Attitudes: classroom vs. distance learning
The question of the differences between conventional teaching experience and distance education is also a factor that impinges on the issue of student attitude and involvement. This refers to the fact that many students have different and often opposing views about distance education and these attitudinal patterns affect the success or failure of a distance learning model. As Chapter seven of the readings state, "...a common question that is examined is how students feel about distance education relative to traditional classroom instruction." (Chapter seven, p.175)
The student responses to this aspect vary from satisfaction with the distance courses or education to views that distance education tends to detract from the overall learning experience. These can include aspects such as technological issues and problems and the experience of instructors or teachers. (Chapter seven, p.175)
One of the primary concerns that were found with regard to students converting from the conventional classrooms to the distance education environment was the lack personal guidance and the "father figure." (Chapter seven, p.175) Another aspect that affects student attitudes towards distance education is that often the work can be perceived to be much harder in the sense that there is no teacher to rely on in a direct and immediately personal way. On the other hand, positive attitudes towards this form of education are also affected by the independence that it offers.
Various studies have also shown the different ways in which students have responded to distance education. These studies indicate that students often find distance education methods and opportunities not instrumental in higher grades and achievement levels. (Chapter seven, p. 176) Other studies have however shown results to the contrary, with students stating that they had better results and an improved learning experience in the distance learning environment than with learning in the conventional classroom situation.
More recent studies indicate that there is a greater acceptance of the distance learning environment among students than in the past. A study by Maki and...
Though they can cooperatively work well with other people, they would rather spend time for learning by themselves. Distant teacher. If traditional education teachers act as directors of learning - telling learners what, when, and how is it to be learned - distant teachers act as resource to the learners. As in traditional education where learners respond to the teachers, in Independent Learning and Teaching it is the teachers who
Knowledge and Learning and Teaching a Second Language: Researchers have divided the skills necessary for the acquisition of second language comprehension, particularly in the reading area, into two general theories: bottom-up, text-based, psycholinguistic approaches or top-down, socially-oriented conceptual approaches. In each case, lack of second language comprehension is attributed to misunderstanding of some key variable of the approach. For example, bottom-up studies tend to trace miscomprehension to misunderstanding of grammar
Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their
Teaching Machines Although Burrhus Frederick Skinner is better known for his seminal work in behaviorism, the psychologist also explored a first wave of computer science. In "Teaching Machines," B.F. Skinner (1958) proposes a set of technological tools that can enhance the learning experience and even supplant the student-teacher relationship. Skinner (1958) suggests that there are distinct advantages to using teaching machines: such as individualized instruction and student-driven learning. In "Teaching Machines,"
He begins by introducing the concept of neo-Fordism (or neo-industrialization) which was characterized by product innovation. The age of neo-Fordism led to distance education adapting itself to the more demanding consumerist society as it started to produce a wider array of small-scale courses on which constant innovation can be made possible. Post-Fordism (or post-industrialization), on the other hand, does not have much difference from neo-Fordism only that it adds
Description of Learning: Educational institutions are teaching subjects for a digital future but it is from a superficial manner however students need a deeper knowledge of it as a curriculum. When teaching students about math, it should be integrated in all subjects they are learning by being motivated by educators (Singhal, 1997). As shown in the examined scenario planning with an elementary school, it is apparent things became better for the
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