Dissertation distance learning onward. assured, that you have deceived.. Search for: Voshicage. Table of Contents Distance Education PDF. The development of new technologies has promoted an astounding growth in distance education, both in the number of students enrolling and in the number of universities adding education at a distance to Dissertation Distance Learning Onward essays are Dissertation Distance Learning Onward customized to meet your requirements and written from scratch. Our writers have a lot of experience with academic papers and know how to write them without plagiarism/10() You should Dissertation Distance Learning Onward not be surprised when you discover that some people have their doubts concerning the paper writing services. After all, they have been told that this is considered cheating/10()
Table of Contents Distance Education PDF. The development of new technologies has promoted an astounding growth in distance education, both in the number of students enrolling and in the number of universities adding education at a distance to their curriculum Garrison, While the application of modem technology may glamorize distance education, dissertation distance learning 1990 onward, literature in the field reveals a conceptually fragmented framework lacking in both theoretical foundation and programmatic research.
Without a strong base in research and theory, dissertation distance learning 1990 onward, distance education has struggled for recognition by the traditional academic community. Distance education has been described by some Garrison, ; Hayes, dissertation distance learning 1990 onward, as no more than a hodgepodge of ideas and practices taken from traditional classroom settings and imposed on learners who just happen to be separated physically from an instructor.
As distance education struggles to identify appropriate theoretical frameworks, implementation issues also become important. These issues involve the learner, the instructor, and the technology, dissertation distance learning 1990 onward. Because of the very nature of distance education as learner-centered instruction, distance educators must move ahead to investigate how the learner, the instructor, and the technology collaborate to generate knowledge.
Traditionally, both theoretical constructs and research studies in distance education have been considered in the context of an educational enterprise that was entirely separate from the standard, dissertation distance learning 1990 onward, classroom-based, classical instructional model.
In part to justify, and in part to explain, the phenomenon, theoreticians like Holmberg, Keegan, and Rumble explored the underlying assumptions of what it is that makes distance education different from traditional education. With an early vision of what it meant to be a nontraditional learner, these pioneers in distance education defined the distance learner as one who is physically separated from the teacher Rumble,has a planned and guided learning experience Holmberg,and participates in a two-way structured form of distance education that is distinct from the traditional form of classroom instruction Keegan, In order to justify the importance of this nontraditional kind of education, early theoretical approaches attempted to define the important and unique attributes of distance education.
Keegan identifies three historical approaches to the development of a theory of distance education. Theories of autonomy and dissertation distance learning 1990 onward from the s and s, argued by Wedemeyer and Moorereflect the essential component of the independence of the learner. Otto Peter's work on a theory of industrialization in dissertation distance learning 1990 onward s reflects the attempt to view the field of distance education as an industrialized form of teaching and dissertation distance learning 1990 onward. The third approach integrates theories of interaction and communication formulated by Badth, and Daniel and Marquis Using the postindustrial model, Keegan presents these three approaches to the study and development of the academic discipline of distance education.
It is this concept of industrialized, open, nontraditional learning that, Keegan says, will change the practice of education. Wedemeyer identifies essential elements of independent learning as greater student responsibility, widely available instruction, effective mix of media and methods, dissertation distance learning 1990 onward to individual differences, and a wide variety of start, dissertation distance learning 1990 onward, stop, and learn times.
Holmberg calls for foundations of theory construction around the concepts of independence, learning, and teaching:. Meaningful learning, which anchors new learning matter in the cognitive structures, not rote learning, is the center of interest. Teaching is taken to mean facilitation of learning. Individualization of teaching and learning, encouragement of critical thinking, and far-reaching student autonomy are integrated with this view of learning and teaching Holmberg,p.
Holmberg summarizes his theoretical approach by stating that :. It is characterized by non-contiguous communication and can be carried out anywhere and at any time, which makes it attractive to adults with professional and social commitments Holmberg,p. Garrison and Shale include in their essential criteria for formulation dissertation distance learning 1990 onward a distance education theory the elements of noncontiguous communication, two-way interactive communication, and the use of technology to mediate the necessary two-way communication.
Recently, a wider range of theoretical notions has provided a richer understanding of the learner at a distance. Four such concepts are transactional distance, interaction, learner control, and social presence.
Transactional Distance. Moore's concept of "transactional distance" encompasses the distance that, he says, dissertation distance learning 1990 onward, exists in all educational relationships. This distance is determined by the amount of dialogue that occurs between the learner and the instructor, and the amount of structure that exists in the design of the course. Greater transactional distance occurs when an educational program has more structure and less student-teacher dialogue, as might be found in some traditional distance education courses.
Education offers a continuum of transactions from less distant, where there is greater interaction and less structure, to more distant, where there may be less interaction and more structure. This continuum blurs the distinctions between conventional and distance programs because of the variety of transactions that occur between teachers and learners in both settings, dissertation distance learning 1990 onward. Thus distance is not determined by geography but by the relationship between dialogue and structure.
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