distance learning | Distance Learning Systems (DLSI)

Distance Education and Industrialization

Industrialization has been a feature of distance education for many years. Otto Peters, a pioneering theorist, described when technology is used to reach learners in mass, education assumes commercial features, such as, standardization of services and huge manufacturing of academic products (Keegan 1994). To the level that letters knowledge trusted huge production of academic materials (e.g. books) it was a commercial business. Another sign of industrialization in distance education is division of labor. The course team as initially designed by Charles Wedemeyer and applied by the British Open University is an example of division of labor in online learning. The contemporary university is also gifted with a bureaucracy, by definition is a commercial operation, although the educating methods both in the class room and at a distance, mostly, remain pre-commercial (pre-modern) and craft focused.

Industrialization to train and learn is particularly suitable when the need of many learners for access is at stake. Daniel (1996) focusing the failure of “campus” education to meet such a need, particularly in developing nations, compared the function of “mega-universities,” or those serving the needs of at least 100,000 learners, with that of “campus” colleges. He said: “The mega-universities vary from campus universities in their manufacturing procedures. The operations of the mega-universities owe much to commercial methods, whereas academic procedures on campus are similar to a cottage industry.”

It is worth noting here that Daniel’s idea of a “cottage industry” is different than that of Toffler, who imagined a “cottage industry” as a “third wave phenomenon.” Daniel’s referrals to a “cottage industry” here is a pre-industrial operation with employees who work alone and perform their projects without the benefit of a supporting staff providing them the advantages of industrial division of labor. Introduction of the Internet with its potential for a post-industrial form to train and learn has led to a review of industrialization. Daniel (1996) making referrals to the disadvantages of the pre-commercial, and commercial operations, said “It is likely that neither strategy will be particularly well designed for the third generation of online learning technologies: the knowledge media.”

The World of Distance Learning Systems

Distance learning is a mode of providing education and training, often on an individual basis, to students who are not physically present in a conventional setting such as a class room. Distance learning systems provide “access to education when the source of information and the students are separated by time or distance, or both.” Nowadays, online learning, usually in college-level, where students work on their own at home or at the office and interaction with faculty and other students via e-, digital forums, video chat, message boards, instant messaging and other forms of computer-based communication. Most distance learning systems include a computer-based training (CBT) program and communication tools to produce a virtual class room. Because the World Wide Web is accessible from virtually all pc systems, they serve as the foundation for distance learning methods.

The first online learning course in the modern era was provided and developed by Sir Isaac Pitman in the 1840s, who taught a system of shorthand by mailing texts transcribed into shorthand on post cards and receiving transcriptions from his students in return for correction, the element of student feedback was crucial advancement of Pitman’s program.

There are different types of distance learning systems:

Audio Based – It is distance learning method utilizing one-way or two-way interaction. This includes everything from radio broadcasting and phone conferences to pre-recorded audio CDs.

Video Based – There are two basic types of video distance learning courses:

Prerecorded Video – videotaped courses are sent to students who can view them at an off-site location.
Two-Way Interactive Video – Satellites, cameras, and computer monitors allow teachers and/or students at another website.

Internet Based – Web centered applications require a web based accessibility and little else. Students of online distance learning applications often receive training through websites, email, digital forums, and messaging systems. These applications generally offer the same program as on-site applications and usually come with an adjusted price tag. Perhaps this is why internet distance learning is becoming so popular. Distance education and learning technologies are separated into two ways of delivery: synchronous learning and asynchronous learning. In synchronous learning, all members are ”present” simultaneously. In this regard, it appears like conventional class room teaching methods despite the members being located remotely. It requires a schedule to be organized. In asynchronous learning, members access course materials flexibly on their own schedules.

Distance Learning Systems and Modern Education

This academic design is not for everyone or even most learners and might never substitute the traditional university or fix many of the issues about the costs of college in the United States. But then, why is this micro-trend even important? Distance learning systems show an overall satisfaction with performing much of one’s life online. It is simply another edition of telecommuting, e-commerce, and social media, by enabling learners to work from wherever they might be, with others and with access to faculty and course materials entirely through the internet. Most of the elements of the academic experience, apart from rock climbing walls and dormitories, have been digitized for quick accessibility. As the brick-and-mortar retail store outlet decreases in significance, so too does the physical university for an essential community of American learners.

This, in turn, changes the potential structure and variety of the post-traditional university student population, in interesting ways. Without the pressure of relocation, learners can come from anywhere in the United States and throughout the world and bring their viewpoints and experiences to the exclusive academic office. This makes an opportunity for connections and cooperation across geographical limitations novel for part-time adult studying. America’s colleges have an especially poor record of graduating learners. Many begin, withstand high educational costs and have large debt, only to then drop out when life otherwise intervenes. Distance learning systems become an essential means for resolved adults to now complete their degrees.

Others well provided by online studying are those who want to further the degree and studying beyond the bachelors degree and enhance their professions without risking their work and income. Many travel regularly, work long and irregular hours and balance this with complex and challenging home lives. They can carve out the twenty hours or so every week to learn online, provided that they can do so when and where they want. They can tap educational costs assistance from their companies, so their out-of-pocket costs will be minimal.

Distance Learning in the 21st Century

The emergence of the knowledge economy had a powerful effect on business and education and studying. First, technology greatly affected training, educating, studying and handling practices. Companies were able to eliminate middle managers whose primary function was sending information between the top management and front line workers. Companies went “flat,” when leading supervisors could directly connect with front line workers using information technology innovation. Also, workers who were directly engaged in production or providing services were included in “quality circles” to share the pressure of handling the company with the managing class. This “downsizing” or “rightsizing” of the company also removed the stand up instructor in many organizations. Training could be placed on the World Wide Web, without the need for an instructor or company to present such details to students. Further, workers could access instruction at their convenience thus reducing time they would spend away from their projects in training, at times hundreds of kilometers away from their work stations. This way of training, known as distance learning, was developed in the organization separate of the theoretical and practical improvements in distance education in European countries and the United States. Concept and practice of online studying in educational surroundings strongly prescribed connections with an instructor and highlighted its importance. Nevertheless, the telecom and computer nexus allowed some businesses to incorporate training with working, giving rise to new ideas, such as, just-in-time training. This was obtained in certain cases through the creation of performance support systems, which directly allowed workers to link studying to projects at hand.

Today distance education is successful among home school students, K-12 educational institutions and universities, many of which require synchronous or asynchronous connections with an instructor while depending on instruction on the Web. Distance education, however has grown extremely in organizations and government organizations, including the army, where there is little or no interaction with an instructor.

While the number of those who are engaged in various forms of distance learning may pale in comparison to those who are studying in traditional ways, the important aspect is the steady rate at which distance students are increasing. If current trends continue, it will be just a matter of time for online studying to become the prominent way of studying and educating.

Taking the CLEP Exam

Should my kid use the CLEP assessments to get credit for college courses? This question resonates with many families looking to reduce the price of college. The CLEP program has increased in popularity over the last few years. Be home more, reduce costs and get college credit. Sounds like a win-win situation, but consider all the facts before moving head first into this new effort.

The College-Level Examination Program ® or CLEP is a program that allows learners of any age the chance to gain college credit through a series of examinations in undergrad higher teaching programs. Like AP programs, there are several advantages to doing well on CLEP assessments. The CLEP program is not necessarily used as replacement for college. Many learners take these assessments to prepare and improve their college experience.

Benefits:

Take fewer classes in college. You can get college credit for information you already know. If you have already studied a particular subject, you can route that information into college time and get credit for your secondary school information. CLEP-ing out of starter classes can also help you jump into the more advanced and interesting programs college has to offer.
Spend less cash on education and studying. CLEP examinations coast approximately $65, which is cheaper when compared to the price of college credit hour. CLEP examinations are also free to those who are serving in the army.
Finish your Degree. If you lack certain programs to be eligible for graduating, CLEP examinations can be great way to help you get those last few college hours.

Disadvantages:

Reliability of your degree. Many families have decided to have their kid do all their college work through some form of “distance learning” program. Although correspondence programs have grown in approval, many companies and institutions of higher learning are hesitant to accept these degrees as genuine.
Longer than you think. Some programs claim that a four year degree can be obtained in six months through accelerated studying and then CLEP-ing out of normal college classes. Don’t just take the word of someone who has written a book; do more research to find out if this is actually possible.

Distance Education Relevance

Distance education has gradually appeared as one of the most well-known ways to obtain information, with learners being able to access a versatile education and training that allows them to manage work and research. Distance education is a program that shows that education and training has no limitations and therefore no issue where we are, getting information is now more available globally. Distance education and studying is one of the recommended study methods these days. The fact that learners can learn from their home, as well as take their examinations through a number of online tasks and projects, is in itself so amazing. Gone are the days when one had to go to college to engage in a research subject, now studying is possible and only a few mouse clicks away.

It is a great way for the working experts to discover new places of research by applying on an online course. There are no set periods or schedules for an online course and you can choose your study periods according to your own routine and obligations. This way, not only will you be able to obtain additional information, but can also take a leap ahead and go up the achievements steps.

Because distance education is recognized as an extremely efficient method of training, academic researchers have analyzed the reasons and circumstances for which online learning is most effective. Commonly requested questions group in five areas:

Is technology-assisted, distant teaching as efficient as traditional face-to-face teaching?

What aspects determine the most beneficial mix of technological innovation in a given distance education situation?

What are the characteristics of efficient distance learners and teachers?

How important is teacher-student and student-student connections in the online learning process and in what form(s) can this connections most successfully take place?

What cost factors should be considered when planning or applying online learning programs and how are those costs balanced out by benefits to the learner?

Distance Education and Learning Styles

Although researchers regularly debate and criticize any particular design of learning styles, it is educationally and naturally well approved that different individuals learn differently; significance they have different learning styles. One of the most discussed designs of learning styles is called VARK. VARK is an acronym for the four learning styles it suggests, which are

Visual (V)
Aural/Auditory (A)
Read/Write (R)
Kinesthetic (K)

The titles of learning styles are pretty illustrative of what they are. The visible students think in images and may understand best from visible shows such as blueprints, illustrated textbooks, overhead transparencies, video clips, flipcharts, use of interactive whiteboards and giveaways. These students need to see the teacher’s body gestures and face concept to completely understand the content of a session. The hearing students understand best through spoken training, conversations, discussing factors through and enjoying what others have to say.

Read/Write students choose terms – studying and writing in all types. They love to work with details, dictionaries, PowerPoint and Internet. Kinesthetic students understand best through hands-on strategy. They like presentations, designs, video clips and films of “real” factors, case research and practice. Although individuals often have one prominent learning style, it does not mean that they learn in only one way. Generally, a mixture of different learning style works best for each individual.

Typically, distance education has depended almost specifically on posted content for providing learning. They really had no options previously. Audio/Visual helps were not easy to make or use, much less to transport to people seated kilometers away. Instructor connections were obviously out of the question. So, conventional distance education catered mostly to Read/Writer students. Technological innovation is now modifying the experience to train and learn everywhere. But it would not be an overstatement that it can help improve online learning much more than the frequent educational setting knowledge. Not only has technology made it possible and easy to make multi-media content, Internet has created even their submission easier. So now, all types of students can accept distance education.

Distance Learning History

Despite research to the contrary, many people, teachers often included, continue to claim that no person of perceptive benefit ever discovered anything of worth in the history of distance learning. This is my reaction to that foolish prejudicial notice that it requires a lecture area and a bell tower to make a university. Studying occurs within your head, not within an educational setting. This helps describe why graduate students of distance learning and communication degree programs have, for more than a century, gone on to win Nobel awards, found business empires and write literary works worth international popularity. One need only look into the record of distance learning to locate several big-name graduates. So, here’s a look at how distance learning evolved during the years.

1840 – Isaac Pitman teaches shorthand by correspondence in the UK.
1858 – The University of London creates External Program.
1883 – New York State authorizes the Chautauqua Institute to award degrees earned via correspondence.
1891 – The Colliery Engineer School of Mines renames itself International Correspondence Schools.
1892 – The University of Chicago starts administering the first university courses by mail.
1906 – The Calvert School of Baltimore becomes the first primary school in the United States to offer correspondence courses.
1916 – The National University Continuing Education Association is created in the United States.
1921 – Pennsylvania State College begins broadcasting courses on the radio.
1933 – The University of Iowa begins broadcasting courses on television.
1950 – The Ford Foundation begins offering grants to create and develop educational programs for television broadcasting.
1967 – The Corporation for Public Broadcasting is created.
1970 – Walden University is established.
1974 – California State University offers a Masters degree via correspondence.
1982 – The National University Teleconferencing Network is established.
1984 – The personal computer is named “man of the year” by Time Magazine.

Distance Education for Everyone

Information Technology has totally changed almost every industry on the globe. We can order food, shop for goods and solutions, see the natural and synthetic amazing things around the globe, get flight bookings, read guides, play games, communicate with our family members and do outstanding projects just at the click of a mouse button. The same goes for the academic industry as more and more organizations are providing solutions on the internet. It is indeed beneficial for both learners and schools to make the highest possible use of technology as they present new facilitation day by day.

The primary benefit is the extended access, as many on the internet schools have global presence. Any individual can join an excellent school and get knowledgeable as a local person would get. Some colleges in the US only offer solutions to the US people, but then again since it is a vast country, learners from New England may be registered in an organization located in the western shore. However, many colleges have programs for foreign learners. In the same way the working class can take the highest possible benefits from distance education as they find it hard to attend sessions with their active tasks.

With the improving international inhabitants, almost all the colleges are experiencing potential restrictions. Distance education has again performed a significant part in solving this issue, as the learners do not need to be actually present in the actual classroom. This fact has also motivated many worthy learners to apply for the top colleges as they are now able to admit more learners without counting on physical facilities. The most important participation of distance education is for the impaired and incapable individuals who find it very difficult to go to the schools. Meanwhile, those who have poor defense mechanisms are vulnerable to capture illnesses from the other individuals they come in contact with. These individuals can benefit from distance education as they can stay at their houses and ensure their health. Distance education is truly for everyone.

Future of Higher and Distance Education

Just in case, just soon enough, just enough, just for me… What do these say about our degree components, the time (and resources) our learners need to finish full credentials developed in a past era and where the truth of obsolescence need different responses? These three experiences also provide some feeling of a possible upcoming gestalt of greater and online. In a course I am, I had to elaborate on the different opportunities for and difficulties in using asynchronous and synchronous technology in online situations. I also registered for the Open MOOC provided by Henry Siemens and Rory McGreal discovering the history of open knowledge. The third experience composed an involvement with a school in my home organization showing on issues about the number of our learners who do not finish a three-year bachelor’s degree in eight years’ time.

There is furthermore proof that non-academic aspects such as changes in clients’ life-worlds, institutional problems and macro-societal aspects, etc., effect more on clients’ choices to dropout or stop-out than educational aspects. The high dropout rate in distance education should therefore not be used as proof that learners studying through range and open studying are of smaller quality or have fewer prospects than learners in private colleges. Distance education and studying also draws different types of learners making any evaluation between complete prices in personal and online organizations trivial.

If we agree that most online learners take about 50 percent of the course load per season than private learners, it seems affordable that online learners finish a three-year bachelor’s degree program in six years. If we consider that learners do not complete all of their programs in time and may repeat programs, then eight years for a three-year undergrad certification does not seem to be irrational. How does this describe the 40% dropout and 30% that take more a chance to finish? It doesn’t…