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Instant Glimpse on Future Trends in Distance Learning

Instant Glimpse on Future Trends in Distance Learning. Tseng Shu Ping ST000499286. Preface (1). To a common Taiwanese high school teacher, ‘ distance learning’ seems a little far-reached area that we don’t need to contemplate it a bit at the first sight.

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Instant Glimpse on Future Trends in Distance Learning

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  1. Instant Glimpse on Future Trends in Distance Learning Tseng Shu Ping ST000499286

  2. Preface (1) • To a common Taiwanese high school teacher, ‘ distance learning’ seems a little far-reached area that we don’t need to contemplate it a bit at the first sight. • Still, many extracts from researches about distance learning can reflect the very conception of technology integration into the curriculum, especially the web-based ones, which is highly praised these days in our school.

  3. Preface (2) • Many teachers, especially in a traditional climate school in Taiwan, still hold an ambivalent attitude towards ‘new technology’. • To embrace it or not--- it is a big question, with many doubts and uncertainties to them. • According, on this report , I will deal with future trends in distance learning with the focus on those relevant notions and practices of possibilities to be applied to a senior high classroom.

  4. Preface (3) • After presenting the future trends of distance learning and the strengths of it from various aspects, I will continue to make short summaries of teaching strategies and issues about teachers’ needs from the institute and so on. As I tighten the net that I cast wide before, I will pose the issues on ‘teacher’ in the future trend of distance learning towards the end of this report.

  5. Preface (4) • So, “ What a teacher should prepare /do for the trends of distance learning?” is my next concern. • There I list major points to be considered, such as being a promulgators to our colleagues, being a facilitator and catalyst to our students, integrate distance learning into curriculum and so forth. • In conclusion , as an answer to the question that I raised before : “confronted with the overwhelming trends of new technology things, to embrace it or not--- that’s a big question” , I use an encouraging tone to my colleagues, “ go embrace it and enjoy it!”

  6. Abstract (1) In this report , I will deploy it with the following sequence: 1. The Definition of Distance Learning 2. Strengths of Distance Learning 3. Strengths of Distance Learning From My Point of View as a Taiwanese High School Teacher 4. Future Trends in Distance Learning (a) General Scope (b) Education Perspective (c) Education Institute (d) Education Institute to a high-school teacher’s need

  7. Abstract (2) 4. Future Trends in Distance Learning ( continued) (e) Student (f) Teaching Strategies (I) general scope (II) cognitive development (III) interactive elements 5. What a teacher should prepare/do for the trends in distance learning? a). General scope b). Practice in a classroom c). Integrate distance learning into curriculum

  8. Abstract (3) 5. What a teacher should prepare/do for the trends in distance learning? (continued) (d) Basic notion (e) Be a promulgators to her colleagues (f) Be a facilitator & catalyst to her students 6. Conclusion

  9. 1. Definition of Distance Learning (1) Distance Learning: • is “Learning where the instructor and the students are in physically separate locations. • can be either synchronous or asynchronous . • can include correspondence , video or satellite broadcasts, or e-Learning . • usually implies the higher education level” (Getchell,2006)

  10. 1. Definition of Distance Learning (2) • “Distance education, or distance learning, is a field of education that focuses on the pedagogy and andragogy, technology, and instructional systems design that aim to deliver education to students who are not physically ‘on site’” (Wikipedia ,2008). • “A good definition of distance learning is the use of electronic means to distribute education or training for education or business. This could be television, videotape, interactive video, audio-graphics, satellite video or any other electronic means (Theresa Gilliard-Cook, 1999),

  11. 2. Strengths of Distant Learning(1) • It Increases access to learning, lifelong learning opportunities, and convenience of time and place (St. Pierre, 1998) • It is essential for learners who are truly place-bound because of factors such as employment, child-care demands, disability, or remoteness of the location where they live (Rintala, 1998)

  12. 2. Strengths of Distant Learning(2) • It helps self-motivated learners; raise self-confidence; develop academic skills. • It strengthen students’ relationship. • It helps practice commitment to the public good. • It providing minorities and disadvantages individuals with better access to global knowledge. • It reduces diverse implication of belittling based on racisms. (Guldun,2007)

  13. 3. Strengths from a high school teacher’s point of view • It serves as good curriculum enrichment modules and ongoing telecommunications projects. • It addresses the needs of small rural school districts or underserved urban school districts • Talented or gifted high school students can take advantages of distant learning to pursue higher academic ability and handle independent work. • Homebound or disabled students can take classes wherever and whenever they are.

  14. 4. Future Trends in Distance Learning a). General Scope • Technological devices are becoming more versatile and ubiquitous. • A huge growth in Internet usage is arising. • Lifelong learning is becoming a competitive necessity. ( Howell.S.L, Williams.P.B & Lindsay.N.K.,2003) • World will indeed become a village where interacting with a multitude of people will be possible ( Zorn,2008).

  15. 4. Future Trends in Distance Learning b). Education Perspective • With no boundary of space and time, distance learning provides both synchronous and asynchronous learning for more learners to continue their education. • Distance learning is expanding at an extremely rapid rate and it has become more and more prevailing. • More courses, degrees, and universities are becoming available through distance-education programs. • There is a growing emphasis on academic accountability. “certification is becoming more preferable than a degree" ( Gallagher, 2003 ).

  16. Future Trends in Distance Learning c). Student • Online students are becoming an entirely new subpopulation of higher-education learners. • Enrollments in higher education are growing to surpass the capacity of traditional infrastructures. • Students are shopping for courses that meet their schedules and circumstances. Given the demand and response, education is becoming a commodity, making consumers of students and putting them in a position to shop for the best deal. (Johnston, Ewell,& Paulson,2002; Paulson,2002;Carnevale,2000).

  17. Future Trends in Distance Learningd). Education Institute • The need for effective course-management systems and teaching strategies that utilize technology is drastically increasing. • The need for faculty development, support, and training is growing. • Institutions will strengthen their distance-learning strategic plans by identifying and understanding distance-education trends for student needs, enrollments, faculty support, and larger academic, technological and economic issues.

  18. e). Education Instituteto a high-school teacher’s needs • Since these classroom teachers are not the technical experts, nor are they expected to be, they will need a reliable and quick support staff not only for repairing and maintaining this stable computer environment but also educators to show them the possibilities of integration.

  19. Future Trends in Distance Learningf). Teaching Strategies (I): General Scope: • There is an increasing need for learning and teaching strategies that exploit the capabilities of technology. • The Internet is becoming dominant among other distance-education media. • Open-source ideas may be applied to online learning and education.

  20. f.) Teaching Strategies (II) cognitive development (p.1) ** Distance teaching strategies should regard not only cognitive development for the learners, but also interactive elements among learners and instructors. • Instruction is becoming more learner-centered, non-linear, and self-directed.

  21. f.) Teaching Strategies (III) cognitive development (P.2) 2. Informal and field-based learning opportunities are greater appreciated. 3. Distance education programs are designed with clear objective, individual feedback, communication tool, chat sessions and discussion list ,etc included.

  22. f.) Teaching Strategies (IV)interactive elements (P.1) "Human beings are at their best when they interact with the real world and draw lessons from the bumps and bruises they get" (Simon, 1994). • Social presence is an important key to understanding communication and to enhancing and improving effective distance instruction (Thomas G. Reio, Jr. and Susan J.Crim2006).

  23. f.) Teaching Strategies (IV)interactive elements (P.2) • Failure to consider the relational dynamics in the online setting may produce greater feelings of isolation, reduced levels of satisfaction, less participation, poor academic performance, and increased attrition among distance learners ( Lim 2001).

  24. 5. What a teacher should prepare/do for the trends of distance learning ? a). General Scope: “ The biggest challenge in distance education is perhaps the lack of vision and the failure to use technology strategically” ( Bates ,2000).

  25. 5. What a teacher should prepare/do for the trends of distance learning ? • Too often, instructional designers and curriculum developers have become enamored of the latest technologies without dealing with the underlying issues of learner characteristics and needs, the influence of media upon the instructional process, equity of access to interactive delivery systems, and the new roles of teacher, site facilitator, and student in the distance learning process ( Bates ,2000).

  26. 5. What a teacher should prepare/do for the trends of distance learning ? b). Practice in a classroom (I): • It is essential for instructors of distance learning to consider students’ ages, cultural and socioeconomic backgrounds, interests ,experiences, educational levels, familiarity , and delivery systems.

  27. 5. What a teacher should prepare/do for the trends of distance learning ? b). Practice in a classroom (II): • The most important factor for successful distance learning is a caring, concerned teacher who is confident, experienced, at ease with the equipment, uses the media creatively, and maintains a high level of interactivity with the students (Schamber, 1988 ).

  28. 5. What a teacher should prepare/do for the trends of distance learning ? c). Integrate distance learning into curriculum: • The teacher of the future must be not only accomplished in instructional techniques and technology, but also in the integration of technology into the curriculum . • Teachers need to learn all the possibilities of how to incorporate technology, not as a separate element in the classroom but to effectively use the available technologies as seamlessly as using a chalkboard.

  29. 5. What a teacher should prepare/do for the trends of distance learning ? d). Be a promulgators to her colleagues: • Teachers can use technology in various ways that don't have anything to do with the mechanics of using specific software or hardware. • Teachers need to not only be knowledgeable in specific content area, but now take on additional learning themselves to become promulgators of technology.

  30. What a teacher should prepare/do for the trends of distance learning ? e). Basic notion: • Using the tools and available resources that technology affords does not mean that the teacher need to be a computer expert • Students usually adapt more quickly than their teachers to new technology. don't mind having their students teach them new tips and tricks (Apple Classrooms of Tomorrow, 1992)

  31. What a teacher should prepare/do for the trends of distance learning ? f). Be a facilitator and catalyst to her students: • Through the most effective choice of media, the teacher becomes a facilitator of learning, rather than a communicator of a fixed body of information. The learning process proceeds as knowledge building among teacher and students (Hilary Perraton ,1988). • The role of instructor of distant learning should shift from “ intellect-on-stage and mentor towards a learning catalyst! (Volver,2002).

  32. 6. Conclusion • In one response to a discussion board, I wrote, “Time changes, so do students and circumstances. The most adaptable and competent teachers/educators will still take the lead on the tide, rather than washed away by it. Educators must always have something that can ‘awe’ the young and thus to instruct and educate them well.” • Now I want to add more: The best way to change the world is to change ourselves first. Confronted with the future trends in distance learning, I would say, just go embrace it and enjoy it !

  33. Reference 1 • Fulsun,k.(2007). Promoting Self-Motivated Learning through Project Based Online Learning (Rep.). (ERIC Document Reproduction Service No. ED495256) • Herbert A. Simon: Causality and Model Abstraction. Artif. Intell. 67(1): 143-194 (1994) • Howell,S.L., Williams.P.B., & Lindsay,N.K. (2003). Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning. Online Journal of distance Learning Administration Contents. Retrieved August 15, 2008, from http://www.westga.edu/~distance/ojdla/fall63/howell63.html

  34. Reference 2 • Jeff. G. (2006). Students Success in an Online Environment. Computer and Internet Glossary . Retrieved August,17, 2008, from http://vfc.project.mnscu.edu/index.asp?Type=B_BASIC&SEC=%7B30191494-71C0-460F-BA54-59D78776DCF4%7D • Johnstone, S.M., Ewell, P., & Paulson, K. (2002) Student learning as academic currency. ACE Center for Policy Analysis. Retrieved August 16, 2008, from http://www.acenet.edu/bookstore/pdf/distributed-learning/distributed-learning-04.pdf

  35. Reference 3 • Lim,C.K. (2001). Computer self-efficiency, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. The American Journal of Distance Education, 15,41-51 • Perraton Hilary; Greed. Charlotte. (1988). Distance Education Practice: Training and Rewarding Authors. Education Research Paper (ERIC Document Reproduction Service No. ED440559 • Schamber,L.(1988). User’s Criteria for Reverence Evaluation: A Cross-Situational Comparison. Information Processing & Management.

  36. Reference 4 • Sherry, L. (1996). Issues in Distance Learning. International Journal of Educational Telecommunications, 1 (4), 337-365. • St. Pierre, P. (1998). Distance learning in physical education teacher education. Quest, 50(4), 344-356. EJ 576 391 • Theresa Gilliard-Cook. (1999). Distance Learning. Theresa’s Page. Retrieved August 15,2008, from http://web.syr.edu/~tgillard/index.html • Tomas G. Reio, Jr. and Susan J. Crim (2006). The Emergence of social Presence as an Overlooked Factor in Asynchronous Online (Rep.). (ERIC Document Reproduction Service No. ED492785)

  37. Reference 5 • Volery, T. (2000). Critical success factors in online education [Electronic version]. The International Journal of Educational Management, 14 (5), 216-223. • Wikimedia Foundation, Inc.(2008). Distance Education From Wikipedia: the free encyclopedia. Retrieved August 16, 2008, from http://en.wikipedia.org/wiki/Distance_education • Zorn, J. (2008). Looking Towards Tomorrow: Future Trends in Distance Learning. Street Dictionary Retrieved August 15, 2008, from http://www.streetdirectory.com/travel_guide/34624/phoenix_university/looking_towards_tomorrow_future_trends_in_distance_learning.html

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