Педагогические науки/1. Дистанционное образование
Оlga Pavlova
National
Technical University of Ukraine “KPI”
Opportunities of distance learning
in obtaining high education.
In the past 10
years, distance learning has become very popular way for universities to
provide access to their programs and for students to learn about topics and get
degrees they might not otherwise be able to pursue. Teachers from universities
are using the potential of distance learning to teach students from all around
the globe and allow them to work collaboratively on projects, degrees-focused
content and educational enrichment. So what is distance learning? Distance
learning starts up when there is a separation between the teacher and the
student, for the reason of
geographical or time concerns that prevent the student from visiting an
on-campus course. It is possible to say that electronic means are used to
transmit educational material though distance learning programs using printed
and mailed materials. These programs have usually been developed to facilitate
the needs and requirements that appear when learning is taking place outside of
a traditional classroom setting. The most part of distance education nowadays
takes place using the Internet, now readily available for the vast majority of
students whether in their own home places or at facilities such as libraries.
These programs are used to spread the learning material, keep students in touch
with teachers, and help to communicate with students. Distance learning can use
different technological formats as well including television, DVDs,
teleconferencing, and printable material, but the accessibility of Web learning
made it a principal choice for many distance learners. Online programs very
often have privileges against a number of emerging technologies to make keeping
in touch and effectively communicating ideas easier and more efficient than it
was before and students may find themselves using interactive videos, e-mail,
and discussion boards to complete their lessons. Distance learning makes it considerably easier for some students
to complete a degree or get additional job-training while balancing work and
family commitments. Due to the reason the hours when class work can be
completed are flexible and as most distance learning programs allow students to
work at their own pace and on their own time, many students can complete their
courses / classes during times when they are free, rather than scheduling their
lives around a set classroom time. While offering flexibility from one side,
there comes more responsibility on the part of the learner. Students need to
learn to work well independently and without any guidance and monitoring of
supervisor, making distance learning a challenging process for those who are
not easily self-motivated.
Nowadays
distance education is already a well developed fact of life for many
universities and an increasing number of community colleges, acknowledging the
intrinsic problems and overcoming them will be critical to successful
implementation of distance programs on a larger scale in the nearest future. In
distance learning students and teachers will be playing different roles than in
traditional education. The teacher will be no longer the only source of
knowledge; he becomes a valuable assistant, while the student is actively
involved in what and how knowledge is imparted. Distance learning requires a
mutual effort between student and teacher, unbounded by the traditional
constraints of time, space, and single-instructor effort. Technology changed
the face of education immensely. Advances in telecommunications technology
opened the possibility of personal and group interaction in distance education.
Audio conferencing and computer make it possible to introduce group discussions
without necessity to meet face to face. Distance learning student can now have
almost the same contact and interaction as the student at the stationary
university. Nevertheless, remote access education does not need to eliminate
all the benefits of human contact and it will never replace traditional
universities. Students who initiate distance learning courses do so for their
convenience - they are limited in time due to their work or travel schedules or
their geographic constraints or family responsibilities. Distance learning is
student-focused learning; now knowing the characteristics and peculiarities of
the distance learners, it helps us to understand the potential barriers to
leaning. Even though students' characteristics and requirements don’t guarantee
success in a distance learning study-course, it is easy to defend these factors
as contributing to success.
Principal Roles of Teachers in Distance Learning:
1.
Teacher helps the learners to reach the autonomy and
is aware of individual differences.
2.
Teacher uses up-to-date information to transmit
knowledge. Teacher regularly researches the curriculum and provides concrete
examples.
3.
Teacher keeps in mind individual student differences
when designing course materials.
4.
Teacher is aware of skills and knowledge of the
student and uses this foundation to build new knowledge.
5.
Teacher builds student-focused learning with
opportunities for mutual communication and interaction. Students are
responsible for learning the material and for contacting teacher when it is
necessary.
6.
Teacher facilitates to the environment, study materials,
and guidance for collaborative learning, interactive discussion groups,
individual learning, and research.
7.
Teacher provides prompt and accurate feedback to
students to facilitate learning.
Principal Role of Students in
Distance Learning;
1.
Students use suitable technology to interact jointly
with each other and teacher, and use feedback and consultation to evolve and
improve knowledge, skills, and attitudes.
2.
Students are self-conscious for their own learning.
They should know what they want to learn, form their goal, research and develop
their subject.
3.
Students research current data to answer questions and
solve problems.
4.
Students learn to resolve problems by assessment, data
collection, and developing and executing strategies using pertinent
information.
5.
Students recognize communication barriers, their
causes, and solutions.
6.
Students facilitate life-long learning and know how to
access and use information when guiding is finished.
The roles of students and teachers under the constructivist
approach are listed above. These roles should be in the consciousness of
communicators to develop effective distance education processes and resolve
interaction difficulties. Tearchers and students need to be responsible
collaborative planners, communicators and evaluators in their distance
education roles. Together they can break down communicational barriers and
overcome limitations in the technology and its implementation. Substantial
benefits will result from taking personal responsibility, improving the
process, and solving problems to create a rich interactive learning
environment.
References:
1.
Pardue, S.L. (2001). The
virtual revolution: Implication for academe. Distance Education-New Solution to
Old Problem. Poultry Science, 80(5), 553-561. Retrieved March 13, 2007, from
http://ps.fass.org/cgi/reprint/80/5/553.pdf
2.
Rahm, D., & Reed, B.J. (1998). Tangled
webs in public administration: Organizational issues in distance learning.
Public Administration and Management, 3(1).
3.
Rivera, J.C., McAlister, M.C., & Rice,
M.L. (2002, Fall). A comparison of student outcomes and satisfaction between
traditional and web-based course offerings. Online Journal of Distance Learning
Administration, 5(3).
4.
www.infrastruction.com/barriers.htm
5.
http://faculty.ksu.edu.sa