Is it enough to have web-based distance education to have effective, efficient and engaging- learning, or the combination between the face to face learning and technology learning can make the learning environment better?
In the past, education was in a classroom using text and…
That is why the web-based distance education has been the first choice to many learners.
As web based learning becomes more popular in the modern world, there are issues which must be able to be looked at in order to make sure that learners who use this system are able to learn just as effectively and efficiently as those using he traditional method (Roberts & McInnerney, 2007). Formal education has a very long history and a big part of this history is geared towards the traditional system of learning. In this regard, most of the theories and models of learning which have been developed have been developed around the traditional modes of learning and there is little theory to support the new and upcoming models such as web based learning. In this regard, it is necessary for there to be an understanding of how the web based and other virtual learning systems can be used to deliver knowledge to learners without compromising on the integrity of the education which the learners received. Without doing this, it will be hard to use such learning environments to able to help the students as well as the tutors to be able to use the system to deliver kind of education required of them. At the same time, it will be necessary to recognize that learning environments are changing and that there is a need to make sure that there are systems as well as theories and models to support the new modes of learning and teaching.
The issue of web based learning, or learning as it is referred by some people, is one which has been a major debate. Debate about web based learning or eLearning start from issues as trivial as what can be said to constitute eLearning and how the term should be spelled. However, there are more serious issues which must be looked at. These issues revolve around the credibility and the effectiveness as well as ...
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Today, distance learning differs from early efforts in the numbers of distance education programs and courses offered and in the methods of course delivery."
More recently, distance learners have been able to choose from satellite, online, and multimedia based courses offered synchronously (where all students interact and learn course material at the same time) or asynchronously (may or may not be at the same time).
The mission and vision statements declare that universities are student-centred now (a far cry from Dr. Johnson's being sent home by Oxford) and the aim is to provide lifelong learning opportunities for a highly diverse student community.
Distance education has evolved in many ways and offers short programmes, part of big programmes, designer short courses, Internet studies, many professional courses for which lab facilities are needed and such courses were excluded from the purview of distance education.
Web-based training and instruction strategies employ the Internet in delivering instructional information. A current training method can be supported by web-based instruction can support an existing teaching method or computer-based instructional methods can be used instead of the existing method of training.
The survey estimated that more than 1.6 million students had been enrolled in distance education courses over the period of 1997-98 (Phipps, and Merisotis, 2000).
The beginning of the third millennium was marked by even more intensive growth. Institutions of higher education continued to further develop distance learning offerings targeting the populations of working adults who otherwise have limited access to higher education (Smart, and Cappel, 2006; Liaw, and Huang, 2002).
Learning happens either as a self study or Directed study with experienced learners. Web based learning is best suited for such learning exercises. Secondly, there are also learning sessions that happen through instructor-led, live, real-time learning processes (Robert H Jackson, 15 Jul 2006).
As may be inferred from Phipps and Merisotis' (1999) argument, online education is an opportunities' equaliser to the extent that it offers prospective learners from the four corners of the globe the chance to study in and graduate from reputable universities of their choice, eliminating time and space constraints and challenges because it takes the educational environment to the learner and allows the former to design his/her educational programme around his/her time.
If it is to realize its potential, however, distance learning as e-learning must be restructured towards a more interpersonal delivery paradigm, as would give distance learners the advantage of one-to-one mentorship and guidance and, as such, substantially reduce current drop-out rates (Neidorf, 2006).
During the 1990s the internet became a necessary instructional device into peoples’ homes and this immensely contributed to the spread of online distance learning via computers and the internet. In fact, the distance
Control is the second reason which provides the learner with autonomy over the choices of subjects and time allocation for the subjects undertaken, without any restrictions imposed by the teachers to spend a specific time period
When enhancing professional progression, and advancement of teachers, there lays immense importance, and adequate training for teachers either via distance training programs, face to face, and online programs, there are various aspects, which relate to
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