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Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas State University


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Distance Education reported by: Randy M. Pacifico, EDD,EM Student at Batangas State University

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Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas State University

  1. 1. DISTANCE EDUCATION Report in EM 608- Educational Innovations and Technology 2 by: Mr. Randy M. Pacifico Ed.D., E.M. Student Professor: Dr. Christopher Chua BSU Main
  2. 3. Distance education a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both
  3. 4. Major benefits of use <ul><li>Distance education provides major benefits to at least six main markets or categories, such as: </li></ul><ul><li>Expanding access </li></ul><ul><li>Cost reduction </li></ul><ul><li>Emerging market opportunities </li></ul><ul><li>Adapting to new technology and environments </li></ul><ul><li>New fund-raising opportunities </li></ul><ul><li>Flexibility for students </li></ul>Financial benefits
  4. 6. <ul><li>What are the Benefits of Distance Learning? </li></ul><ul><li>Distance education meets the needs of students </li></ul><ul><li>flexibility and time . </li></ul><ul><li>increased access to learning / encourage life-long learning . </li></ul><ul><li>increased compensation/ promotion potential </li></ul><ul><ul><li>Students have access to experts </li></ul></ul><ul><li>Instructor communication </li></ul><ul><li>use of email </li></ul><ul><li>use of local proctors </li></ul><ul><li>Financial benefits </li></ul><ul><li>social benefits </li></ul>
  5. 8. <ul><li>Today, higher education is a necessity for those who wish to work and prosper in an economy that is becoming dependent not on sheer muscle power, but on brain power. Today, the workforce is rewarded for how well and how fast problems are detected and solved, (Saba Ph.d, 2001). Get the skills you need to compete in today's workplace. </li></ul>
  6. 9. Technologies used in delivery <ul><li>The types of available technologies used in distance education are divided into two groups: synchronous and asynchronous . Synchronous technology is a mode of online delivery where all participants are &quot;present&quot; at the same time requiring a timetable to be organized. Web Conferencing is an example of synchronous technology. Asynchronous technology is a mode of online delivery where participants access course materials on their own schedule. Students are not required to be together at the same time. Message board forums, e-mail and recorded video are examples of asynchronous technology. </li></ul>
  7. 11. Synchronous technologies <ul><li>Web-based VoIP </li></ul><ul><li>Telephone </li></ul><ul><li>Videoconferencing </li></ul><ul><li>Web conferencing </li></ul><ul><li>Direct-broadcast satellite </li></ul><ul><li>Internet radio </li></ul><ul><li>Live streaming </li></ul>
  8. 12. Asynchronous technologies <ul><li>Audiocassette </li></ul><ul><li>E-mail </li></ul><ul><li>Message board forums </li></ul><ul><li>Print materials [19] </li></ul><ul><li>Voice Mail / fax </li></ul><ul><li>Videocassette / DVD </li></ul><ul><li>On Demand Streaming (Delayed) </li></ul>
  9. 14. Learning Management Systems <ul><li>Learning Content Management Systems which can be used for both Synchronous and Asynchronous learning. (LMS is not so much a learning tool as a framework for an instructor to better administer the classroom.) </li></ul>
  10. 15. Types of distance education courses <ul><li>Correspondence conducted through regular and electronic mail </li></ul><ul><li>Internet conducted either synchronously or asynchronously </li></ul><ul><li>Telecourse/Broadcast, in which content is delivered via radio or television </li></ul><ul><li>CD-ROM, in which the student interacts with computer content stored on a CD-ROM </li></ul><ul><li>PocketPC/Mobile Learning where the student accesses course content stored on a mobile device or through a wireless server [20] </li></ul><ul><li>Integrated distance learning, the integration of live, in-group instruction or interaction with a distance learning curriculum [21] </li></ul><ul><li>Online tutoring </li></ul>
  11. 17. Testing and evaluation <ul><li>The problem arises when the student is required to complete assignments and testing. Online courses have had difficulty controlling cheating in quizzes, tests, or examinations because of the lack of teacher control </li></ul>
  12. 19. Security in Testing <ul><li>Used in combination with invigilators, a pre-arranged supervisor trusted with overseeing big tests and examinations may be used to increase security. Many Midterms and Final examinations are held at a common location so that professors can supervise directly. When the Internet became a popular medium for distance education many websites were founded offering secure exam software and packages to help professors manage their students more effectively </li></ul>
  13. 20. Distance education in the Philippines <ul><li>Schools which offer full academic degree programs via distance learning that are duly recognized by the Philippine government, through accreditation with the Commission on Higher Education , are shown below. </li></ul>
  14. 22. A C P S U <ul><li>A </li></ul><ul><li>Asian Institute for Distance Education </li></ul><ul><li>C </li></ul><ul><li>CAP College Foundation </li></ul><ul><li>P </li></ul><ul><li>Pamantasan ng Lungsod ng Maynila, Open University </li></ul><ul><li>Polytechnic University of the Philippines, Open University </li></ul><ul><li>S </li></ul><ul><li>Southeast Asia Interdisciplinary Development Institute </li></ul><ul><li>U </li></ul><ul><li>University of the Philippines Open University </li></ul><ul><li>Retrieved from &quot; Philippines &quot; </li></ul>
  15. 23. 7 Success Strategies for Distance Learners
  16. 24. <ul><li>Distance learning has special challenges. You will probably never see or meet the teacher. You won't have classmates. You don't have a campus full of people studying the same thing. But you can succeed! Plan on it! Follow the simple tips below, and you'll do better in your learning. </li></ul>
  17. 25. <ul><li>1.   Set Goals </li></ul>2.   Establish a Regular Study/Learning Schedule 3.  Talk About It 4.  Join a Study Group 5.   Know Your Learning Style and Use It 6.   Celebrate Successes 7.   Ask Questions
  18. 26. How to Implement Curriculum for Distance Learning Programs <ul><li>Instructions </li></ul><ul><li>Create new user posts or manual. </li></ul><ul><li>Create a syllabus for the curriculum. </li></ul><ul><li>Use active instruction . </li></ul><ul><li>Provide reliable grade time turnarounds. </li></ul><ul><li>Request and respond to student feedback. </li></ul>
  19. 27. distance education disadvantages <ul><li>requires costly and complex technology </li></ul><ul><li>requires advance planning . </li></ul><ul><li>may come with hidden costs </li></ul><ul><li>may not be acknowledged by all employers </li></ul><ul><li>learning is social isolation . </li></ul>
  20. 28. <ul><li>References </li></ul><ul><li>Bargeron, D.; Gupta, A.; Sanocki, E.; Grudin, J. (1999). Annotations for Streaming Video on the Web, in Human Factors in Computing Systems, CHI 99, Extended Abstracts, pp. 278-279 </li></ul><ul><li>Barrett, E.; Lally V. (1999). Gender differences in a on-line learning environment, in Journal of Computer Assisted Learning, Vol. 15, No. 1, March. pp. 48-60 </li></ul><ul><li>Chua Siew, L.; Chen, D.-T.; Wong, A.F.L. (1999). Computer anxiety and its correlates: a meta-analysis, in Computer in Human Behaviour, Vol. 15, No. 5, pp.609-623 </li></ul><ul><li>Hardless, C.; Nulden, U. (1999).  Visualizing Learning Activities to Support Tutors, in Human Factors in Computing Systems , CHI 99, Extended Abstracts, pp. 312-313 </li></ul><ul><li>Hatch, C. A.; Dwyer, F. (1999).  Effect of varied advance organizer strategies in complementing visualized prose instruction, in International Journal of Instructional Media, Vol. 26, No. 3, pp. 311-328 </li></ul>
  21. 29. <ul><li>Herring, S.C. (1996). Editor's Introduction: Computer-Mediated Discourse Analysis, in Electronic Journal of Communication, Vol. 6, No. 3. </li></ul><ul><li>Hsi, S.; Soloway, E. (1998). Learner-Centered Design, in SIGCHI Bulletin, Vol. 30, No. 1, pp. 53-54 </li></ul><ul><li>Jacquinot, G.; Meunier, C. (1999). Introduction : l'interactivité au service de l'apprentissage, in Revues des sciences de l'éducation, Vol. 25, No. 1, pp. 3-16 </li></ul><ul><li>McDonald, S.; Stevensen, R. J. (1999). Spatial Versus Conceptual Maps as Learning Tools in Hypertext, in Journal of Educational Multimedia and Hypermedia, Vol. 8, No. 1, pp. 43-64 </li></ul><ul><li>McNamara, D.S.; Kintsch, E.; Songer, N. B.; Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text, in Cognition & Instruction, Vol. 14, pp. 1-43 </li></ul>
  22. 30. <ul><li>Purnell, K.; Cuskelly, E.; Danaher, P. (1996). Improving Distance Education for University Students: Issues and Experiences of Students in Cities and Rural Areas, in Journal of Distance Education, Vol. 11, No. 2, pp. 75-101 </li></ul><ul><li>Rouet, J.-F. (1999). Interactivité et compatibilité cognitive dans les systèmes hypermédias, in Revues des sciences de l'éducation, Vol. 25, No.1, pp. 87-104 </li></ul><ul><li>Schacter J.; Herl, H.E.; Chung, G.K.W.R.; Dennis, R.A.; O'Neil, H.F. (1999). Computer-based performance assessments : a solution to the narrow measurement and reporting of problem-solving, in Computer in Human Behaviour, Vol. 15, No. 3-4, pp. 403-418 </li></ul><ul><li>Shapiro, A. M. (1998). Promoting Active Learning: The Role of System Structure in Learning From Hypertext, in Human-Computer Interaction, Vol. 13, No. 1, pp. 1-35 </li></ul><ul><li>White, S. A.; Gupta, A.; Grudin, J.; Chesley, H.; Kimberly, G.; Sanocki, E. (1999). Evolving Use of A System for Education at a Distance, in Human Factors in Computing Systems, CHI 99, Extended Abstracts, pp. 274-275 </li></ul>