This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.

1. MODES OF
LEARNING IN
ALTERNATIVE
EDUCATION

2. COVERAGE:
 Distance Education
 E-Learning
 Synchronous Learning
 Asynchronous Learning
 Open Learning
 Home Study
 Self-Directed Learning
 Resource-Based Learning
 Ladderized Education System

3. LESSON 1 : DISTANCE
EDUCATION
- a field of education that focuses on the pedagogy
and andragogy, technology, and instructional
systems design that aim to deliver education to
students who are not physically "on site“
- According to the U.S. Department of Agriculture,
“is 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.
- is the process of creating an educational
experience of equal qualitative value for the
learner to best suit their needs outside the
classroom

4.  Distance education courses that require a
physical on-site presence for any reason
including the taking of examinations is
considered to be a hybrid or blended
course of study. This emerging technology
is becoming widely used in universities
and institutions around the globe. With
the recent trend of technological advance,
distance learning is becoming more
recognized for its potential in providing
individualized attention and
communication with students
internationally.

5. TECHNOLOGIES USED IN
DELIVERY:
 SYNCHRONOUS TECHNOLOGY
- a mode of online delivery where all participants
are "present" at the same time requiring a
timetable to be organized
Examples:
 Web based VoIP
 Telephone
 Videoconferencing
 Web Conferencing

6.  ASYNCHRONOUS TECHNOLOGY
- 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.
Examples:
 Audiocassette
 E-mail
 Message Board Forums
 Print Materials
 Voice Mail/fax
 Videocassette/DVD

7. TYPES OF DISTANCE EDUCATION
COURSES:
 Correspondence conducted through regular mail
 Internet conducted either synchronously or
asynchronously
 Telecourse/Broadcast, in which content is
delivered via radio or television
 CD-ROM, in which the student interacts with
computer content stored on a CD-ROM
 PocketPC/Mobile Learning where the student
accesses course content stored on a mobile device
or through a wireless server
 Integrated distance learning, the integration of
live, in-group instruction or interaction with a
distance learning curriculum

8. MAJOR BENEFITS OF USE:
 Expanding access: Distance education can
reach underserved populations of students who
cannot attend a school that offers the educational
services they desire, perhaps because they live
too far away.
 Emerging market opportunities: Distance
education fuels the public's need for lifelong
learning in education by providing access to
learners not in the traditional k-12 age group.
 Adapting to new technology and
environments: Educational institutions may
adopt distance education as a means to adapt to
the rapid changes in technology being used in
education today.

9. LESSON 2 : E-LEARNING
also known as Electronic
Learning, is a term which is
commonly used, but does not have a
common definition
It seems to be used for web-based
distance education, with no face-to-
face interaction. However, also much
broader definitions are common.

10. GOALS AND BENEFITS OF E-
LEARNING:
 Improved performance: A 12-year meta-analysis of
research by the U.S. Department of Education found that
higher education students in online learning generally
performed better than those in face-to-face courses.
 Increased access: Instructors of the highest caliber can
share their knowledge across borders, allowing students to
attend courses across physical, political, and economic
boundaries. Recognized experts have the opportunity of
making information available internationally, to anyone
interested at minimum costs.
 Convenience and flexibility to learners: In many
contexts, eLearning is self-paced and the learning sessions
are available 24x7. Learners are not bound to a specific
day/time to physically attend classes. They can also pause
learning sessions at their convenience.

11. COMMUNICATION TECHNOLOGIES
USED IN E-LEARNING:
Asynchronous activities
 E-mail, blogs, wikis, and discussion boards.
 The idea here is that participants may engage in
the exchange of ideas or information without the
dependency of other participants involvement at
the same time.
Synchronous activities
 Face-to-face discussion, virtual classrooms and
meetings can often use a mix of communication
technologies.

12. DEVELOPMENTS:
E-Learning 2.0
 The term e-Learning 2.0 is used to refer to new ways
of thinking about e-learning inspired by the
emergence of Web 2.0.
3D Virtual Learning Environments
 As another example, Second Life has recently become
one of the virtual classroom environments used in
colleges and universities, including University of
Edinburgh (UK), Harvard University (USA), and the
Open University (UK). Language learning in virtual
worlds is the most widespread type of education in 3D
virtual spaces, with many universities, mainstream
language institutes and private language schools
using 3D virtual environments to support language
learning.

13. Computer-based learning
 Computer Based Learning, sometimes abbreviated to
CBL, refers to the use of computers as a key component
of the educational environment. While this can refer to
the use of computers in a classroom, the term more
broadly refers to a structured environment in which
computers are used for teaching purposes. The concept
is generally seen as being distinct from the use of
computers in ways where learning is at least a
peripheral element of the experience (e.g. computer
games and web browsing).
Computer-based training
 Computer-based training (CBT) services are where a
student learns by executing special training programs
on a computer relating to their occupation. CBT is
especially effective for training people to use computer
applications because the CBT program can be
integrated with the applications so that students can
practice using the application as they learn.

14. Computer-supported collaborative learning
(CSCL)
 "Computer-supported collaborative learning
(CSCL) is one of the most promising innovations
to improve teaching and learning with the help of
modern information and communication
technology.
Technology-enhanced Learning (TEL)
 Technology enhanced learning (TEL) has the goal
to provide socio-technical innovations (also
improving efficiency and cost effectiveness) for e-
learning practices, regarding individuals and
organizations, independent of time, place and
pace. The field of TEL therefore applies to the
support of any learning activity through
technology.

15. Computer-aided assessment
 Computer-aided Assessment (also but less commonly
referred to as E-assessment), ranging from automated
multiple-choice tests to more sophisticated systems is
becoming increasingly common. With some systems,
feedback can be geared towards a student's specific
mistakes or the computer can navigate the student
through a series of questions adapting to what the
student appears to have learned or not learned.
Computer-assisted language learning
 Computer-assisted language learning (CALL) is a
form of computer-based learning which carries two
important features: bidirectional learning and
individualized learning. It is not a method. CALL
materials are tools for learning. The focus of CALL is
learning, and not teaching. CALL materials are used
in teaching to facilitate the language learning
process. It is a student-centered accelerated learning
material, which promotes self-paced accelerated
learning.

16. Virtual learning environment
 A virtual learning environment (VLE) is a
software system designed to support
teaching and learning in an educational
setting, as distinct from a Managed
Learning Environment, (MLE) where the
focus is on management.

17. ROLE CHANGES FOR
TEACHERS AND STUDENTS:
TEACHERS
 handing down knowledge to students and being
the center of students’ attention,
 teachers guide as students construct activities
 helpers of students as they complete the assigned
tasks.
 interacts with students primarily to facilitate
difficulties in using the target language
(grammar, vocabulary, etc.) that arise when
interacting with the computer and/or other
people.

18. STUDENTS
Learners must negotiate meaning
and assimilate new information
through interaction and
collaboration with someone other
than the teacher, be that person a
classmate or someone outside of the
classroom entirely.
Learners must also learn to
interpret new information and
experiences on their own terms.

19. LESSON 3 : SYNCHRONOUS
LEARNING
 refers to a group of people learning the
same things at the same time in the same
place
 the type of pedagogy practiced in most
schools and undergraduate programs, but
not in graduate programs.
 Lecture is an example of synchronous
learning. But, with the advent of web
conferencing tools, people can learn at the
same time in different places as well.

20. SYNCHRONOUS
TECHNOLOGIES:
Web based VoIP
 is based on the concept of click to talk, which is a
form of Web-based communication where a
person clicks an object (i.e. button, image, or text)
to request an immediate connection with another
person in real-time either by phone call, Voice-
over-Internet-Protocol (VoIP), or text. Click to
talk requests are most commonly made through
websites but can also be initiated by hyperlinks
placed in email, blogs, wikis, flash animations, or
video, and other Internet-based object or user
interface.

21. Call flow
 Caller goes to a webpage and find the destination
the caller want to communicate, a caller will be
required or without a login process for
identification, then click the object from the
webpage which already connect to a phone or IP
number, meanwhile, caller will also automatically
allocate a caller number to make the
communication link to the call receiver.
Current Market
 Web based VoIP can be used for any kind of web
communication services, such as yellow page
service, web conference, eMap, web toll free number
or elearning technology.

22. Videoconferencing
 A videoconference (also known as a
videoteleconference) is a set of interactive
telecommunication technologies which allow two or more
locations to interact via two-way video and audio
transmissions simultaneously. It has also been called
visual collaboration and is a type of groupware. It
differs from videophone in that it is designed to serve a
conference rather than individuals
Web conferencing
 is used to conduct live meetings, training, or
presentations via the Internet. In a web conference, each
participant sits at his or her own computer and is
connected to other participants via the internet. This can
be either a downloaded application on each of the
attendees' computers or a web-based application where
the attendees access the meeting by clicking on a link
distributed by e-mail (meeting invitation) to enter the
conference.

23. LESSON 4 : ASYNCHRONOUS
LEARNING
 a student-centered teaching method that uses
online learning resources to facilitate information
sharing outside the constraints of time and place
among a network of people.
 is based on constructivist theory, a student-centered
approach that emphasizes the importance of peer-
to-peer interaction. This approach combines self-
study with asynchronous interactions to promote
learning, and it can be used to facilitate learning in
traditional on-campus education, distance
education, and continuing education. This combined
network of learners and the electronic network in
which they communicate are referred to as an
asynchronous learning network.

24. ASYNCHRONOUS
TECHNOLOGIES
 Audiocassette
 E-mail
 Message Board Forums
 Print Materials
 Voice Mail/fax
 Videocassette/DVD

25. ONLINE RESOURCES USED
IN ASYNCHRONOUS
LEARNING
 email
 electronic mailing lists
 threaded conferencing systems
 online discussion boards
 wikis, and blogs
 Course management systems such as
Blackboard, WebCT, Moodle, and Sakai

26. ROLES OF INSTRUCTORS :
 The constructivist theory that supports asynchronous
learning demands that instructors become more than
dispensers of knowledge; it requires that they become
instructional designers, facilitators, and assessors of
both grades and their teaching method.
 As instructional designers, emphasis is placed on
establishing the curriculum, methods and the media
through which the content will be effectively delivered.
Once the design is in place and executed, the instructor
must then facilitate the communication and direct the
learning. Establishing a communal spirit is vital,
requiring much time commitment from the instructor,
who must spend time reading, assessing, reinforcing,
and encouraging the interaction and learning that is
happening

27. ROLES OF LEARNERS:
The student-centered nature of asynchronous
online learning requires students to be
actively involved with and take more
responsibility for their own learning. In
addition to their normal duties as learners,
students are required to:
 become proficient with the technology
required for the course;
 use new methods of communication with both
peers and instructors;
 strengthen their interdependency through
collaboration with their peers.

28. STRENGTHS OF
ASYNCHRONOUS LEARNING
 the freedom for students for it gives them to access the course and
its instructional materials at any time they choose and from any
location with an Internet connection
 provide a “high degree of interactivity” between participants who
are separated both geographically and temporally and afford
students many of the social benefits of face-to-face interaction
 Research shows that the time required to initially design an
asynchronous course is comparable to that of a traditional
synchronous course
 Such courses have the potential to reach far more students than a
traditional course and course-wide updates or modifications can be
disseminated far more quickly and efficiently than traditional
lecture models.
 Less workload
 Immediate record of nearly everything that occurs in that
environment. All materials, correspondence, and interactions can
be electronically archived.

29. WEAKNESSES OF
ASYNCHRONOUS LEARNING
 Expensive course development and initial
 Research indicates faculty members who are
hesitant to teach in asynchronous learning
environments are so because of a lack of
technical support provided by their institutions.
 Faculty must be technically adept and
comfortable enough with the technological tools
to optimize their use.
 students must also have access to computers and
the Internet
 knowledge of computer and computer skills

30. LESSON 5 : OPEN LEARNING
 it is founded by Celestin Freinet and Maria
Montessori
 Basically, it is the new trend in our educational
system
 It is a flexible approach to education and training
designed to make it more accessible, effective and
responsive to the individual
 It is designed to meet the varied requirements of
individuals, e.g. as to what, where, when, and
how they actually learn
 It relies on well-produced course materials to
drive the learning process
 It may well be undertaken within an institution
as well as at a distance

31. OPEN LEARNING
REPRESENTS:
Open learning represents an alternative education
where some of the following circumstances might
exist:
 Trainees are geographically dispersed
 There is a varied level of existing knowledge
 Quick response is required to a small discrete
training need
 Personal factors such as domestic ties, personal
disability or work demands such as shifts or
difficulties of getting away from the job prevent
attendance at traditional courses. Thus, students
are unable to meet normal timetables
 Students experience anxiety about returning to
formal study

32.  It has been particularly appropriate for upgrading
skills in post formal education areas and for
continuing professional and adult education
 Open learning modules can be developed according
to a curriculum plan. They will represent an
alternative way by which to achieve a formal
qualification, e.g. a Certificate in Supervision, a
Diploma in Management or an Associate Diploma in
Industrial Electronics
 Open learning modules accommodate the changed or
additional skills and is seen as a viable solution to
the training needs they represent
 As a resource-based approach, undertaken most
often at a distance, the use of technologies which
enrich the learning experience and facilitate
communication with the tutor and other learners
will continue to be of value.

33. TECHNOLOGIES IN OPEN
LEARNING
 The use of computers delivers some elements of open
learning training. It provides problem-solving activities
illustrating computer application that is most important
because of the increasing number of people who will be
required to use computers in the workplace.
 Facsimile and electronic mail provide a much more rapid
communication with trainees at a distance in handling
work assignments
 Computer conferencing, where a topic is put up on an
electronic notice board and accessed by trainees from
different locations each adding comments, views,
questions and replies over a period of one or two weeks,
has interpreting potential particularly in areas of
management development

34.  Well-produced interactive print materials
are still among the most effective,
economic and time-saving methods in
dealing with a training need
 The more elaborate media, such as
interactive video which combines text,
video and audio in a fully interactive mode
is also a powerful training tool
 Equipment is still expensive and course
development costs almost prohibitive but
like all technologies, they will become less
expensive as they are more widely used

35. LESSON 6 : HOME STUDY
 also referred to as Home Education, Home
Schooling, Home Learning, Home-based
Education
 a course of study carried out at home rather than
in a classroom
 the education of children at home, typically by
parents or professional tutors, rather than in a
public or private school
 Unschooling- a term coined by Holt in 1977
that is completely self-directed. Unschoolers are
those who follow this approach.

36. PIONEERS FOR HOME
STUDY
John Caldwell Holt
 an American educator who coined the term
“unschooling”
 in 1964, he published a book entitled “How
Children Fail?” which criticized traditional
schools
 in 1976, he published “Instead of Education”;
Ways to Help People Do Things Better
 in 1977, he began producing a magazine
dedicated to home education: “Growing without
Schooling”
 in 1981, he wrote a book about home schooling,
“Teach Your Own”

37. Raymond and Dorothy Moore
 American educational professionals who began to
research the validity of the rapidly growing Early
Childhood Education
 They asserted that formal schooling before ages
8-12 not only lacked the anticipated
effectiveness, but was actually harmful to
children
 They later stressed that formal schooling was
damaging young children academically, socially,
mentally and even philosophically
 Published works like “Better Late Then Early” in
1975. “Home Grown Kids” in 1981, and “Home
School Burnout”
 Home education is a natural, experiential aspect
of life that occurs as the members of the family
are involved with one another in daily living

38. REASONS FOR TAKING
HOME STUDY
 Could not get into desired school
 Poor learning environment at school
 School does not challenge the child
 Can give child better education at home
 To develop character/morality
 To cater the special needs/ disability of the
child
 Parent/s’ career
 Religious reasons

39. METHODS AND MATERIALS USED
IN HOME STUDY
Unit Studies
 incorporates several subjects (i.e. arts, history, mathematics
etc) particularly helpful for teaching multiple grade levels
All-in-one Curricula
 also called “school in a box” which are comprehensive packages
covering many subjects that usually run for a year
Student-Pace Learning
 these are learner-paced curriculum workbooks where students
progress at their own speed
Online Education
 online schools and educational resources may provide courses
of study, educational games, online tests, tutoring, and
occupational training
Community Resources
 educational opportunities like museums, community centers,
athletic clubs, churches, parks etc.

40. ADVANTAGES OF HOME
STUDY
 Open Enrollment- the study may enroll
at any time of his or her convenience
throughout the year
 Pace of Learning- the study is
responsible for his or her pace of learning
and need not finish the entire course
obligingly
 Convenience- the study no longer has to
go anywhere else just to study; he or she
can just have it at home

41. DISADVANTAGES OF
HOME STUDY
 causes relative isolation of
children from peers
 some assert that it fails due to
lack of qualified educators
 no intensive socialization given

42. LESSON 7 : SELF-DIRECTED
LEARNING
 views learners as responsible owners and managers of
their own learning process
 integrates self-management with self-monitoring
(Garrison, 1997)
 recognizes the significant role of motivation and
volition in initiating and maintaining learners’ efforts
 where teachers scaffold learning by making learning
“visible”
 highly collaborative (Temple & Rodero, 1995)
 an independent learning where individuals take the
initiative, with or without the help of others
(Knowles, 1975)
 is any increase in knowledge, skill or performance
pursued by any individual for personal reasons
employing any means, in any place, at any time and
at any age.

43. TECHNOLOGIES
EMPLOYED IN SELF-
DIRECTED LEARNING
print materials
audio-visual materials
telephone
computer

44. SOME WAYS TO SUPPORT
SELF-DIRECTED STUDY:
open-learning programs
individualized study options
non-traditional course
offerings

45. SOME PROPER ROLES FOR
EDUCATORS AND
INSTITUTIONS
 help the learner identify the starting
point for a learning project
 encourage adult learners to view
knowledge and truth as contextual
 be a manager of the learning experience
rather than an information provider
 help match resources to the needs of
learners

46. LESSON 8 : RESOURCE-
BASED LEARNING
 It is where the learners have the responsibility
for selecting resources, human or otherwise, that
appeal to their own learning preferences,
interests and abilities. (Thompson and Henley,
2000)
 It involves active participation with multiple
resources (books, journals, newspapers, multi-
media, web, community, people) where students
are motivated to learn about a topic by trying to
find information on it in as many ways and
places as possible.

47. SPECIALISTS IN A
RESOURCE-BASED
LEARNING
 in-charge in selection of curriculum-
supported materials
 researcher of most appropriate
information, map or video from resources
available
 teach students to navigate websites
 offers latest resources to staff and
students

48. ROLES OF TEACHERS IN A
RESOURCE-BASED
LEARNING
coaches
facilitates
guides learning

49. IMPLEMENTATION OF
RESOURCE-BASED
LEARNING
 Determine unit goals
 Generate a timeline for the unit
 Schedule a research time
 Develop a rubric that assesses student
artifacts
 Evaluate student performance
 Evaluate the unit
 Determine acceptable student artifacts
 Thoroughly plan the unit
 Gather resources in a variety of formats

50. Advantages of Resource-based Learning
 Frees teacher from burden of delivering content
 Allows students control of place, pace and time
 Allows students of greater choice in resource
materials
 Resources can be used in multiple units
Disadvantages of Resource-based Learning
 Potentially too many choices for students
 Potential loss of group learning opportunities
 Time and effort are required to produce high
quality resources

51. LESSON 9 : LADDERIZED
EDUCATION SYSTEM
 is a learning method that combines technical and
vocational (tech-voc) courses that are creditable for
a collegiate degree.
 a facility that allows for vocational courses to be
credited as units earned toward a related college
degree program.
 Some of the degree programs covered include
agricultural technology, marine transportation,
marine engineering, hotel and restaurant
management, tourism management, travel
management, nursing, mechanical engineering,
technical teacher education, computer science, and
information technology.