CHAPTER II

REVIEW OF RELATED LITERATURE

Modular Distance Learning features individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic

copy, whichever is applicable to the learner. Distance learning and its

relationship to emerging computer technologies have together offered many

promises to the field of education. In practice however, the combination often

falls short of what it attempts to accomplish. Some of the shortcomings are due

to problems with the technology; others have more to do with administration,

instructional methods, or students. Despite the problems, many users like

technologies such as compressed video and see continued growth in the area.

This paper will examine some of the current research and thought on the

promises, problems, and the future possibilities in modern distance learning,

particularly types that are delivered via electronic means.

According to the meta-analysis of (Cavanaugh et al, 2004). The

community of K–12 education has seen explosive growth over the last decade in

distance learning programs, defined as learning experiences in which students

and instructors are separated by space and/or time. While elementary and

secondary students have learned through the use of electronic distance learning

systems since the 1930s, the development of online distance learning schools is

a relatively new phenomenon. Online virtual schools may be ideally suited to

meet the needs of stakeholders calling for school choice, high school reform, and

workforce preparation in 21st century skills. The growth in the numbers of

students learning online and the importance of online learning as a solution to

educational challenges has increased the need to study more closely the factors

that affect student learning in virtual schooling environments. This meta-analysis

is a statistical review of 116 effect sizes from 14 webdelivered K–12 distance

education programs studied between 1999 and 2004. The analysis shows that

distance education can have the same effect on measures of student academic

achievement when compared to traditional instruction. The study-weighted mean

effect size across all outcomes was-0.028 with a 95 percent confidence interval

from 0.060 to-0.116, indicating no significant difference in performance between

students who participated in online programs and those who were taught in face-

to-face classrooms. No factors were found to be related to significant positive or

negative effects. The factors that were tested included academic content area,

grade level of the students, role of the distance learning program, role of the

instructor, length of the program, type of school, frequency of the distance

learning experience, pacing of instruction, timing of instruction, instructor

preparation and experience in distance education, and the setting of the

students.

Through international collaboration, students around the world can

participate in cooperative learning activities sharing information through computer

networks. In such cases, global classrooms may have participants from various

countries interacting with each other at a distance. Many mediated educational

activities allow students to participate in collaborative learning activities

(Gunawardena & McIsaac, 2005).

Hall (1995) even suggests that the descriptor distance learning is

becoming less and less relevant with respect to distance programs and students.

According to Hall, connected learning might be a more accurate descriptor,

reflecting the impact that technology has had on distance education pedagogy.

However, he urges a close examination of the new relationships between

pedagogies that the new technologies make feasible. The changes in

communications and information technology have necessitated various

transformations in higher education institutions.

Daryl Le Grew (1995) described a paradigm shift by comparing what

learning was like in an industrial society and what it is now in an information

society; the shifts included one from ‘technology peripheral’ to ‘multimedia

central’, and another from ‘local-focused’ to ‘global networking'.

Modular distance learning is more effective in teaching learning process

as compared to ordinary teaching methods because in this modular approach the

students learn at their own pace. It is free self learning style to them feed back is

provided to practice exercise, which motivate the students and create interest in

them. Modular distance learning helps to maximize the chances of student

participation to fulfill the given tasks at the spot. So the student feel free to learn

in their own style (LeBrun, 2001).