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OBJECTIVES: 
At the end of this module, the learners should be able to; 
 Familiarize with the concept and context of dis...
Introduction 
Teaching and learning are no longer confined to the 
classroom or the school day. There are many 
technolog...
CONCEPT AND CONTEXT OF 
DISTANCE EDUCATION 
 In retrospect, the history of distance education shows 
that it had more tha...
 Distance education is synonymous to distance 
learning, open learning, e- learning, online learning or 
wed-based learni...
 Mode of educational delivery where teacher and learner are 
separated in time and space, and instruction is delivered th...
 Instructional programs or courses in which the 
instructor and students need not be in the same 
physical place, particu...
Characteristics of Distance 
Education(DE) 
 DE provides learning opportunities to individual 
learners and groups who ma...
 DE provides learning packages designed for self-directed 
learning utilizing various media, multi-media 
and other new t...
ADVANTAGES OF DISTANCE EDUCATION 
 Distance education does not require comminuting 
 You can complete most of the classe...
Key Players in Distance Education 
 Student 
 Faculty 
 Facilitators 
 Support staff 
 Administrators
4 types of interaction in distance 
education 
Thormond (2003) defined interaction as; 
the learners engagement with the ...
 Learner content Interaction 
It takes place between the student and the content or the subject 
matter that is delivered...
Distance Education Technology 
 Print technology 
Print material were mailed to students and returned to the teachers 
th...
 Activity 
 Topics :Traditional face to face Instruction vs distance 
Learning 
 Procedure 
Total time for each debate ...
 3.the second team then gives their 5 minutes 
statement. Ideally, they will anticipate some of what 
the first team has ...
 The BALS implements two major NFE programs (Basic 
Literacy Program and Accreditation and Equivalency 
Program) through ...
 The funds for the contracting scheme is known as 
Field Operation Funds for ASL as provided for in 
General Appropriatio...
 CBI-Computer-Based Instruction (eSkwela) 
 Alternative Learning system program are being 
delivered in various modes su...
 INFED Informal Education 
 Informal education(INFED) is a lifelong process of 
learning by which every person acquires ...
 Abot-Alam Briefer 
 ABOT-ALAM PROJECT 
 The persistence of the problem with OSY in the country can be 
attributed to v...
 Furthermore, among the OSY who are privileged to 
benefit from programs and services such as those from 
DepEd, TESDA, D...
 In the 2010 Annual Report of the DepEd Bureau of 
Alternative Learning System (BALS), statistics show 
that 236, 785 out...
 Work and Development will launch the Out-of-School 
Youth Barangay Targeting System (OSY BTS) and the 
Community Reinteg...
 Prepared by; 
 Susan B.Bigueja 
BSE-Physical science 
April B. Milano 
BSE-Biological science
Distance Education: Alternative Learning System Beyond Borders
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Distance Education: Alternative Learning System Beyond Borders

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  • All a modern age student seeks is an accessible, flexible, innovative and job-oriented education programme. A study by The National Center for Educational Statistics (NCES) showed that, 32% undergraduate students prefer to pursue their study while maintaining their full time job. The e-learning programmes not only welcome students into a world of education without boundaries, but they also bestow an abundance of aspects that make students seek online graduation degrees
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Distance Education: Alternative Learning System Beyond Borders

  1. 1. OBJECTIVES: At the end of this module, the learners should be able to;  Familiarize with the concept and context of distance education as an alternative learning mode of delivery  Cite the advantages and disadvantages of distance education;  Describe how interaction and technology operate in distance education as a system; and  Affirm and recognize that distance education is a viable strategy for access to quality higher education
  2. 2. Introduction Teaching and learning are no longer confined to the classroom or the school day. There are many technologies that can offer a great deal of flexibility in when ,where, and how education is distributed. Distances Education is rapidly becoming a strategic alternative delivery mechanism in the global education landscape. As a educational strategy other than the traditional face- to- face classroom setting, distance education has been adopted to reach out remote and diverse independent learners.
  3. 3. CONCEPT AND CONTEXT OF DISTANCE EDUCATION  In retrospect, the history of distance education shows that it had more than one historical path and that the evolution has not been easy. Many of the same problems facing implementation and acceptance of educational innovations today have been faced by distance education throughout its history.  The history of distance education could be traced back to the early 1700s in the form of correspondence education, but technology-based distance education might be best linked to the introduction of audiovisual devices into the schools in the early 1900s.
  4. 4.  Distance education is synonymous to distance learning, open learning, e- learning, online learning or wed-based learning. What is distance learning or distance education?  A field of education that focuses on the pedagogy and andragogy technology, and instructional systems design that aim to deliver education to student who are not physically on site.  Education where teachers and students are separated in the place and time. They communicate at times of their own choosing by exchanging printed or electronic media, or through technology that allows them to communicate in real time and through other online ways
  5. 5.  Mode of educational delivery where teacher and learner are separated in time and space, and instruction is delivered through specially designed materials and methods using appropriate technologies and supported by organizational and administrative structures and arrangements  Education that takes place when the instructor and student are separated by space and/or time. The gad between the two can be bridged through the technology. A mode of education in which students enrolled in a course do not attend the institution, but study off- campus and may submit assignments by mail or email. Instructional programs or courses in which the instructor and students need not be in the same physical place, particularly those relying on computers, audio, or video technology as the medium for delivery and, sometimes, for two-way interaction
  6. 6.  Instructional programs or courses in which the instructor and students need not be in the same physical place, particularly those relying on computers, audio, or video technology as the medium for delivery and, sometimes, for two-way interaction.  “online learning can be a lifeline to those who have obstacles, such as geographical distances or physical disabilities”. -Paul Levinson,Author,”The Soft Edge”
  7. 7. Characteristics of Distance Education(DE)  DE provides learning opportunities to individual learners and groups who may not have the chance and time to attend formal schooling or face-to-face instruction due to physical disabilities, ailment, work early marriage, etc.  DE is learner-centered. It is focused on the needs of the learner with the end goal of facilitating independent and self-paced learning. For slow and quick learners this reduces stress and increases satisfaction.
  8. 8.  DE provides learning packages designed for self-directed learning utilizing various media, multi-media and other new technologies prepared by academically qualified instructional designers.  DE has an organization structure and clear institutional systems and procedures for managing and ensuring academic supervision.  DE is an outgrowth of research on theoretical and conceptual models of learning.
  9. 9. ADVANTAGES OF DISTANCE EDUCATION  Distance education does not require comminuting  You can complete most of the classes at your convenience.  Live anywhere, study from anywhere while pursuing the education of your choice.  Gain extra knowledge.  Self –paced learning.  Accessibility  Convenience and Flexibility  Interaction  Individualized Instruction  Vast Resources Readily Available  Potential  Cost
  10. 10. Key Players in Distance Education  Student  Faculty  Facilitators  Support staff  Administrators
  11. 11. 4 types of interaction in distance education Thormond (2003) defined interaction as; the learners engagement with the course content, other learners, the instructor, and the technological medium used in the course. Interaction is the result in a reciprocal exchange of information.
  12. 12.  Learner content Interaction It takes place between the student and the content or the subject matter that is delivered to him/her. Learner with the help of the teacher encounter new information and knowledge  Learner –Instructor Instructor help the student to reinforce understanding of the material or elucidate meaning. Clarify unclear points and reinforce correct interpretation of the course  Learner –learner Interaction between student and another or between several students.  Learner –Technology/system Student’s experience with computers can affect their learning in distance education as well as improve their computer skills. Student must be computer literate.
  13. 13. Distance Education Technology  Print technology Print material were mailed to students and returned to the teachers through the postal system.  Computer technology With the increased popularity of internet, computer technologies are receiving more and more attention as a means of delivering distance learning. It includes email, online collaborations, and web based education.  Video technology Ability to see and hear an instructor offers opportunities for behavior modeling, demonstration and instruction of abstract concept.  Videotapes and DVDs offer popular, easy to use formats for instructional materials.  Audio technology Audio or voice technology offer cost-effective ways to enhance distance learning courses.
  14. 14.  Activity  Topics :Traditional face to face Instruction vs distance Learning  Procedure Total time for each debate will be approximately 30 minutes 1. For each topic, there will be a 3 minute unbiased instruction. This neutral instruction will be assigned to someone other than the two teams in a particular debate. 2.Following the unbiased introduction, there will be a 5minute statement by the first team outlining their plan to implement the given topic.
  15. 15.  3.the second team then gives their 5 minutes statement. Ideally, they will anticipate some of what the first team has to say and will have enough data researched to be able to show the flaws and problems with the first team’s plan. Then second team usually does not present an alternative plan, as the status quo is often the alternative.  4.Two-minute second team rebuttal  5.Two-minute first team rebuttal  6.Two-minute second team rebuttal  7. Two-minute first team rebuttal  8.Question from the judges and the audience(10 minutes)
  16. 16.  The BALS implements two major NFE programs (Basic Literacy Program and Accreditation and Equivalency Program) through a contracting scheme with qualified education service provides using government funds for field operations know as Literacy Service Contracting Scheme(LSCS) and Learning Support Delivery System(LSDS).The contracting scheme also includes contracting public elementary and secondary schools that implement the Balik-Paaralan Para Sa Out of School adults(BP_OSA)Program
  17. 17.  The funds for the contracting scheme is known as Field Operation Funds for ASL as provided for in General Appropriation Act,RA9162, special Provision No.11.
  18. 18.  CBI-Computer-Based Instruction (eSkwela)  Alternative Learning system program are being delivered in various modes such as face to face group learning, family or household approach, individual tutorials, radio-based learning and even independent learning. The computer-based delivery of the ALS A&E program is called eskwela.  Community Learning Center (CLC)  Serves as a learning hub in the community for out-of-school children, youth and adults where learning resources are available for their used and where educational activities are managed by the community members themselves.
  19. 19.  INFED Informal Education  Informal education(INFED) is a lifelong process of learning by which every person acquires and accumulates knowledge, skills attitudes, and insights from daily experiences at home. At work, at play and from life itself.
  20. 20.  Abot-Alam Briefer  ABOT-ALAM PROJECT  The persistence of the problem with OSY in the country can be attributed to various factors. One of which is that not all of the out-of-school youth are tapped or given the opportunity to join or benefit from programs and services exclusively for them.  Despite the efforts of various government agencies to reach out to OSY in the country, assistance and services still have not been extended to many of them. According to the Department of Social Welfare and Development, for example, only 31 are OSY out of the 4, 617 young Filipinos served by the department in the first semester of 2012. This can be ascribed to the lack or absence of a unified national framework or strategy to address the issue of OSY in the country. `
  21. 21.  Furthermore, among the OSY who are privileged to benefit from programs and services such as those from DepEd, TESDA, DOLE, and NGOs such as the USAID, only a few were able to finish the program or actually utilize it to continue studying or seek employment opportunities.
  22. 22.  In the 2010 Annual Report of the DepEd Bureau of Alternative Learning System (BALS), statistics show that 236, 785 out of the 333, 602 learners enrolled or 70. 98 percent completed the ALS. Out of the almost 71 percent who completed the ALS, a total of 33, 197 learners or only 14.02 percent passed the Accreditation and Equivalency (A&E) Test.  These lead to a waste of resources and bring us back to the main problem of the nation- the persistence of OSY in the Philippines. To answer this, the national government led by the Department of Education and the National Youth Commission, together with the Technical Education and Skills Development Authority, the Department of Labor and Employment, the Department of Interior and Local Government and the Department of Social
  23. 23.  Work and Development will launch the Out-of-School Youth Barangay Targeting System (OSY BTS) and the Community Reintegration Program for the Out-of School Youth (OSY CoRPs) under the nationwide umbrella campaign ABOT-ALAM PROJECT. ABOT-ALAM PROJECT is a nationwide campaign and strategy with the primary goal of targeting all OSY in the country and reintegrating them to their communities, achieving a zero percent OSY in the Philippines by 2016
  24. 24.  Prepared by;  Susan B.Bigueja BSE-Physical science April B. Milano BSE-Biological science

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