Distance education nowadays is an important learning method to reach students in distant locations and to remove geographical and cultural barriers. It offers education in online classrooms and set schedules that will meet the needs of its students who are busy with their work or career. The teacher will be behind the program, communicating with his students through programs and applications and provide lectures, assignments and activities.
Though learning is much easier since the internet provides a lot of references and learning materials, it may also need the help of a tutor. The problem with distance learning is that it lacks motivation for students to study, work on their activities or join group discussions. This is because they are just online and may lead them to do other things than going to their classes. In this case, tutor support is vital. Teachers must be able to help motivate, remind, guide and help students. They must be available to tutor students with the topics that can be hard to learn without actual explanation.
Distance education also requires alterations in behavior of the teacher and also the student. The effective student evolves persistence and self-motivation. The effective distance education teacher becomes fluent with new technology and evolves new training styles to effectively help students. Today, using the most advanced technology and also the effective multimedia interactions between instructors and students, information is easily transmitted. Efficient tutor support in distance learning is basically determined by how quickly a distance education instructor can learn new technology, devise new teaching techniques and manage student expectations.
By being passionate with the job, any instructor can be the best tutor support in distance learning courses. They must bring enthusiasm, promote involvement and curiosity and develop student’s skills and learning. Distance education can be as good or surpass the quality of classroom learning by providing enough, sufficient and effective tutoring support to students.
The National Center for Education Statistics (NCES) launched a new report examining the new IPEDS information on distance education. The report, named Enrollment in Distance Education Programs by State, is a welcome addition to those enthusiastic about testing and knowing the condition of distance education (mostly as an online format) in US higher education.
The Fall Enrollment part of the Integrated Postsecondary Education Data System or IPEDS, study gathered information for the first time on enrollment in courses in which educational content was offered specifically through distance education, described in IPEDS as “education that uses one or more technological innovation to provide training to learners who are separated from the trainer and to support frequent and purposeful interaction between the learners and the trainer synchronously or asynchronously.” These Web Tables provide current information of enrollment in distance education courses across states and in various types of organizations. They are designed to serve as a useful guideline for monitoring future trends, particularly as certain states and organizations concentrate on MOOCs and other online learning projects from a policy viewpoint.
From one viewpoint, this is extensive because NCES is enjoying a crucial part in offering the raw information for professionals to analyze. It is also easy to understand that since this was the first IPEDS study regarding distance education in many years, there truly was no guideline information for evaluation. Even so, a few features of important information factors would have been beneficial.
There is also a deficiency of caveats. The largest one has to do with the state-by-state studies. Enrollments follow where the organization is situated and not where the college student is situated while taking the distance courses. Consider Arizona: the state has several organizations (Arizona State University, Grand Canyon University, Rio Salado College, and the University of Phoenix) with huge numbers of enrollments in other states. Those enrollments are all mentioned in Arizona, so the state-by-state evaluations have specific definitions that might not be obvious without some viewpoint offered. Even though there are no features, the first two sections contain a selection of sources to prior research. These details beg the query as to what the tables in this report have to say on the same factors of research.