Distance Education

Distance education, or distance learning, is a field of education that focuses on the pedagogy/andragogy, technology, and instructional systems design that aim to deliver education to students who are not physically "on site". Rather than attending courses in person, teachers and students may communicate at times of their own choosing by exchanging printed or electronic media, or through technology that allows them to communicate in real time. 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 or program. Types of distance education courses:

- Correspondence conducted through regular mail - Internet conducted either synchronously or asynchronously - Telecourse/Broadcast where content is delivered via radio or television - CD-ROM where 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

Origins of Distance Education

Modern distance education has been practiced at least since Isaac Pitman taught shorthand in Great Britain via correspondence in the 1840s.[1] Since “the development of the postal service in the 19th century. Commercial correspondence colleges provided distance education to students across the country.” Computers and the Internet have only made distance learning easier, just as it has for many other day-to-day tasks. [2]

The University of London was the first university to offer distance learning degrees, establishing its External Programme in 1858.[3] Another pioneering institution was the University of South Africa, which has been offering Correspondence Education courses since 1946. The largest distance education university in the United Kingdom is the Open University founded 1969. In Germany the FernUniversität in Hagen was founded 1974. There are now many similar institutions around the world, often with the name Open University (in English or in the local language), and these are listed below.

There are many private and public, non-profit and for-profit institutions offering courses and degree programs through distance education. Levels of accreditation vary; some institutions offering distance education in the United States have received little outside oversight, and some may be fraudulent diploma mills. In many other jurisdictions, an institution may not use the term "University" without accreditation and authorisation, normally by the national government.

In the twentieth century, radio, television, and the Internet have all been used to further distance education. Methods

In Distance Education, students may not be required to be present in a classroom, but that also may be a question of option. As for an electronic classroom or Virtual Learning Environment, it may or not be a part of a distance education set up. Electronic classrooms can be both on campus, and off campus. We would call such institutions as using a 'flexible' delivery mode. Distance Education may also use all forms of technology, from print to the computer. This range will include radio, television, audio video conferencing, computer aided instruction, e-learning/on-line learning et al. (E-learning/online-learning are largely synonymous). A distinction is also made between open learning and distance learning. To clarify our thinking we can say that 'open' education is the system in which the student is free to choose the time and place, but distance education is a teaching methodology used when the student and teacher are separated by time and place. Thus it follows that not all open-learning institutions use distance education and not all organizations that use distance education are open learning institutions. Indeed there are many cases in which students are in traditional classrooms, connected via a video-conferencing link to a teacher in a distant classroom. This method is typical in geographically dispersed institutions. Conversely, the term virtual university is sometimes used to describe an open-learning institution that uses the Internet to create an imaginary university environment, in which the students, faculty, and staff can communicate and share information at any time, regardless of location.

Distance Education has traversed four to five 'generations' of technology in its history. These are print, audio/video broadcasting, audio/video teleconferencing, computer aided instruction, e-learning/ online-learning, computer broadcasting/webcasting etc. Yet the radio remains a very viable form, especially in the developing nations, because of its reach. In India the FM Channel is very popular and is being used by universities, to broadcast educational programs of variety on areas such as teacher education, rural development, programs in agriculture for farmers, science education, creative writing, mass communication, in addition to traditional courses in liberal arts, science and business administration. The increasing popularity of the iPod, PDAs and Smart Phone has provided an additional medium for the distribution of distance education content, and some professors now allow students to listen or even watch video of a course as a Podcast [4]. Some colleges have been working with the U.S. military to distribute entire course content on a PDA to deployed personnel. [5]

Some educational institutions are integrating distance and on-campus students in college courses. Some courses allow distance students to watch on-campus class meetings live via online streaming video, and display real-time comments from distance students on an online chat board displayed during the lecture, making it possible for real-time discussion between on and off-campus students. In at least one instance, an online course has been run entirely in a 3D virtual world through the popular online community Second Life [6]. This approach has also been used in conjunction with on-campus class meetings, making the separation between distance and on-campus students increasingly insignificant.

In short then, though a range of technology presupposes a distance education 'inventory' it is technological appropriateness and connectivity, such as computer, or for that matter electrical connectivity that should be considered, when we think of the world as a whole, while fitting in technological applications to distance education. Delivery systems

Older models of distance education utilized regular mail to send written material, videos, audiotapes, and CD-ROMs or other media storage format (e.g. SD card or CompactFlash cards) to the student and to turn in the exercises. Today's distance education course makes use of E-mail, the Web, and video conferencing over broadband network connections for both wired physical locations and wireless mobile learning. In some countries, the material is supplemented by television and radio programming. To compete with the conventional sector, course material must be of very high quality and completeness, and will use modern technologies such as educational animation.

Some schools, such as George Brown College, use a hybrid delivery model, where the course curriculum is delivered via CD-ROM and DVD and all other support resources are provided in on-line in a real-time environment. This approach provides students with instant access to tutorial support, counselling, on-line exams, etc., while utilizing the high storage capacity and quick access provided by portable multimedia storage devices such as CD-ROMs and DVDs. Full time or part-time study is possible, but most students choose part-time study. Research study is possible as well. Distance education is offered at all levels, but is most frequently an option for university-level studies. A form of educational program which is similar to this but which requires some amount of presence during the year is a low-residency program. Distance education programs are sometimes called correspondence courses, an older term that originated in nineteenth-century vocational education programs that were conducted through postal mail. This term has been largely replaced by distance education, and expanded to encompass more sophisticated technologies and delivery methods. The first subject taught by correspondence was the Pitman Shorthand, a tool of stenography. Primary and secondary education programs were also widely available by correspondence, usually for children living in remote areas. Testing and evaluation

Distance education has had trouble since its conception with the testing of material. The delivery is fairly straightforward, which makes sure it is available to the student and he or she can read it at their leisure. The problem arises when the student is required to complete assignments and testing. Whether quizzes, tests, or examinations; Online courses have had difficulty controlling cheating because of the lack of teacher control. In a classroom situation the teacher can monitor students and visually uphold a level of integrity consistent with the institutions reputation. With distance education the student can be removed from supervision completely. Some schools, such the University of Maryland University College and the Open University in the UK, address integrity issues concerning testing by requiring students to take examinations in a proctored setting.[7]

Assignments have adapted by becoming larger, longer, and more thorough so as to test for knowledge by forcing the student to research the subject and prove they have done the work. Quizzes are a popular form of testing knowledge and many courses go by the honor system regarding cheating. Even if the student is checking questions in the textbook or online, there may be an enforced time limit or the quiz may be worth so little in the overall mark that it becomes inconsequential. Exams and bigger tests are harder to regulate. Obviously the mark-oriented students cannot be trusted with their own marks. In smaller tests a professor may employ another computer program to keep all other programs from running on the computer reducing the possibility of help from the Internet.

Used in combination with invigilators, a pre-arranged supervisor trusted with over-looking big tests and examinations may be used to increase security. Many Midterms and Final examinations are held at a common location so that professors can supervise directly. Many of these examinations are still on the computer in which case the same program blocking software can be used. When the Internet became a popular medium for distance education many websites were founded offering secure exam software and packages to help professors manage their students more effectively. References: ^ Moore, Michael G.; Greg Kearsley (2005). Distance Education: A Systems View, Second, Belmont, CA: Wadsworth. ISBN 0-534-50688-7. ^ Gold, L & Maitland, C (1999). What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. [Electronic version.] Washington, DC: NEA. ^ "Key Facts", University of London External Programme Website [1] ^ iTunes U, Retrieved February 9, 2007 ^ Defense Activity For Non-Traditional Education Support, DANTES Retrieved February 27, 2007 ^ Education in a Virtual World, Harvard University Extension School, Retrieved February 9, 2007

What is Instructional Multimedia

We shoudl answer the question of what is multimedia prior to answer what is instructional multimedia? Multimedia is the use of computers to present text, graphics, video, animation, and sound in an integrated way. Long touted as the future revolution in computing, multimedia applications were, until the mid-90s, uncommon due to the expensive hardware required. With increases in performance and decreases in price, however, multimedia is now commonplace. Nearly all PCs are capable of displaying video, though the resolution available depends on the power of the computer's video adapter and CPU. [http://www.webopedia.com/TERM/m/multimedia.html] While, A multimedia instructional message is a presentation consisting of words and pictures that is designed to foster meaningful learning. Thus, there are two parts to the definition: (a) the presentation contains words and pictures, and (b) the presentation is designed to foster meaningful learning” (Mayer 2003: 128) According to me, instructional multimedia is the harmonious combination of two or more media such as text, graphics, animation, video, and sounds in an integrated way using computer technology to addressed instructional goals. The simplest instructional multimedia is slide presentation using MS Power Point for example or using ather application such as dream weaver, authorware, etc. Instructional media also can be designed as a medium for independent learning. It means instructional media can be learned by students any time any where. Types of multimedia can be categorizd into six categories, i.e. (1) tutorials; (2) drills and practices; (3) games; (4) simulations; (5) encyclopedia; and (6) hybrid.

Independent Learning

Independent Learning Independent learning, often referred to as self-directed learning, involves pupils taking the initiative in recognising learning requirements and undertaking activities to meet them. At one level it may involve providing pupils with “extension” work for them to do individually; on another level it may present pupils with an extended block of work in which they must formulate strategies to accomplish the task(s).

Points arising from Research

Research suggests that people like to learn as follows: doing activities they want to do; being actively involved in tasks; getting good feedback; having opportunities to reflect on what has been learned; working at their own pace; having choice in where and when they work; working in company with others, especially people engaged in a similar process; having a feeling of being in control of the situation. Independent learning strategies help to address these requirements.

Key Elements of Independent Learning

Why independent learning? In a rapidly changing society, people need to be able to learn new skills for new jobs This is, more than ever before, going to be a life-long process Post-school education depends largely on pupils being able to work independently Business leaders say that they need employees who are self-motivated and resourceful IL strategies encourage pupils to engage in the learning process actively This can promote intrinsic motivation towards learning, rather than extrinsic, and to help pupils see the value in learning (See Toolkit section on Motivation) The attitudes fostered by IL are those needed in a healthy democratic society IL helps cater for the needs of individuals in a differentiated curriculum

Preparing pupils: The teacher needs to be familiar with the prior learning/achievement of pupils Literacy and ICT skills are likely to be important in IL Information literacy skills are also very important. The school librarian can help to ensure pupils develop the necessary skills Pupils should be clear about their learning needs They should also be aware of their own most effective learning styles (See Toolkit section on Learning Styles) Work needs to be meaningful and relevant Pupils should be able to connect the work in hand with a desired goal IL will often involve internet work and pupils may need help in distinguishing “sound” information from “rubbish” or unwholesome information IL may involve groups working collaboratively as part of the process and pupils need the skills for this It is helpful if there is whole-school emphasis on individual responsibility The learning environment should be seen by pupils as supportive Research suggests it is helpful if the teacher takes on the role of learner as well

Nature of independent learning work: Pupils take more responsibility for their learning, working independently of the teacher, deciding not just what is to be learned, but how, when and where learning is to take place and what the learning outcome is to be IL does not necessarily mean individual work - pair/group work is important in IL However pupils work, a level of interactivity is important Pupils need to approach work in a questioning manner and be actively involved Planning by pupils is important: resources needed, timescale etc - perhaps even how the final outcome will be created and how it will be assessed One model: teacher shows how >>> pupils practice >>> pupils structure activities >>> pupils carry out activities independently In developing IL skills, the learning process can be as important as the content The nature of IL work links well with PLPs and related documents/procedures Pupils can be supported by a caring teacher or mentor An IL approach will be flexible and will offer pupils choices Structuring IL work requires considerable planning by the teacher

Resource issues: Librarians will be able to work in partnership with teachers in developing information literacy skills, ensuring access to appropriate resources and providing a space for individuals or groups to study Computer use will involve some training in skills and internet safety. Advice of this sort, including research skills, can be made available online. Proprietary software is increasingly available to facilitate IL Much coursework and/or homework can be put on a school intranet or web page Such work may include internet references for pupils to follow up It may be appropriate to consider reorganisation of the classroom to create an IL resource area There may be opportunity for whole-school or department organisation of an IL base Other school resources (and other departments in secondary) may be helpful Community resources can be exploited for IL projects Parents may be able to assist, both with curricular input and in monitoring homework In planning IL work, issues of differentiation are important Differentiated IL resources can be deployed with homogenous or mixed ability groups Where an Independent Learning Centre can be established (and this may be the school library), the following issues are likely to arise: appropriate furniture/equipment will be needed; the environment should allow individuals or groups to work together constructively; supervision and coordination will be required; community/parental involvement?

Problem Based Learning

What is Problem-Based Learning? The distinction between problem-based learning and other forms of cooperative or active learning often are blurred because they share certain common features and hybrid approaches abound as instructors adapt methods for particular situations. However, an essential component of problem-based learning is that content is introduced in the context of complex real-world problems. In other words, the problem comes first (Boud, 1985; Boud and Feletti, 1991; Woods, 1985). This contrasts with prevalent teaching strategies where the concepts, presented in a lecture format, precede "end-of-the-chapter" problems. In problem-based learning, students working in small groups must identify what they know, and more importantly, what they don't know and must learn (learning issues) to solve a problem. These are prerequisites for understanding the problem and making decisions required by the problem. The nature of the problems preclude simple answers. Students must go beyond their textbooks to pursue knowledge in other resources in between their group meetings. The primary role of the instructor is to facilitate group process and learning, not to provide easy answers. With the change in format come different forms of assessment such as group examinations. The model for problem-based learning comes from a few medical schools, notably McMaster (Barrows and Tamblyn, 1980), where, more than 25 years ago, they questioned how well traditional preclinical science courses trained physicians to be problem-solvers and life-long learners. Information-dense lectures presented by a series of content experts to large student audiences seemed disconnected from the practice of medicine that required integration of knowledge, decision making, working with others, and communicating with patients. The curricula of several medical schools now include problem-based, preclinical science courses. The effectiveness of the problem-based learning approach in the medical school environment has been debated, evaluated, and given qualified endorsement based on a limited number of studies (Albanese and Mitchell, 1993; Berkson, 1993; Vernon and Blake, 1993; Blake et al., 1995). Why Problem-Based Learning? Many of the concerns that prompted the development of problem-based learning in medical schools are echoed today in undergraduate education. Content-laden lectures delivered to large enrollment classes typify science courses at most universities and many colleges. Professional organizations, government agencies, and others call for a change in how science is taught as well as what is taught (Czujko, 1994; Project Kaleidoscope, 1991; Tobias, 1990, 1992; Wingspread Conference, 1994). Problem-based learning addresses many of the concerns. Above all it encourages students to take charge of their education. It emphasizes critical thinking skills, understanding, learning how to learn, and working cooperatively with others. While problem-based learning is well known in medical education, it is almost unknown in the undergraduate curriculum. At the University of Delaware problem-based learning has been introduced in a number of undergraduate courses across the curriculum, not just in the sciences. The conceptual principles apply in international relations (Burch, 1995) as well as art history (Parker-Miller, 1996). In order to keep faculty here and elsewhere informed of problem-based activities and resources, a PBL homepage has been created which contains a directory of University of Delaware courses that use problem-based learning, faculty contacts, some examples of syllabi and problems, and links to other national and international sites. The address is http://www.udel.edu/pbl/ The Case Because the use of problem-based learning is relatively new in the undergraduate setting, it is not known whether it achieves the desired long term objectives. Nevertheless, two-day workshops that demonstrate problem-based learning with students working in groups on actual problems frequently generates faculty enthusiasm resembling a religious conversion. They see the potential for the method. However, that enthusiasm must be tempered with the realization that many difficulties and challenges accompany the use of problem-based learning, particularly for the first time. For example, instructors usually must create their own problems without a full understanding of the important components and the time required. Frequently, there is a lack of support from colleagues who don't understand the method. Furthermore, most classrooms do not lend themselves to a problem-based learning format. "Dan Tries Problem-Based Learning" that follows is an extended case intended to confront prospective users with the spectrum of issues one might encounter in a semester that one normally would not encounter using a lecture format in a traditional class. The intent of the case is not to discourage but to have prospective users reflect more deeply about what is involved. While the entire case has not been used at one time, segments of it have served effectively at conference sessions devoted to different aspects of problem-based learning. I hope that the case will be useful to faculty developers elsewhere who have faculty interested in trying problem-based learning. As with many cases based on actual events, the names and situations have been fictionalized. AcknowledgmentsThis work was supported in part by Grant DUE-9354606 entitled "Problem-Based Learning in Introductory Science Across Disciplines" from the National Science Foundation. I thank Deborah Allen, Barbara Duch, Susan Groh, Sheella Mierson, David Onn, and Barbara Williams, my co-Principal Investigators on this grant, whose diverse backgrounds and interests have combined to enrich a shared goal of improving undergraduate education. I also thank George Watson for setting up our PBL homepage. References: Albanese, M. A. and Mitchell, S. (1993) Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52-81. Barrows, H.S. and Tamblyn, R. M. (1980) Problem-Based Learning: An Approach to Medical Education. Springer Pub. Co., New York, NY. Berkson, L. (1993) Problem-based learning: Have expectations been met? Academic Medicine, 68, 579-588 (October supplement). Blake, J. M., Norman, G. R. and Smith, E. K. M. (1995) Report card from McMaster: student evaluation at a problem-based medical school. The Lancet, 345, 899-902. Blacklow, R. S. and Engel, J. D. (1991) The University of Delaware/Jefferson Medical Scholars Program: An approach to educating physicians for academic leadership and practice. Delaware Medical Journal, 63, 303-307. Boud, D. (Ed.) (1985) Problem-Based Learning for the Professions, Sydney. HERDSA Boud, D. and Feletti, G. (Eds.) (1991)The Challenge of Problem-Based Learning. St Martin's Press, N. Y. Burch, K. (1995) PBL and the lively classroom. About Teaching No. 47 p. 2 (Newsletter of the University of Delaware's Center for Teaching Effectiveness) Czujko, R. (1994) Physics job market: a statistical overview. AAPT Announcer 24, 62. Groh, S. E., Williams, B. A., Allen, D. E., Duch, B. J., Mierson, S. and White, H. B., III (1996) Institutional change in science education: a case study. In Student-Active Science: Models ofInnovation in College Science Teaching. (McNeal A. P. and D'Avanzo, C. Eds.) Saunders Publishers, Philadelphia, PA Submitted. Parker-Miller, M. (1996) Project Kaleidoscope (1991) What Works: Building Natural Science Communities. Volume One, Stamats Communications, Inc., Washington, D.C. Tobias, S. (1990) They're Not Dumb, They're Different. Research Corporation, Tuscon, Arizona. Tobias, S. (1992) Revitalizing Undergraduate Science. Research Corporation, Tuscon, Arizona. Vernon, D. T. and Blake, R. L. (1993) Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550-563. Wingspread Conference. (1994) Quality assurance in undergraduate education: what the public expects. ECS, Denver, Colorado. Woods, D. (1985) Problem-based learning and problem-solving. In D. Boud (Ed.) Problem-Based Learning for the Professions, Sydney. HERDSA, 19-42.

What is Blended Learning?

Do you know what is blnded learning means? I'd like to share iwth you all about blended learning quoted from some literatures on the internet:

Blended Learning is the combination of multiple approaches to learning. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction. In the strictest sense, blended learning is anytime any instructor combines two methods of delivery of instruction. However, the deeper meaning lies in engaging the students of the current generation. Thus a better example would be using active learning techniques in the physical classroom and a social web presence online. Blended learning is a term that represents a shift in instructional strategy.

Blended learning is the combination of different training "media": technologies, activities, and types of events to create an optimum training program for a specific audience. Blended learning programs use many different forms of e-learning, perhaps complemented with instructor-led training and other live formats (Bershin, 2004).

There are three advantages of blended learning, i.e.:

Cost Reduction: Live instructor-led training translates into transportation, hotel, food, and other expenses. Blended learning reduces these costs by reducing instructor-led sessions to the minimum necessary.

Distance Barriers Eliminated. By combining various e-learning methods with nstructor-led training, the learners may access the knowledge from wherever they are until they must meet face-to-face with the instructor.

Time Flexibiltiy: Blended solutions offer self-study modules which can be completed by the learner whenever he/she chooses to do so instead of having to be present at the instructor-led.

References:

http://coe.sdsu.edu/eet/articles/blendedlearning/index.htm

http://en.wikipedia.org/wiki/Blended_learning