The study of the founders of distance education, the barriers surrounding it, focus of distance education and interaction types in distance education

1. RESEARCH AND DISTANCE
EDUCATION

2. LEADERS IN RESEARCH & DISTANCE EDUCATION
• JAMES FINN (1953) – Believed that if you wanted to take a more
professional view of yourself, you should base decisions on theory
supported by research
• CAMPBELL & STANLEY (1983) – Believed the need for application of
the scientific method to the study of education
• RICHARD CLARK (1983) – Brought attention to the fact researchers
violated basic guidelines and encouraged them to adopt “inferior
novelties”

3. STRUCTURE OF DISTANCE EDUCATION
• THE STRUCTURE OF DISTANCE EDUCATION SHOULD INCLUDE:
• THEORY OF DISTANCE EDUCATION
• DISTANCE STUDENTS AND THEIR MOTIVATIONS
• ECONOMICS
• SUBJECT-MATTER PRESENTATION
• HISTORY OF DISTANCE EDUCATION
• ADMINISTRATION AND ORGANIZATION

4. BIG THREE KEYS TO ACHIEVE
•LEARNING TIME
•MATERIALS
•COLLABORATION
•ONLINE STUDENTS
SPEND MORE TIME,
HAVE ACCESS TO
MORE MATERIALS
AND COLLABORATED
DIFFERENTLY THAN
THE TRADITIONAL
STUDENT

5. SEVEN FACTORS OF STUDENT SATISFACTION
• INSTRUCTOR/INSTRUCTION
• TECHNOLOGY
• COURSE MANAGEMNT
• AT SITE PERSONNEL
• PROMPTNESS OF MATERIAL DELIVERY
• SUPPORT SERVICES
• OUT-OF-CLASS COMMUNICATION WITH INSTRUCTOR

6. CRITICISMS OF DISTANCE EDUCATION
• 60% OF RESEARCHERS BELIEVE
THAT THE PROBLEM WITH
DISTANCE EDUCATION IS
INTERACTION.
• LACK OF OPPURTUNITY TO
INTERACT ONE-ON-ONE
• REMOTE STUDENTS
EXPERIENCE DIFFICULTY IN
BEING ACCEPTED IN A COURSE,
MEANING THEY STRUGGLE TO
EXPRESS THEIR FEELINGS OR
ASK QUESTIONS IN A FACE-TO-
FACE COURSE

7. COMPLETERS VS. NONCOMPLETERS
•NONCOMPLETERS – CONCRETE
LEARNERS THAT PREFER TO WORK
WITH THINGS AND NOT PEOPLE
•COMPLETERS – PREFER A CONTENT
THAT INVOLVED INTERVIEWING AND
HELPING PEOPLE

8. LEARNER ATTRIBUTES
• LEARNERS ARE DIFFERENT, SOME NEED MORE DIRECTION THAN
OTHERS
• LACK OF SUPPORT FROM FAMILY AND PEERS CONTRIBUTE TO POOR
LEARNING ENVIRONMENTS
• LACK OF TIME
• JUGGLING DEMANDS OF WORK, HOME AND SCHOOL

9. BARRIERS OF PSYCHOLOGICAL &
SOCIOLOGICAL NATURE OF STUDENT
• UNCERTAINTY OF EDUCATIONAL OR PROFESSIONAL GOAL
• STRESS OF MULTIPLE ROLES (SCHOOL, WORK, HOME)
• TIME MANAGEMENT PROBLEMS
• PROBLEMS ASSOCIATED WITH LEARNING STYLE DIFFERENCES
• ADULT PRIDE INDICATED BY OVERACHIEVEMENT OR FEAR OF
FAILURE

10. TEACHING BEHAVIORS IN DISTANCE
EDUCATION
• NONVERBAL “IMMEDIACY” BEHAVIORS
• VERBAL “IMMEDIACY” BEHAVIORS
• BEHAVIORS THAT PERSONALIZE THE CLASS
• TECHNOLOGY MANAGEMENT STRATEGIES
• METHODS FOR ACQUIRING STUDENT FEEDBACK
• METHODS USED TO MANAGE STUDENT PARTICIPATION
• ACTIVE LEARNING STRATEGIES