One major consequence of the remarkable technological surge was the rapid development of computer-mediated distance learning at the higher education level. A survey carried out by the U.S. Department of Education's National Center for Education Statistics (NCES) seven years ago demonstrated that from 1994-95 to 1997-98 the number of distance education degree programs increased by 72 percent, while 20 percent of the institutions surveyed planned to establish distance education programs within the next three years…
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The online enrollment estimations made in the late 1990s have been exceeded and continues to grow at amazingly high rates. Thus, the number of online students reached 2.6 million in the fall of 2004 (Allen, and Seaman, 2004). Despite the tremendous success of distance technology-mediated learning (this term covers not only fully online courses, Let us write or edit the essay on your topic "Distance Learning" with a personal 20% discount.. Try it now but also various blended approaches that integrate online components into traditional classes), experts suggests that it still remains at an early stage of development (Smart, and Cappel, 2006).
The conventional concepts and theories of education were reported to retain their suitability in the web-based learning environment. Numerous research studies demonstrated that cognitive factors such as performance, learning, and achievement in distance education classes are comparable to those observed in traditional classes (Russell, 1999). ...
s enrolled in an introductory psychology course performed better in distance education courses, although the level of their satisfaction with them was lower. Students in the web based course consistently scored an average of five percentage points higher on the final exam than did those in the lecture course, but they consistently reported less satisfaction than the students in the lecture course (Hagel, and Shaw, 2003).
Student satisfaction is currently believed to be one of the major indicators of student development in conventional higher education. The mission of higher education is not only to impart knowledge but also to enhance the student's total development (Astin, 1993). One of the ways higher education institutions accomplish this mission is by continuously collecting information on student satisfaction, defined by various authors as an "everpresent campus variable" (Betz, Menne, Starr, and Klingensmith, 1971: 99), the key outcome of higher education (Astin, 1993), and the 'quality enhancement tool designed to improve the quality of the student experience' (Harvey, Plimmer, Moon, and Geall, 1997: 3). Traditionally, the institutions of higher education have used the data on student satisfaction to improve understanding of the educational environments. This understanding, it its turn, allowed to create settings more conducive for student development.
Student satisfaction is an indicator of higher education institutions' responsiveness to the needs of students. Also it is a measure of institutional effectiveness, success, and vitality. Measuring student satisfaction is also important for maintaining and increasing enrollment, managing attrition and retention problems, and making better-informed decisions in the area of student affairs (Beltyukova, 2002).
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Although there are many universities and colleges embracing the concept of distance learning, there are still many fallacies that surround this technology. But there are many misconceptions attached to this way of learning. Many people do not find it a very secure way to study.
This is mainly because the student cannot have a close contact with the tutor, and this has been a problem to other students who cannot work without being supervised. Distance learning has been considered to be more expensive than the normal learning lessons.
One of the complete definition highlights that it involves a spatial difference between the teacher and the student, by a technological means. This eliminates the need for the student to avail himself at a specified place and time anticipating to receive instruction from the teacher.
The concept of distance learning was still there even before the intervention of technology in the field of education, but it gained momentum, when technology was applied to make the system of distance learning more effective. As a result of this intervention, distance learning has now become one of the most prominent areas of education and learning, where the application of the technology is at its peak.
Tait (2003) starts his accounts on Open University learning with the University of London that opened in 1858 for external study, to 1946 in South Africa concerning the establishment of the University of South Africa (UNISA), the world's first exclusive distance teaching university.
Distance learning is associated with a number of benefits such as: Students have access to wide range of learning materials within seconds; one is exposed as he interact with other students in different background; reduced campus living expenses; one is not separated from his family and social lifestyle.
as acquisition of knowledge and skills, including technology and other forms of learning through mediated instructions and information at a distance. In other words, people are not constrained by particular location or school to gain education. Distance learning provides the
Distance learning is represented by two types: synchronous learning and asynchronous learning. Synchronous learning is where both have to be present at the same time during the session. Asynchronous learning is where the learner can access the material at their own disposal and time.
The Teamsters alleged that Mexican trucks should be prohibited from entering the U.S. not only because of the relatively poorer conditions of these trucks, but also the alleged poor adherence to safety standards of the Mexican truck drivers. These objectives are actually not fair.
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