Q &
A's
-
Online
College
Degree
Programs
>>>>
Within
a
context
of
rapid
technological
change
and
shifting
market
conditions,
the
American
education
system
is
challenged
with
providing
increased
educational
opportunities
without
increased
budgets.
Many
educational
institutions
are
answering
this
challenge
by
developing
distance
education
programs.
At
its
most
basic
level,
distance
education
takes
place
when
a
teacher
and
student(s)
are
separated
by
physical
distance,
and
technology
(i.e.,
voice,
video,
data,
and
print),
often
in
concert
with
face-to-face
communication,
is
used
to
bridge
the
instructional
gap.
These
types
of
programs
can
provide
adults
with
a
second
chance
at
a
college
education,
reach
those
disadvantaged
by
limited
time,
distance
or
physical
disability,
and
update
the
knowledge
base
of
workers
at
their
places
of
employment.
| 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.
Using
this
integrated
approach,
the
educator's
task
is
to
carefully
select
among
the
technological
options.
The
goal
is
to
build
a
mix
of
instructional
media,
meeting
the
needs
of
the
learner
in
a
manner
that
is
instructionally
effective
and
economically
prudent.
|
|
| Effective
Distance
Education |
| Without
exception,
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.
There
is
no
mystery
to
the
way
effective
distance
education
programs
develop.
They
don't
happen
spontaneously;
they
evolve
through
the
hard
work
and
dedicated
efforts
of
many
individuals
and
organizations.
In
fact,
successful
distance
education
programs
rely
on
the
consistent
and
integrated
efforts
of
students,
faculty,
facilitators,
support
staff,
and
administrators. |
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