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Distance Learning: Technology and Choices.

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Bibliographic Details
Title: Distance Learning: Technology and Choices.
Language: English
Authors: Levin, Bernard H., Blue Ridge Community Coll., Weyers Cave, VA. Office of Institutional Research.
Peer Reviewed: N
Page Count: 9
Publication Date: 1998
Document Type: Reports - Descriptive
Descriptors: College Faculty, College Students, Community Colleges, Distance Education, Educational Change, Educational Technology, Instructional Effectiveness, Internet, Nontraditional Education, Program Implementation, Teacher Student Relationship, Two Year Colleges
Abstract: This report examines the choices involved in implementing distance education technology. As colleges and faculties develop distance learning courses, complications arise concerning how to control cheating, how to assure that students follow rules, how faculty loads will be calculated, how students and faculty will be allocated, and whether students are learning effectively. Questions of choice established include: (1) what kind of distance learning should be used (synchronous and asynchronous modalities); (2) how much instructor time will be allocated; (3) criteria against which courses will be assessed; and (4) what software will be used for Web-based courses. The paper also discusses technical resources, the adaptation of policies, cost, faculty roles, and changing goals. A theme underlying much of the discussion about distance learning is whether technology is enhancing or distracting from teaching. After almost a millennium of traditional teaching, there is still debate about what works best in the classroom. Internet-based courses usually take more time, expertise, and money than expected and deliver somewhat less than is intended. Instructors pursuing this mode of teaching should take into consideration the many associated complications. (AS)
Entry Date: 1999
Accession Number: ED423944
Database: ERIC
Description
Abstract:This report examines the choices involved in implementing distance education technology. As colleges and faculties develop distance learning courses, complications arise concerning how to control cheating, how to assure that students follow rules, how faculty loads will be calculated, how students and faculty will be allocated, and whether students are learning effectively. Questions of choice established include: (1) what kind of distance learning should be used (synchronous and asynchronous modalities); (2) how much instructor time will be allocated; (3) criteria against which courses will be assessed; and (4) what software will be used for Web-based courses. The paper also discusses technical resources, the adaptation of policies, cost, faculty roles, and changing goals. A theme underlying much of the discussion about distance learning is whether technology is enhancing or distracting from teaching. After almost a millennium of traditional teaching, there is still debate about what works best in the classroom. Internet-based courses usually take more time, expertise, and money than expected and deliver somewhat less than is intended. Instructors pursuing this mode of teaching should take into consideration the many associated complications. (AS)