EFFECTIVE DISTANCE

EDUCATION
Presented by:
Dan Michael D. Pabilona
BEED-3D3

Presented to:
Ms. Mizpahgen P. Moralla
Instructor, Ed. Tech. 2
February 28, 2017
Effective distance education programs
begin with careful planning and focused
understanding of course requirements and
student needs.
In fact, successful distance education
programs rely on the consistent and
integrated efforts of students, faculty,
facilitators, support staff, and administrators.
Effective Learning with
Distance Education
 Students in distance education settings perform as well or
better on assignments, class activities, and exams when
compared to campus-based students. (St. Pierre, 1998)
 The successful student develops persistence and skills
in self-directing work.

There are indications that distance education

works best for more mature, motivated, well-
organized, and already accomplish learners.
(Rintala, 1998)
Effective Teaching with
Distance Education
The successful distance education teacher becomes conversant with new
technology and develops new instructional styles, moving from creating
instruction to managing resources and students and disseminating views
(Strain, 1987)  Garrels 1997, describe (5)five critical elements for successful
teaching at a distance.
 Instructor enthusiasm.
 Organization.
 Strong commitment to student interaction.
 Familiarity with the technology used in the class format.
 Critical support personnel.
Instuctor Enthusiasm
This requires animation and comfort in front of the camera, or with the
technology utilized.
Organization
Teaching materials must be prepared in advance, timing, variation, and
smooth transitions must be planned.
Strong Commitment to student interaction
The instructor must encourage and facilitate ongoing communication
between the students and the instructor.
Familairity with the technology used in the class format

Instructors should be trained in video use, computer use, or other

forms of instructional technology used.
Critical support personnel
Production Staff, graphic designers, and technical staff members will
help the instruction setting produce successful teaching at a distance.
The differences between the
distant and local classrooms
 Local classroom (face to face instruction)

- introduced “teletechniques” a set of components that not found in

distance education.
These components include * the need humanize the teaching experience
* encourage participation
* attend the message style and;
* provide regular feedback
 Distance Education
There are generally positive attitudes toward distance learning. One study
looked at student perceptives of teaching behaviors and found five statistically
factors in effective distance teaching.
Effective teachers used * Students names
* Set clear purpose statements
* Used print materials
* Encouraged discussion and;
* Did not speak in a monotone
Which technology is best?
The key to effective distance education is focusing on the needs of the
learners, the requirements of the content, and the constraints faced by the
teacher, before selecting a delivery system.
Typically, this systematic approach will result in a mix of media, each
serving a specific purpose:
 A strong print component
- can provide much of the basic instructional content in the
form of a course text, as well as readings, the syllabus, and day-to-day
schedule.
 Interactive audio or video conferencing
- can provide real time face-to-face (or voice-to-voice) interaction.
This is also an excellent and cost-effective way to incorporate guest
speakers and content experts.
 Computer conferencing or electronic mail
- can be used to send messages, assignment feedback, and other
targeted communication to one or more class members.
 Pre-recorded video tapes
- can be used to prevent class lectures and visually oriented
content.
 Fax
- can be used to distribute assignments, last minute
announcements, to receive student assignments, and to provide timely
feedback.
Is Distance Education effective?
 Many educators ask if distant students learn as much as students
receiving traditional face-to-face instruction. Research indicates that when
the method and technologies used are appropriate to the instructional
tasks, there is a student-to-student interaction, and when there is timely
teacher-to-student feedback.
Conclusion
 Distance education is not a panacea for the difficulties and barriers
encountered in traditional educational settings, but it does provide the
potential for greater service to more individuals seeking learning opportunities.
 A successful distance education program must be carefully planned with a
focused understanding of student needs and course requirements, while
technology plays an important role in the delivery of distance education,
instructors must remain focused on instructional outcomes, and not the
technology of delivery (Tarver & Pollacia, 1999).
The program must have the full support and commitment from the
institution, faculty, staff and students. Courses must be carefully designed
and should be focused on the needs of the students, the requirements of the
content, and the constraints faced by the teacher before selecting appropriate
distance education technologies.
In addition, there must be dedicated hard
working individuals including administrators,
faculty, staff, and students.
Reference

www.tecweb.org/eddevel/edtech/effective.html
www.ericdigests.org/2000-3/distance.html
www.tw.org/newwaves/64/3-6.html