This document defines distance education and compares it to traditional face-to-face education. Distance education is defined as institution-based formal education where the learning group is separated and interactive telecommunications are used to connect students, resources, and instructors. There are four main components to this definition: the concept of institutional basis, separation of teacher and student, use of interactive telecommunications, and connecting learners, resources, and instructors. The document also discusses theorists' definitions of distance education and compares features of distance education, face-to-face education, hybrid education, open learning, and homeschooling.

2. Colossians 3:23
“Whatever you do , work at it
with all your heart , as
working for the Lord, not for
men.”

3. Colossians 3:24
“ You will receive an inheritance
from the Lord as a reward. It is
the LordChrist you are serving.”

5. Distance education:
is defined as: institution-based, formal
education where the learning group is
separated, and where interactive
telecommunications systems are used
to connect learners, resources, and
instructors.

6. Distance
Education

7. THEREARE FOUR MAIN COMPONENTSTO THIS
DEFINITION.
1. Firstistheconceptthatdistanceeducationis
institutionallybased.
Many educators and trainers are
advocating the accreditation of
institutions that offer distance education
to add credibility, improve quality, and
eliminate diploma mills.

8. 2. The second component is the concept of separation of
the teacher andstudent.
separation is thought of in geographic
terms
separation of teachers and students in
time.
• Asynchronous distance education
means that instruction is offered and
students access it at separate times, or
any time it is convenient to them.

9. Intellectual Separation
Teachers have an understanding of
the concepts presented in a course
that students may not possess.

10. 3. Interactivetelecommunications
• Interaction can be synchronous
or asynchronous, at the same
time or at different times.
Interaction is critical but not at
the expense of content.

11. • However, while interaction
should not be the primary
characteristic of instruction, it
should be available,
commonplace, and relevant.

12. • Telecommunications is defined as
“communicating at a distance.”
–Television
–Telephone
–Internet
–Postal system

13. 4. ConnectingLearners,Resources,and
Instructors.
• This means that there are
instructors who interact with
learners and that resources are
available that permit learning to
occur.

14. FOUR MAIN COMPONENTSTO THEDEFINTION OF
DISTANCE EDUCATION

15. Hilary Perraton (1988),
“Distance education is an educational
process in which someone removed in
space and/or time from the learner
conducts a significant proportion of the
teaching.”

16. The U.S. Department of Education’s Office of
Educational Research and Improvement
“the application of telecommunications and
electronicdevices which enablestudentsand
learners to receive instruction that originates
from somedistant location.”

17. Grenville Rumble (1989)
• In any distance education process there must be: a teacher;
one or more students; a course or curriculum that the teacher
is capable of teaching and the student is trying to learn; and a
contract, implicit or explicit, between the student and the
teacher or the institution employing the teacher, that
acknowledges their respective teaching learningroles.

18. Keegan (1986)
 Identified Five Main Elements
1. The quasi-permanent separation of
teacher and learner throughout the
length of the learning process. (This
distinguishes it from conventional face-
to-face education.)

19. Keegan’s Five Main Elements of
Distance Education
2. The influence of an educational organization
both in the planning and preparation of
learning materials and in the provision of
student support services. (This distinguishes it
from private study and teach-yourself
programs.)

20. Keegan’s Five Main Elements of
Distance Education
3. The use of technical media—
print, audio, video or computer—
to unite teacher and learner and
carry the content of the course.

21. Keegan’s Five Main Elements of
Distance Education
4. The provision of two-way
communication so that the student
may benefit from or even initiate
dialogue. (This distinguishes it from
other uses of technology in
education.)

22. Keegan’s Five Main Elements of
Distance Education
5. The quasi-permanent absence of
the learning group throughout the
length of the learning process so that
people are usually taught as
individuals and not in groups.

23. Distance Education and Traditional
Face-to-face Education
• Traditional on-campus classroom
environments have been the dominant
education technique for generations.
• Classroom face- to - face (FTF)
- refers to the interaction between the
teacher and the students, and among the
students themselves in the traditional
classroom setting.

25. Face-to-face Education
Students meet at an assigned time and
place to partake in class lectures, labs,
study groups and exams.
Traditional learning environments are
more structured than distance learning
programs and provide face-to-face
contact with fellow students and
professors.

26. Face-to-face classes :The Pros
1. Gauging Learning
Student questions provide the instructor
immediate feedback and can shape how
that class session’s material is presented.
2. Collaborative environment
Traditional classrooms often create a
collaborative environment where
discussion and dialogue can thrive.

27. 3. Student motivation
Some students find face-to-face classes
particularly engaging because they can talk to
their professors in person and get immediate
responses to their questions or concerns.
4. Faculty experience.

28. Face-to-face classes :The Cons
1. The pace.
In many face-to-face classes, faculty members
cannot provide individualized or customized
learning experiences.
2. Impediments to engagement
Students may be embarrassed about or
intimidated by asking clarification questions in
person during class.

29. 3. Large-class challenges.
In large face-to-face classes with over 100
students, classroom management issues
can be especially difficult
4. Technical problems.
The wide variety of educational
technologies provided in classrooms and
procedures for using them present
challenges for faculty, and some
hardware and software are not fully
accessible to faculty

30. Distance Education Classroom Setting

31. Hybrid (or blended) Education
A combination of both face-to face
instruction and online learning.

32. Open Learning Education
A way of studying that allows people to
learn where and when they want, and to
receive and send written work
by mail or email:

33. Open Learning
• Open learning is an umbrella term
for any scheme of education or
training that seeks systematically to
remove barriers to learning, whether
they are concerned with age, time,
place or space.

34. Open Learning
With open learning, individuals take
responsibility for what they learn, how
they learn, where they learn, how quickly
they learn, who helps them and when
they have their learning assessed.

35. Open Learning Vs. Distance Education
• Distance learning, on the other hand, is one
particular form of open learning in which
tutors and learners are separated by
geographical distance.

36. Homeschooling/ Home
Education
Homeschooling is when the responsibility
for learning is placed upon the parents.
Parents have to make sure they are
checking off objectives and outcomes for
their child’s stage of learning.

37. Homeschooling

40. Home Education

41. Home Education

42. Homeschooling in the Philippines