Distance education

Distance
Education/Distan
ce Learning

What is Distance Education?
 Takes place when the instructor and student
are not in the same room but instead are
separated by physical distance.
 It is a flexible form of education because it
creates options in terms of where and when to
learn.
 According to U.S. Distance Learning
Association (USDLA 2003) it is defined as “The
acquisition of knowledge and skills through
mediated information and instruction.”

These are terms used to describe an
educational process in which teacher
and students are physically separated.
 Distance Education
 Distance Teaching
 Open Learning Distributed Learning
 Asynchronous Learning
 Telelearning
 Flexible Learning
 Distributed Learning

Distance Education
Term that is used interchangeably
with Distance Learning
Distributed Education
It is often used to describe where
courses are taught online and
collaborative and “virtual
interaction” among students in the
same course is encouraged.

According to Desmond Reagan (1996) proposes one
of the most thorough definitions of distance
learning, which includes 5 basic requirements:
 The quasi-separation of teacher and learner through
out the period if the leaning process.
 The influence of an educational organization for the
planning of courses.
 The use of technology and media.
 The precision of two-way interaction and
communication.
 The quasi-permanent absence of a learning group
so that students are taught more as individual than
as groups.

Historical Background of Distance
LearningDistance education traces its origins to mid-19th
century Europe and the United States. The
pioneers of distance education used the best
technology of their day, the postal system, to
open educational opportunities to people who
wanted to learn but were not able to attend
conventional schools. People who most
benefited from such correspondence education
included those with physical disabilities, women
who were not allowed to enrol in educational
institutions open only to men, people who had
jobs during normal school hours, and those who
lived in remote regions where schools did not
exist.

An Englishman, Isaac Pitman,
is credited as an early pioneer.
He began teaching shorthand
by correspondence in Bath,
England in 1840. Students
were instructed to copy short
passages of the Bible and
return them for grading via the
new penny post system.

American university level distance
education began in 1874 at
Illinois Wesleyan University where
bachelor and graduate degrees
could be obtained in absentia.
The Chautauqua movement in
about 1882 gave the popular
push to correspondence
education.

The teaching of academic and
vocational courses by
correspondence became quite
popular by 1900 and problems of
quality and ethical practice came with
the popularity. The National Home
Study Council (NHSC) was formed in
1926 in part to address these issues.
Accreditation of college and university
distance programs fell to the National
University Extension Association in

The invention of educational radio in
the 1920s and the advent of
television in the 1940s created
important new forms of
communication for use in distance
education. Educators used these new
technologies to broadcast educational
programs to millions of learners, thus
extending learning opportunities
beyond the walls of conventional
teaching institutions.

The development of reliable long-distance
telephone systems in the early 1900s also
increased the capacity of distance
educators to reach new student
populations. But telephone systems never
played a prominent role in education until
the introduction of new teleconferencing
technologies in the 1980s and 1990s.
Teleconferencing systems made it possible
for teachers to talk with, hear, and see their
students in real time - that is, with no delays
in the transmissions - even if they were
located across the country or around the

Distance education increasingly uses
combinations of different
communications technologies to
enhance the abilities of teachers and
students to communicate with each
other. With the spread of computer-
network communications in the 1980s
and 1990s, large numbers of people
gained access to computers linked to
telephone lines, allowing teachers and
students to communicate in conferences
via computers.

Distance education also makes
use of computer conferencing on
the World Wide Web, where
teachers and students present
text, pictures, audio, and
occasionally video. File sharing
and communications tools like
email, chats and conferencing are
integral to the Internet model.

Business and university level learners use a
conferencing method known as one-way
video/two-way audio uses television pictures
that are transmitted to particular sites, where
people can reply to the broadcasters with a
telephone call-in system. Television pictures
can also be transmitted in two directions
simultaneously through telephone lines, so
that teachers and students in one place can
see and hear teachers and students in other
places. This is called video-conferencing.

INSTRUCTIONAL
COMMUNICATION
FUNCTIONS

1. Information presentation
A standard of element in any lesson is
the presentation of some sort of
information to the learner, the
following are the common examples:
a) Teacher lecture and demonstration
b) Printed text and illustrations
c) Live or recorded voice, music, and
sounds
d) Full motion images

2. Student activity
Learning takes place when learners
are participating actively the mental
process of materials teacher’s
attempts to induce activity in various
ways such as the following:
a) Question and answer sessions
b) Practice with feedback
c) Testing

3.Student-student and student-teacher
interaction
In many educational objectives, student
interaction with other students, in pairs or
small groups, can be effective. Some common
ways of structuring student interaction are the
following:
a) Discussion groups
b) Structured group activities
c) Group projects
d) Peer tutoring

4. Access to learning resources
Lessons and courses are usually
structured with the assumption that
learners will spend time outside of
class working individually with the
material, doing homework, project,
papers and etc. The external learning
resources may take the following
forms:

a) Printed materials
b) Audiovisual materials
c) Computer databases
d) Kits
e) Library Materials

Distance Learning
ADVANTAGES
◦ Cost efficiency
◦ Audiovisual capacity
◦ Two-way possibilities
◦ Online possibilities

LIMITATIONS
Cost of two-way
Facilities for two-way
Isolation
Technical Problems
Inexperience
Reluctance
Connectivity

Distance Learning Essentials
KNOWING BASIC DISTANCE LEARNING
ESSENTIALS before committing to a
distance learning program will help the
learner avoid some of the pitfalls of the
information age. By following five essential
study tips (adapted from Petersons.com),
first-time distance learners as well as
seasoned veterans can better prepare for
the challenge of tackling this progressive
and popular educational endeavor.

 The Essentials
Before enrolling in a distance education
course, students need to take into account
the essentials they will need in order to
successfully complete the course.
The five essential study tips for successful
distance learning fall into the categories of
equipment, scheduling, where to study,
reading and writing skills, and
communication skills.

Equipment
Probably the most important
consideration for online distance
learning is the speed of the user's
connection to the Internet. To fully
benefit from the vast amount of audio,
video, and graphical content,
investment in a broadband
connection will make studying faster,
more enjoyable, and more productive.

Scheduling
Time management may be the most
overlooked aspect of distance learning.
Usually, there are no set times for lessons so
it is up to the student to set aside time for
studying. This should include a regularly
scheduled time when the student is mentally
prepared and can devote the required
amount of time to the lesson and the work
without being disturbed. Being flexible may
lead to too many missed study opportunities.
If this is the case, a revision of the schedule
is necessary.

Where to Study
Finding correct and suitable
circumstances for studying is
important. Distractions prevent
students from acquiring necessary
knowledge. The distance-learning
student should choose a place such
as a quiet room in the student's
house, the library, or even the
student's work place, before or after
working hours.

It is important for the student to be able
to devote enough time free from
distractions to complete the necessary
studying. Interruptions causing the
student to start and stop should be
avoided at all costs during the study
session. Suggestions would be to
unplug the telephone, have any CDs or
tapes chosen and organized
beforehand for quick changing of soft
background music, and keep the
television in a separate.

Reading and Writing Skills
Reviewing what has been read immediately
after reading it will help the student retain
what has been read. Create reading
summarization review sheets to keep track of
such things as main points, how these points
are tested, how persuasive the article is, and
the reader's general opinions on the material.
These reading summarization sheets should
be filled out for each chapter, lesson, or
book, or as often as the student feels
necessary. Remember, too, computer
screens can strain the eyes.

Students should consider printing
online text for easier reading at
another time or place.
When writing, the student should be
sure to backup all files on something
other than just a hard disk, use spell
checkers and grammar checkers with
regularity, and understand how to set
up word processor settings and
preferences to facilitate better writing

Communication Skills
Good communication skills start with
paying close attention to the instructions
and understanding what is being asked.
Students should get to the point and
stay on the topic; don't clutter list serves
and e-mails with unrelated ramblings.
Writing out a brief outline, if time
permits, before replying to questions will
help. Correct grammar, good style, and
good organization are important.

TELECOMMUNICATION SYSTEM
SYSTEM PROGRAM INTERACTION
1. Radio
Broadcast
A. Voice
B. Music
A. Homework
B. Test by mail
2.Audio
Teleconferencing
A. Voice
B. Music (Live)
A. Question and
Answer with live
feedback
B. Homework
C. Test by mail
3.Audiographic
Teleconference
A. Voice
B. Music (Live)
C. Still Pictures
D. Graphic
A. Question and
answer with the live
feedback
B. Still pictures
C. Graphics
D. Homework
E. Test by mail or fax

4. Computer Conference Electronic Text, data, graphs
(time shifted)
A. Written (typed) exchange
with other students
B. Written (typed) exchange
with teacher
5. Television
one-way video, one way audio
A. Voice
B. Music
C. Still Pictures
D. Graphics
E. Motion Images
A. Vocal question and answer with
teacher
B. Vocal exchange with other
students.
C. Homework
D. Test by mail.
6.Television
one way video, two way audio
(Video Conferencing)
A. Voice
B. Music
C. Still Pictures
D. Graphics
E. Motion Images
teacher
students.
C. Homework
D. Test by mail.
7.Television
Two way video, two way
audio
(Two way video conference)
A. Voice
B. Music
C. Still Pictures
D. Graphics
E. Motion Images
teacher
students.
C. Homework
D. Test by Mail

Is Distance Education Effective?
 Many educators ask if distant students learn
as much as students receiving traditional face-
to-face instruction. Research comparing
distance education to traditional face-to-face
instruction indicates that teaching and
studying at a distance can be as effective as
traditional instruction, when the method and
technologies used are appropriate to the
instructional tasks, there is student-to-student
interaction, and when there is timely teacher-
to- student feedback (see Moore &
Thompson, 1990; Verduin & Clark, 1991).

How is Distance Education Delivered?
A wide range of technological options are
available to the distance educator. They fall
into four major categories:
Voice - Instructional audio tools include the
interactive technologies of telephone,
audioconferencing, and short-wave radio.
Passive (i.e., one-way) audio tools include
tapes and radio.

 Video - Instructional video tools include still
images such as slides, pre-produced moving
images (e.g., film, videotape), and real-time
moving images combined with audioconferencing
(one-way or two-way video with two-way audio).
 Data - Computers send and receive information
electronically. For this reason, the term "data" is
used to describe this broad category of
instructional tools. Computer applications for
distance education are varied and include:
 Computer-assisted instruction (CAI) - uses the
computer as a self-contained teaching machine to
present individual lessons.

 Computer-managed instruction (CMI) - uses
the computer to organize instruction and track
student records and progress. The instruction
itself need not be delivered via a computer,
although CAI is often combined with CMI.
 Computer-mediated education (CME) -
describes computer applications that facilitate
the delivery of instruction. Examples include
 electronic mail, fax, real-time computer
conferencing, and World-Wide Web
applications.
Print - is a foundational element of distance
education programs and the basis from which all
other delivery systems have evolved. Various
print formats are available including: textbooks,
study guides, workbooks, course syllabi, and
case studies.

Which Technology is Best?
 Although technology plays a key role in the
delivery of distance education, educators
must remain focused on instructional
outcomes, not the technology of delivery.
The key to effective distance education is
focusing on the needs of the learners, the
requirements of the content, and the
constraints faced by the teacher, before
selecting a delivery system. Typically, this
systematic approach will result in a mix of
media, each serving a specific purpose. For
example:

 A strong print component can provide much
of the basic instructional content in the form
of a course text, as well as readings, the
syllabus, and day-to-day schedule.
 Interactive audio or video conferencing can
provide real time face-to-face (or voice-to-
voice) interaction. This is also an excellent
and cost-effective way to incorporate guest
speakers and content experts.
 Computer conferencing or electronic mail can
be used to send messages, assignment
feedback, and other targeted communication
to one or more class members. It can also be
used to increase interaction among students.

 Pre-recorded video tapes can be used to present
class lectures and visually oriented content.
 Fax can be used to distribute assignments, last
minute announcements, to receive student
assignments, and to provide timely feedback.
Effective Distance Education
 Effective distance education programs begin with
careful planning and a focused understanding of
course requirements and student needs.
Appropriate technology can only be selected once
these elements are understood in detail.

Key Players in Distance Education
The following briefly describes the roles of these
key players in the distance education enterprise
and the challenges they face.
 Students - Meeting the instructional needs of
students is the cornerstone of every effective
distance education program, and the test by
which all efforts in the field are judged.
Regardless of the educational context, the
primary role of the student is to learn. This is a
daunting task under the best of circumstances,
requiring motivation, planning, and an ability to
analyze and apply the instructional content being
taught.

 Faculty - The success of any distance
education effort rests squarely on the
shoulders of the faculty. In a traditional
classroom setting, the instructor's
responsibility includes assembling course
content and developing an understanding of
student needs. Special challenges confront
those teaching at a distance. For example, the
instructor must:
 Develop an understanding of the
characteristics and needs of distant students
with little first-hand experience and limited, if
any, face-to-face contact.

 Adapt teaching styles taking into
consideration the needs and
expectations of multiple, often
diverse, audiences.
 Develop a working understanding of
delivery technology, while remaining
focused on their teaching role.
 Function effectively as a skilled
facilitator as well as content provider.

 Facilitators - The instructor often finds it
beneficial to rely on a site facilitator to act as a
bridge between the students and the instructor.
To be effective, a facilitator must understand the
students being served and the instructor's
expectations. Most importantly, the facilitator
must be willing to follow the directive established
by the teacher. Where budget and logistics
permit, the role of on-site facilitators has
increased even in classes in which they have
little, if any, content expertise. At a minimum,
they set up equipment, collect assignments,
proctor tests, and act as the instructor's on-site
eyes and ears.

 Support Staff - These individuals are the silent
heroes of the distance education enterprise and
ensure that the myriad details required for
program success are dealt with effectively. Most
successful distance education programs
consolidate support service functions to include
student registration, materials duplication and
distribution, textbook ordering, securing of
copyright clearances, facilities scheduling,
processing grade reports, managing technical
resources, etc.. Support personnel are truly the
glue that keeps the distance education effort
together and on track.

 Administrators - Although administrators are
typically influential in planning an institution's
distance education program, they often lose
contact or relinquish control to technical
managers once the program is operational.
Effective distance education administrators
are more than idea people. They are
consensus builders, decision makers, and
referees. They work closely with technical
and support service personnel, ensuring that
technological resources are effectively
deployed to further the institution's academic
mission. Most importantly, they maintain an
academic focus, realizing that meeting the
instructional needs of distant students is their
ultimate responsibility.

Distance Learning Essentials
KNOWING BASIC DISTANCE LEARNING
ESSENTIALS before committing to a
distance learning program will help the
learner avoid some of the pitfalls of the
information age. By following five essential
study tips (adapted from Petersons.com),
first-time distance learners as well as
seasoned veterans can better prepare for the
challenge of tackling this progressive and
popular educational endeavor.

It is important for the student to be able to
devote enough time free from distractions
to complete the necessary studying.
Interruptions causing the student to start
and stop should be avoided at all costs
during the study session. Suggestions
would be to unplug the telephone, have
any CDs or tapes chosen and organized
beforehand for quick changing of soft
background music, and keep the television
in a separate.

Reading and Writing Skills
Reviewing what has been read immediately
after reading it will help the student retain
what has been read. Create reading
summarization review sheets to keep track
of such things as main points, how these
points are tested, how persuasive the
article is, and the reader's general opinions
on the material. These reading
summarization sheets should be filled out
for each chapter, lesson, or book, or as
often as the student feels necessary.
Remember, too, computer screens can

Communication Skills
Good communication skills start with paying
close attention to the instructions and
understanding what is being asked. Students
should get to the point and stay on the topic;
don't clutter list serves and e-mails with
unrelated ramblings. Writing out a brief
outline, if time permits, before replying to
questions will help. Correct grammar, good
style, and good organization are important.

Is Distance Education Effective?
 Many educators ask if distant students learn as
much as students receiving traditional face-to-
face instruction. Research comparing distance
education to traditional face-to-face instruction
indicates that teaching and studying at a
distance can be as effective as traditional
instruction, when the method and technologies
used are appropriate to the instructional tasks,
there is student-to-student interaction, and
when there is timely teacher-to- student
feedback (see Moore & Thompson, 1990;
Verduin & Clark, 1991).

 Computer-managed instruction (CMI) - uses the
computer to organize instruction and track student
records and progress. The instruction itself need not
be delivered via a computer, although CAI is often
combined with CMI.
 Computer-mediated education (CME) - describes
computer applications that facilitate the delivery of
instruction. Examples include
 electronic mail, fax, real-time computer conferencing,
and World-Wide Web applications.
Print - is a foundational element of distance education
programs and the basis from which all other delivery
systems have evolved. Various print formats are
available including: textbooks, study guides,
workbooks, course syllabi, and case studies.

 A strong print component can provide much of
the basic instructional content in the form of a
course text, as well as readings, the syllabus,
and day-to-day schedule.
 Interactive audio or video conferencing can
provide real time face-to-face (or voice-to-voice)
interaction. This is also an excellent and cost-
effective way to incorporate guest speakers and
content experts.
 Computer conferencing or electronic mail can be
used to send messages, assignment feedback,
and other targeted communication to one or
more class members. It can also be used to
increase interaction among students.

 Pre-recorded video tapes can be used to
present class lectures and visually oriented
content.
 Fax can be used to distribute assignments,
last minute announcements, to receive student
assignments, and to provide timely feedback.
Effective Distance Education
 Effective distance education programs begin
with careful planning and a focused
understanding of course requirements and
student needs. Appropriate technology can
only be selected once these elements are
understood in detail.

Key Players in Distance Education
The following briefly describes the roles of these key
players in the distance education enterprise and the
challenges they face.
 Students - Meeting the instructional needs of
students is the cornerstone of every effective
distance education program, and the test by which
all efforts in the field are judged. Regardless of the
educational context, the primary role of the
student is to learn. This is a daunting task under
the best of circumstances, requiring motivation,
planning, and an ability to analyze and apply the
instructional content being taught.

 Faculty - The success of any distance
education effort rests squarely on the
shoulders of the faculty. In a traditional
classroom setting, the instructor's
responsibility includes assembling course
content and developing an understanding of
student needs. Special challenges confront
those teaching at a distance. For example,
the instructor must:
 Develop an understanding of the
characteristics and needs of distant
students with little first-hand experience and
limited, if any, face-to-face contact.

 Facilitators - The instructor often finds it
beneficial to rely on a site facilitator to act as
a bridge between the students and the
instructor. To be effective, a facilitator must
understand the students being served and
the instructor's expectations. Most
importantly, the facilitator must be willing to
follow the directive established by the
teacher. Where budget and logistics permit,
the role of on-site facilitators has increased
even in classes in which they have little, if
any, content expertise. At a minimum, they
set up equipment, collect assignments,
proctor tests, and act as the instructor's on-
site eyes and ears.

 Support Staff - These individuals are the
silent heroes of the distance education
enterprise and ensure that the myriad details
required for program success are dealt with
effectively. Most successful distance
education programs consolidate support
service functions to include student
registration, materials duplication and
distribution, textbook ordering, securing of
copyright clearances, facilities scheduling,
processing grade reports, managing
technical resources, etc.. Support personnel
are truly the glue that keeps the distance
education effort together and on track.

 Administrators - Although administrators are
typically influential in planning an institution's
distance education program, they often lose
contact or relinquish control to technical
managers once the program is operational.
Effective distance education administrators are
more than idea people. They are consensus
builders, decision makers, and referees. They
work closely with technical and support service
personnel, ensuring that technological resources
are effectively deployed to further the
institution's academic mission. Most importantly,
they maintain an academic focus, realizing that
meeting the instructional needs of distant
students is their ultimate responsibility.

Distance education

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