How the Tradition of Distance learning has Informed Online Teaching and Learning
The incorporation of distance learning and the merging Information Technology has brought forth tremendous contributions and promises in the field of education (Simpson, 2013). A substantive number of literal studies have been mandated to this regard. Practically, however, the inception of both ideologies has often fallen short of the objectives that it ought to achieve. Some of the problems that have been attributed to the functionality of this initiative can be attributed to technological issues as well as failure of educational management, instructors, teaching methodologies and students.
Despite of all the aforementioned challenges, distance learning has greatly been enhanced and articulated by virtual teaching and learning. This study seeks to examine a number of issues that are pertinent to the research and establish a review of the promises, challenges and the future concerns with respect to modern virtual learning notably, specific types that are transmitted via electronic media. It can be clearly depicted that communication technology has a direct impact on E-learning that consequently affects learner’s lives and social activities.
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"How the Tradition of Distance learning has Informed Online Teaching and Learning".
Technology is much more than just developing and equipping of complex operations within education but an important aspect in e-teaching and learning (Lockwood, 2013). For such an education initiative to work there is need for right attitude for both online learning education instructors and teachers for an effective and efficient distance learning to manifest. The educational instructor should be able to set the tone for distance learning. The rise of distance education has ensured that teachers within this field are adequately trained
Recently, the education sector has been experiencing dramatic changes and improvements notably, distance learning with the help of information technology. In line with these developments, educational institutions that offer distance learning are faced with the challenge of coping up with the ever increasing accountability demands (Gooley and Lockwood, 2012). This issue inclusive of the parent, guardian and student concern that the distance learning enables the students to reach articulated and desired learning goals and objectives as mandated by the education policies and procedures.
The impact of distance learning in relation to the learning outcomes has been a subject of research for a long time. Online learning has noticeably changed and transformed both teaching and learning environments. Proponents to distance learning have sought to establish that virtual learning can be very effective and efficient in colloquially eradicating educational barriers but at the same time enhancing flexibility, material currency, feedback and customized teaching and learning as opposed to the traditional face to face experience. On the other hand, there has been major concern that distance learning students may often feel isolated consequently having a significant reduction in the overall performance and interest of the e-learning students.
Communicative and social interactions between the teachers and students are an important aspect in classroom learning (Lockwood, 2013). A student’s action such as asking a question, giving views and contributions etc. are part of the vital aspects of learning. The ease of a new concept being debated and clarified is mostly achieved through debates, discussions, discourse and conversations in a classroom setting as opposed to e-learning. This form of learning, online learning, requires that both students and educational instructors to make adjustments for a learning objective to be achieved. In addition, this can also be achieved through e-mails, synchronous chats, and electronic bulletin and discussion boards.
Virtual learning has elicited a lot of debate. A good number of educational literary researchers explore that interaction through virtual learning provides for wider learner participation and allows for an in-depth and critical discussions regardless of distance, as opposed to the traditional setting. Interactions with an online setting because educational learners tend to have learners to have a sense of belonging and community, building a sense of trust, mutual interdependence and hold shared objectives, goals etc. It is also a widely held perception by educational policy makers and students that online discussions and debates enable more students to actively participate in class sessions and activities.
Gooley and Lockwood, (2012) explains that the benefits with regard to online learning may not be realized and effective if learners absence is prevalent. In a survey carried out by Lockwood, (2013). It was discovered students who do not actively participate in online class sessions feel isolated making them fail. Comparable education achievements have been mandated in diverse and dynamic academic curriculums (Lockwood, 2013). It was concluded that distance education proved to be more effective in terms of student –teacher attitudes, return on investment and the overall achievement of learning. However, Simpson, (2013) explains that in as much as distance learning is similar to classroom learning but with more objectivity, performance evaluation and ascertainment is quite impossible and at times problematic.
Conclusion
It is important to take note that before the internet was made public, distance learning was already in play an in fact, a mature and well established field. With the introduction of the internet, distance learning was then divided into three distinct and diverse sub-fields depending on the technological implications and implications of each respective form of e-learning. The introduction of online learning within the educational field acted as a means for each successive category to be incorporated and made into a larger but more inclusive system of education (distance learning).
- Gooley, A., & Lockwood, F. (Eds.). (2012). Innovation in open and distance learning: Successful development of online and web-based learning. Routledge.
- Lockwood, F. (Ed.). (2013). Open and distance learning today. Routledge.
- Simpson, O. (2013). Supporting students in online, open & distance learning. Routledge.
