specific modes Prints Strengths limitations Televisual Television Video strengths limitations

1. University of Southeastern Philippines
Tagum Campus
February 20, 2017
Presented by:
Neil A. Pacadar
(BEEd student )
Presented to:
Ms. Mizpahgen Moralia
Instructor: Edtech 2

2. Delivery Modes of Distance
Education

3. Delivery Modes of Distance
Education

4. Delivery Modes of Distance
Education

5. Print-based Distance
Education
• The oldest existing form of distance
education.
• proved to be the least expensive,
• the only, feasible model in countries with
difficult terrain; poor infrastructure; highly
dispersed or difficult-to-reach populations;

6. • Perraton (1993) reports that overall print-
based correspondence courses show
consistently documented effectiveness
compared with courses taught in
conventional settings.
• Print-based distance education courses
also suffer from high attrition rates
(Perraton, 1993; Robinson & Latchem,
1997; Potashnik & Capper, 1998; Nielsen
& Tatto, 1993)

7. Commentary
• Perraton (1993) reports that overall print-
based correspondence courses show
consistently documented effectiveness
compared with courses taught in
conventional settings.
• Print-based distance education courses
also suffer from high attrition rates
(Perraton, 1993; Robinson & Latchem,
1997; Potashnik & Capper, 1998; Nielsen
& Tatto, 1993)

8. Strengths
• They work anytime, anyplace and do not
depend on Internet connectivity, electricity,
or access to hardware and software.
• They can reach large populations of
teachers and learners
• They are a versatile and portable form of
learning—easily developed, shipped, and
distributed; teachers and Learners can
carry materials to school or home for
study.

9. Strengths
• They take advantage of the prevalence of
word-processing software, typewriters,
copiers, and fax machines.
• They don’t involve sophisticated
programming or instructional design.
• Print-based reading has consistently been
shown to result in greater comprehension
and retention than reading from a
computer.

10. Limitations
• The focus on text disadvantages
struggling readers, those who may have
reading disabilities, or those who may
simply learn best using another modality.
• Success is contingent upon a high degree
of literacy and enjoyment of reading.
• They often lack high-quality or interactive
content.

11. Limitations
• Textbooks can’t model behavioral and
attitudinal elements of effective teaching,
nor can they model interactive instruction.
• Print tends to focus learning on concrete
facts and concepts as opposed to
abstractions, skills, and behaviors.
• Text and associated tests may be poorly
constructed and contain errors, which may
be hard to correct because of the print-
based format.

12. Televisual-based Distance
Education
Seeing is believing; seeing is understanding;
and seeing is learning.
Televisual based distance education is
often used to show teachers real teacher-
student interactions in the classroom, thus
enabling them to observe the management
of learning activities.
(Gaible & Burns, 2007: 50).

13. Televisual-based Distance
Education
Seeing is believing; seeing is understanding;
and seeing is learning.
Televisual based distance education is
often used to show teachers real teacher-
student interactions in the classroom, thus
enabling them to observe the management
of learning activities.
(Gaible & Burns, 2007: 50).

14. Televisual-based Distance
Education
Seeing is believing; seeing is understanding;
and seeing is learning.
Televisual based distance education is
often used to show teachers real teacher-
student interactions in the classroom, thus
enabling them to observe the management
of learning activities.
(Gaible & Burns, 2007: 50).

15. Television
Though expensive, television has
tremendous reach and enjoys the advantage
of being a familiar and engaging visual
medium. As such, television has for decades
been well established as a distance
education mode providing high-quality
content and instructional techniques for pre-
service, in-service, and continuing teacher
education.

16. Television
Though expensive, television has
tremendous reach and enjoys the advantage
of being a familiar and engaging visual
medium. As such, television has for decades
been well established as a distance
education mode providing high-quality
content and instructional techniques for pre-
service, in-service, and continuing teacher
education.

17. Television
• Studies (Saltrick, Honey, & Pasnik, 2004;
Kothari Takeda, 2000) suggest that
educational television can assist with the
following outcomes:
• » Reinforcing reading and lecture material
• » Developing a common knowledge base
learning
• » Enhancing learner comprehension of a
particular topic or procedure

18. Television
• Studies (Saltrick, Honey, & Pasnik, 2004;
Kothari Takeda, 2000) suggest that
educational television can assist with the
following outcomes:
• » Reinforcing reading and lecture material
• » Developing a common knowledge base
learning
• » Enhancing learner comprehension of a
particular topic or procedure

19. Television
• » Helping learners visualize processes
and procedures that might otherwise be
difficult to understand via text or radio
• » Increasing learner motivation and
enthusiasm

20. Television
• » Promoting teacher effectiveness in areas
targeted by television or video learning
segments
• » Augmenting reading skills, especially
when used to reinforce the connection
between the spoken and written word.

21. Video
• Whether it is used to support students or
teachers, recorded video offers numerous
advantages over television as a mode of
distance learning for teachers.

22. Video
• Whether it is used to support students or
teachers, recorded video offers numerous
advantages over television as a mode of
distance learning for teachers.

23. Video
• A large percentage of instructors and
students also believe that video adds to
the quality of a course, improves
understanding of content, and increases
learner motivation (PBS & Grunwald
Associates, 2010).

24. Differences of TV And Video
TELEVISION VIDEO
• Non-stop
viewing
• control viewing
• control the rate of presentation
through freeze-frame,
• pause, rewind, and other
options,
• enabling viewing to be interspersed
with discussion or specific sequences
to be repeated.

25. Differences of TV And Video
• Discussion only occur
before and after the
program
• Scheduled
• Available in the station
provider
• Discussion can occur
before in between
and after the program
• Accessible and
available anytime
anywhere, video has
blended well with the
World Wide Web

26. Video
• Video used to be difficult to find but now it
is increasingly easy to access and
develop. Video of classroom practices can
be acquired from many universities and
private companies, often via Internet
download. Such videos are designed to
achieve specific objectives in specific
contexts, however, and may not be
appropriate for use in all contexts.

27. Strenghts (televisual)
• The medium is both powerful (moving
images, audio, etc.) and familiar.
• It can be used to “bring” viewers to the
site of events and phenomena.
• It can reach large populations of students
and teachers.
• It addresses equity and access issues—
although access requires electrical power.

28. Strenghts (televisual)
• It supports instructional continuity across
grades and subjects.
• All computers are equipped with video-
editing software, so video can be
produced inexpensively and without a lot
of production expertise.
• Teachers benefit from seeing other
teachers—and themselves—in action.•

29. Strenghts (televisual)
• Teachers benefit from seeing other
teachers—and themselves—in action
• Video recordings can be used and re-
used according to teachers’ schedules
• Playback controls (rewind, freeze-frame,
etc.) enable close analysis of specific
events.

30. Limitations (televisual)
• Visual medium could, but typically does
not, guide teacher through scripted, hands-
on classroom activities. Unlike radio,
television and video promote “watch and
learn,” not “do and learn
• For television and commercial video
production, high development costs may
limit testing, review, and revision before
programming is launched.

31. Limitations (televisual)
• Value of content may degrade over time—
costs of revisions and new programming
are high.
• Television broadcasts may be subject to
external political and economic
disruptions.
• Television production requires
sophisticated skills and facilities.

32. Limitations (televisual)
• Access to electrical power and, in the
case of Web-based video, high bandwidth
are both required.
• Internet television demands robust, high-
speed Internet connectivity.

33. Sources:
http://idd.edc.org/resources/publications/mo
des-models-and-methods
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35. •THANK YOU