auditory learners), motivation and personality such as extroversion vs. introversion, although the articles' authors suggests that tailoring material to expressed learner preferences are not always the best ways to achieve positive outcomes. Learners are not always clear as to their true learning orientation and learner styles are not 'fixed' but may vary according to the type of media used and the subject material. Using a variety of media may be a more effective approach for educators, and thinking in terms of 'approaches' that can change, rather than fixed student learning styles. One frequent frustration expressed by online instructors is the absence of immediate feedback from their students. Understanding individual students can help the teacher modify instruction, even without the immediate response provided by eye contact in the classroom. It is essential that moments exist within the online process when students...
In short, the learning process is a dialogue, even online the teacher cannot focus on immediate learner preferences alone but must keep a real-world and virtual ear upon the students to shift his or her learning strategy. Understanding overall learning process required of the subject material and the need to modify the learning approaches to meet the unique demands of the instruction in its particular venue and format is essential. Simply knowing a learning 'style' of a student is not enough, and a label can be misleading. As more students must learn independently, greater knowledge of how the learner functions and the use of different settings are required, and the article calls for more extensive into how to create a more effective learning environment that uses a diversity of approaches to convey content.
Distant students and their teachers often have little in common in terms of background and day-to-day experiences and it takes longer for student-teacher rapport to develop. Technology is typically the conduit for information and communication flow. Until the teacher and students become comfortable with the technical delivery system, communication will be inhibited. As a result, it will be necessary for me to use study habits that are more applicable to distant learning.
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
Distance learning, sometimes called "distance education" is, according to Kerka (1996), a method of education in which the learner is physically separated from the professor and the institution sponsoring the instruction. Distance education may be used on its own, or in conjunction with other forms of education, including face-to-face instruction. The advent of television and, indeed, the whole complex of newer communications media (from video to satellites) has given American citizens
The general challenge in online education is the failure to embrace the paradigm that online programs are fundamentally different than traditional pedagogy, and must include alternative ways to link learning styles and learning outcomes. Failure to acknowledge the difference and to adjust delivery to meet the delivery medium runs the risk or providing ineffective instruction. The specific problem is that although there is a body of literature addressing online
Thus for students to reap the maximum benefit from the distance education more particularly over the cultural obstacles, these elements are to be taken into account prior to designing of the courses. (Global Distance Education Initiative: Principles and Practices of International Distance Education) To supplement, only one in 20% of people worldwide are online and most of those about 60% reside in North America having only five percent of global
In various trials in which learners were presented with different formats of video- only, auditory-only, combinations of both, and formats combining each with note-taking by students, researchers have determined that results are comparable, although more so for superior students than for average students. In that regard, average students learn better from repeated viewing in conjunction with audio-based information while superior students benefited equally regardless of the precise combination of those
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