A Preliminary Exploration of Social Needs in Distance Education

2011 ◽  
pp. 108-124 ◽  
Author(s):  
William B. Martz Jr. ◽  
Morgan M. Shepherd
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Exploratory Study ◽  
Social Needs ◽  
Learning Program ◽  
Need For Affiliation ◽  
Preliminary Results ◽  
Virtual Groups ◽  
The Social ◽  
Distance Learning Program

This chapter explores the concern for social needs in distance education. As a foundation, the chapter discusses the evolving learning environment and stakeholder expectations that distance education must address as it grows in prevalence. In addition, technology is a key enabler of any distance learning program. This chapter analyzes several theories that integrate learning and technology for potential insights applicable to distance learning. These insights lead to an exploratory study to compare the “need for affiliation” between students working in groups for distance classes (virtual groups) and students working in groups for on-campus classes (actual groups). The preliminary results of the study indicate that some issues concerning socialization do exist between the two groups. Ultimately, the study points to the need for more formal and definitive measures of the social aspects of group work in distance education.

Cultural Lessons Learned During the Development and Implementation of an International Distance Learning Program

2018 ◽  
pp. 39-55 ◽  
Author(s):  
Lisa Oliver ◽  
Ravisha Mathur
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cultural Awareness ◽  
Theoretical Models ◽  
Lessons Learned ◽  
Learning Program ◽  
Cultural Conflicts ◽  
Cultural Challenges ◽  
Cultural Variables ◽  
Distance Learning Program

With the increase of global online and distance education programs, it is inevitable that cultural challenges will emerge. These cultural conflicts can be overcome by investigating obstacles with the technical aspects of building a cross-cultural program and by designing and delivering culturally appropriate and sensitive courses. This chapter explores how cultural variables and perspectives might influence student learning in cross-national distance education program collaborations. Specific cultural lessons learned during the development, formation, and administration of an international distance learning Master's program in Instructional Technology are presented. Strategies that were utilized to sustain the program are also discussed. These challenges, lessons, and strategies are framed by current theoretical models that highlight the need for stronger cultural awareness and understanding in this type of collaboration.

The Journey into Distance Learning

2008 ◽  
pp. 35-51
Author(s):  
Fawn Warner
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Program ◽  
Road Trip ◽  
Future Goals ◽  
Program Content ◽  
Distance Learning Program ◽  
K 12 ◽  
Staffing Needs ◽  
Videoconferencing Technology

This chapter presents an overview of videoconferencing technology in K-12 instruction from the perspective of a program (content) provider. The chapter provides an overview of the development process, issues and challenges, and future goals of a distance learning program which provides lessons to K-12 classrooms across the country. Specific topic areas include technology and equipment, establishing partnerships, working with K-12 school districts and educators, expanding a program, and staffing needs. Using the analogy of a road trip, the author takes us on a journey through the development, piloting, and use of a distance education videoconferencing program and how it is now being sustained and enhanced.

scholarly journals Mengapa Pendidikan Terbuka Dan Jarak Jauh (PTJJ)?

2013 ◽  
pp. 109-122
Author(s):  
Rahmi Rivalina Rahmi Rivalina
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Formal Education ◽  
Developed Countries ◽  
Independent Study ◽  
Learning Program ◽  
Education Services ◽  
Open And Distance Learning ◽  
Distance Learning Program ◽  
Schooling System

Abstrak: Untuk dapat memenuhi tuntutan kebutuhan masyarakat akan layanan pendidikan, berbagai upaya telah dilakukan seperti: optimalisasi layanan pendidikan oleh berbagai lembaga pendidikan yang ada melalui penyelenggaraan pendidikan pada pagi dan siang hari (double shift), penyelenggaraan Paket A, Paket B, dan Paket C, penyelenggaraan ujian persamaan setingkat Sekolah Dasar (SD), Sekolah Menengah Pertama (SMP), dan Sekolah Menengah Atas (SMA), dan penyelenggaraan pendidikan terbuka dan jarak jauh (PTJJ). Dari berbagai upaya pemenuhan tuntutan kebutuhan masyarakat akan layanan pendidikan, maka topik yang akan dibahas di dalam tulisan ini adalah khusus mengenai pendidikan terbuka dan jarak jauh. Pertimbangannya adalah karena model pendidikan terbuka dan jarak jauh ini (1) belum banyak diketahui masyarakat luas, belum dipahami secara benar, atau masih “dipandang sebelah mata” oleh sebagian masyarakat, dan (2) sangat lentur (fleksibel) dalam kegiatan pembelajarannya. Pendidikan terbuka dan jarak jauh tidak hanya dibutuhkan oleh masyarakat di negara-negara maju tetapi juga di negara-negara berkembang. Oleh karena itu, cakupan materi yang akan dibahas di dalam tulisan ini adalah mengenai konsep pendidikan terbuka dan jarak jauh, komponen dan karakteristik, rasional penyelenggaraan dan profil peserta didik, dan berbagai bentuk/model penerapan pendidikan terbuka dan jarak jauh di berbagai negara termasuk Indonesia. Tujuan penulis melalui tulisan ini adalah untuk berbagi pengetahuan dan pengalaman dalam rangka pengembangan pemahaman yang sama mengenai peranan pendidikan terbuka dan jarak jauh yang berfungsi saling melengkapi dengan pendidikan reguler/konvensional. Kata kunci: pendidikan formal (persekolahan), pendidikan terbuka dan jarak jauh, belajar mandiri, pendidikan yang fleksibel (luwes)Abstract: In fulfilling the community needs for education services, various programs have been implemented, such as: optimalization of various educational institutions in offering education services by implementing a double-shift schooling system, conducting Package A, Package B, and Package C Equivalent Programs, executing Primary and Secondary Equivalence Examinations, and managing the open and distance learning program. In accordance with the above programs, the proposed issue to discuss in this writing is particulaly limited on the rationale or reasoning for conducting open and distance education program. Among some reasonings for implementing the open and distance learning mode are (1) the potentials of distance learning mode isn’t widely known, (2) the distance learning mode isn’t properly comprehended, or the distance learning mode is not fully acknowledged by some of the communities, and (2) the flexibility of conducting learning activities in the distance learning mode. Not only the community in the developed countries but also in the developing countries need the distance learning services. Therefore, this writing discusses the definition, components and characteristics of open and distance education, rationale of implementing and students profile, and various open and distance education models implemented in some countries including Indonesia. The aim of writing this article is to share knowledge and experiences for developing mutual understanding about the role of open and distance education, and its functions as a mutual complementary with the regular or conventional school system. Keywords: Formal education (schooling system), open and distance education, independent study, flexible education.

Equity Issues in the Star Schools Distance Learning Program

1995 ◽  
Vol 13 (2) ◽  
pp. 173-183
Author(s):  
Naida C. Tushnet ◽  
Treseen Fleming-McCormick
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Urban Areas ◽  
Department Of Education ◽  
Advanced Mathematics ◽  
Learning Program ◽  
Equity Issues ◽  
Underserved Students ◽  
Distance Learning Program ◽  
Mathematics And Science

The Star Schools distance learning program, sponsored by the U.S. Department of Education, is charged with serving “underserved” students. A recently concluded national evaluation of the program assessed the extent to which the program addressed the equity issue as defined in the legislation, that is, whether students in remote, rural areas and economically disadvantaged students were served by Star Schools. The study found that two distinct types of distance learning experiences are offered to students with equally distinct characteristics. A declining number of Star Schools courses are full courses, mainly in advanced mathematics and science or foreign languages, offered primarily to students in remote rural areas. At the same time, students in urban areas are receiving supplemental courses, mainly in elementary schools, in mathematics and science. These differences hinge on different definitions of “underserved.”

scholarly journals A Remote Access Robotics And Plc Laboratory For Distance Learning Program

2020 ◽  
Author(s):  
Akbar Eslami ◽  
Aliza Williams ◽  
Kerry Krauss ◽  
Amir Rezaei
Keyword(s):  
Distance Learning ◽  
Remote Access ◽  
Learning Program ◽  
Distance Learning Program

scholarly journals Exploring Open Distance Learning at a Jordanian University: A Case Study

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Khalil M. Dirani ◽  
Seung Won Yoon
Keyword(s):  
Distance Learning ◽  
Administrative Support ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Learning Program ◽  
Arab Region ◽  
Adverse Conditions ◽  
E Learning ◽  
Distance Learning Program

This case study explores an open distance learning program offered by the Information Technology and Computing (ITC) department at AOUJ, a major university in Jordan. It provides an overview of e-learning in the Arab region and explores factors that affect ODL quality in the Arab Open University in Jordan (AOUJ). The research utilized a qualitative approach, which included five lengthy semi-structured interviews with the program director, two instructors, and three students. Three important conclusions can be drawn from the study about e-learning in the Arab region: (1) the existence of adverse conditions, (2) the presence of strong instructional practices, and (3) the need to improve administrative support.

scholarly journals Distance Learning Program for Teachers at The Kigali Institute of Education: An expository study

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Dariya Mukamusoni
Keyword(s):  
Distance Learning ◽  
Academic Staff ◽  
Group Discussion ◽  
Faculty Members ◽  
Learning Program ◽  
Service Program ◽  
Software Analysis ◽  
Service Training ◽  
Service Departments ◽  
Distance Learning Program

In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. Academic staff members working in the pre-service program are involved in this distance learning program. After three years, a descriptive qualitative case study was conducted to determine the experiences of academic staff involved in the distance learning program. Purposive and theoretical sampling was used for participants’ identification and inclusion. Individual unstructured interview and focus group discussion was used to gather the data. A qualitative software analysis called NVivo 2, developed by Qualitative Solutions and Research (QSR) International in 2002, was used to compile and analyse the data. Results of the study revealed that faculty members involved in both in-service and pre-service programs face challenges associated with heavy workload. Moreover, the pre-service program is typically prioritized at the expense of the distance learning in-service program. Academic relationships between faculty members and tutors also need to be reinforced. Serving as the critical link between the distance learning in-service program and pre-service departments and faculties, this research also shows that course coordinators play a pivotal role in the smooth operation of the distance learning program.

Sign in / Sign up

Export Citation Format

Share Document