on every tool used throughout the program. Lack of advanced technology skills can lead to unsuccessful experiences. Schools have a responsibility to adopt proactive policies to manage technological barriers. Time management skills and self-discipline in distance education are as important as the full knowledge of the software and tools used for learning.
The results of a study of Washington state college students suggest that distance learning students tend to drop out more often than their traditional counterparts due to language difficulties, time management, and learning skills.
According to Dr. Pankaj Singhm, director of Nims University, "the benefits of distance learning may outweigh the harm to students in technologically driven communities, but before using educational technology, some more losses should be considered." He explained that for several years, "all obstacles have been overcome and the world environment for distance education continues to improve." Dr Pankaj Singhm also claims there is a debate for distance education which states, "because of the lack of face-to-face social interaction, but as more and more people become accustomed to online personal and social interactions (eg dating, chat rooms, shopping, or blogging) it becomes easier for students to project themselves and socialize with others.This is a barrier that has been lost. "
Not all programs required to complete a degree can be offered online. The health care profession program in particular, requires some kind of patient interaction through fieldwork before a student can graduate. The study also shows that students are pursuing undergraduate medical professionals who participate in distance education programs, supporting face-to-face communication through chat rooms mediated by professors and/or independent studies. However, this is a small correlation between student performance when comparing different distance learning strategies previously.
There is a theoretical problem about applying traditional teaching methods to online courses because online courses may not have size limits. Daniel Barwick notes that there is no evidence that large class sizes are always worse or that small class sizes are always better, although negative relationships have been established between certain types of instruction in large classes and learning outcomes; he argues that higher education has not made considerable effort to experiment with various learning methods to determine whether large class sizes always have a negative correlation with the reduction of learning outcomes. Early supporters of the Massive Open Online Courses (MOOC) saw them as the only type of experiment shown by Barwick lacking in higher education, although Barwick itself never advocated MOOCs.
There may also be institutional challenges. Distance learning is fairly new so it may be a challenge to get support for these programs in traditional academic learning environments. In addition, it may be more difficult for instructors to organize and plan distance learning programs, especially as many new programs and their organizational needs are different from traditional learning programs.
In addition, although distance education offers an opportunity for industrialized countries to gain global information, there is still a downside. Hellman states that "This includes the cost and intensity of capital, time constraints and other stresses on the instructor, the isolation of students from instructors and their peers, the instructors' great difficulty in evaluating students they have never met face-to-face, and the exit rates are much higher than in course-based classes. "
The more complex distance education challenges relate to cultural differences between students and teachers and among students. Long-distance programs tend to be more diverse because they can transcend geographic boundaries of regions, countries and continents, and across cultural boundaries that may exist with respect to race, gender, and religion. That requires a proper understanding and awareness of the conflicting norms, differences, preconceptions and potential problems.
Educational technology
The use of modern electronic education technology (also called e-learning) facilitates distance learning and self-learning with the widespread use of information and communication technology (ICT), replacing traditional content delivery with postal correspondence. Instructions can be synchronous and asynchronous online communication in an interactive learning environment or virtual community, instead of a physical class. "The focus shifts to educational deals in the form of a sustainable virtual community of learners all the time."
One of the most significant problems faced in the major distance education correspondence model is the transactional distance, resulting from the lack of proper communication between students and teachers. This gap has been observed to be wider if there is no communication between students and teachers and has direct implications for the learning process and future endeavors in distance education. Distance education providers are beginning to introduce various strategies, techniques, and procedures to increase the number of interactions between students and teachers. These steps include more frequent face-to-face tutorials, increased use of information and communication technologies including teleconferencing and the Internet, designed to close gaps in transactional distances.
Credentials
Online credentials for learning are digital credentials offered in place of traditional paper credentials for skills or educational achievement. Directly related to the development of accelerated Internet communications technology, the development of digital badges, electronic passports, and large open online courses (MOOCs) have a very direct impact on our understanding of learning, recognition and level because they pose a direct challenge to the status quo. It's important to distinguish between the three forms of online credentials: Test-based credentials, online badges, and online certificates.
See also
- Degree completion program
- Distance and online learning advisor
- Herbert Gross
- Linda Harasim
- Educational technology
- Homeschooling
- Learning environment
- Low residency program
- Media psychology
- New media
- Open supported learning
- Open-door academic policy
- Qualification template for online learning
- Semester of the Rising Sun
- Virtual education
Source
Source of the article : Wikipedia
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