![]() Garrison and Kanuka ( 2004) define BL as combining face-to-face classroom time with online learning experiences. According to Garrison ( 2000) “Asynchronous collaborative learning may well be the defining technology of the postindustrial era of distance education.” (p.12) Yet another type of DE is blended learning (BL). Communication among the participants occurs mainly through email and online forums and is typically moderated by the instructor (Watts, 2016). Although videoconferencing allows participants to see each other this is not considered a face-to-face interaction because of the physical separation (Keegan, 1980).Īsynchronous instruction means that teachers and learners do not have synchronous sessions and that students have access to course content through the Internet at any time they want or need. According to Watts ( 2016) live streaming video and/or audio are used for synchronous interaction. In synchronous instruction, teachers and learners meet (usually online) for a session at a predetermined time. The following types of online learning will be investigated: synchronous, asynchronous, blended, massive online open courses (MOOC), and open schedule online courses. Distance education is an educational experience where instructors and learners are separated in time and space (Keegan, 2002) which means it can happen away from an academic institution and can lead to a degree or credential (Gunawardena, McIsaac, & Jonassen, 2008).Īlthough there are different types of DE, this research focuses on online learning. However, some common descriptors seem to be accepted by most stakeholders in the field. More recently varying definitions of DE seem to be based on the perspective of various educators and to reflect the educational culture of each country and IHE. Some of the elements are: physical separation of teacher and learner, learning occurs in the context of an educational institution, technical media are used, teacher and learner communicate, face to face meetings are possible, and an industrial model of providing education is used. The results of this research provide some strategies to encourage and support students to take DE courses.Ī seminal article by Keegan ( 1980) presents key aspects of DE. In addition, it provides a comparative analysis across three countries whose IHEs do not have extensive offerings in DE. This study addresses students’ perceptions and their interest in DE. In order to develop such programs, it is useful to determine if students are receptive to taking such online courses and are prepared to do so. As DE becomes more prevalent, countries and Institutions of Higher Education (IHE) that do not provide DE courses will need to look at this option to retain and expand their student population. Nonetheless, there are still many universities that do not provide this opportunity because it is not part of their institutional culture. DE has become increasingly common in many universities worldwide (Allen & Seaman, 2017). The World Wide Web has made information access and distribution of educational content available to a large fraction of the world’s population and helped to move Distance Education (DE) to the digital era. Six recommendations informed by interpretation of students’ responses and the literature, are offered to assist institutions who want to offer DE as part of their educational strategy. Although students were somewhat apprehensive many indicated they were interested in taking DE courses. The results of this pilot study showed that in all three countries, students’ major concerns about such programs were time management, motivation, and English language skills. ![]() A survey was distributed to undergraduate students in Portugal, UAE and Ukraine. Investigating learners’ perceptions, attitudes and willingness to try DE can provide guidance and recommendations for IHEs that are considering expanding use of DE formats. Some Institutions of Higher Education (IHE) that do not offer DE find it difficult to navigate through the steps that are needed to provide such courses and programs. Many universities offer Distance Education (DE) courses and programs to address the diverse educational needs of students and to stay current with advancing technology.
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