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Research and Theories of Distance Education<br />
Important Theories<br />Theory of Independent Study<br />Charles Wedemeyer (1981)<br />Andragogy<br />Malcolm Knowles (199...
Theory of Independent Study<br />6 Characteristics:	<br />Student and learner are not in same location<br />Teaching and l...
Theory of Independent Study<br />4 Elements of Teaching and Learning<br />Teacher<br />Learner<br />Communication System<b...
Andragogy<br />Characteristics for adult education<br />Environment should promote respect and dignity<br />Supportive env...
Research<br />
Online Teaching and Learning<br />Tallent-Runnels et al (2006)<br />Four primary categories<br />Course environment<br />L...
Key finding<br />Lack of clear definition for key terminology<br />Lack of theory guiding instructional design<br />Positi...
Key Findings in Research<br />Motivation is large factor of success<br />Interaction is important<br />Anxiety felt by lea...
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Research and theories of distance education

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Transcript of "Research and theories of distance education"

  1. 1. Research and Theories of Distance Education<br />
  2. 2. Important Theories<br />Theory of Independent Study<br />Charles Wedemeyer (1981)<br />Andragogy<br />Malcolm Knowles (1990)<br />
  3. 3. Theory of Independent Study<br />6 Characteristics: <br />Student and learner are not in same location<br />Teaching and learning procedures are covered through writing or other medium<br />Teaching is individualized<br />Learning takes places through student activity<br />Learning is made convenient in student’s environment<br />Learner is responsible for progress<br />
  4. 4. Theory of Independent Study<br />4 Elements of Teaching and Learning<br />Teacher<br />Learner<br />Communication System<br />Information to be learned<br />
  5. 5. Andragogy<br />Characteristics for adult education<br />Environment should promote respect and dignity<br />Supportive environment<br />Information should fit the needs and interest of the learner<br />Clear course objectives, resources, and timelines<br />General-to-specific instruction works best<br />Active participation should be encouraged<br />
  6. 6. Research<br />
  7. 7. Online Teaching and Learning<br />Tallent-Runnels et al (2006)<br />Four primary categories<br />Course environment<br />Learner outcomes<br />Learner characteristics<br />Institutional and administrative characteristics<br />
  8. 8. Key finding<br />Lack of clear definition for key terminology<br />Lack of theory guiding instructional design<br />Positive feelings towards online learning<br />Lack of computer anxiety among students<br />Design and quality of online instruction is important<br />Online Teaching and Learning<br />
  9. 9. Key Findings in Research<br />Motivation is large factor of success<br />Interaction is important<br />Anxiety felt by learner leads to non-completion<br />Completers typically have higher educational goals and study a minimum of 10 hours per week<br />Distance does not predict level of learning<br />Medium is not significant<br />
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