Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from essay:
Conversely there are the instructors who see in-class sessions as essential for the teaching of the most abstract, complex concepts. Bridging these two polarizing perspectives on how to successfully teach the most challenging material in a course is the need for defining scaffolding performance objectives by student to measure the effectiveness of distance learning personalized instruction (Halttunen, 2003). The intermediating of these two extremes shows that for the most complex concepts in a statistics course were more effectively taught through scaffolding as distance learning tools allowed the students to continually review concepts they were not familiar with. Scaffolding allowed for students to actively learn, fulfilling their need for autonomy in the learning process, in addition to giving them mastery over the presentation of concepts online as well (Kartha, 2006). Combining autonomy, mastery and purpose (Wilhelm, Sherrod, Walters, 2008) significantly increased long-term retention of statistical concepts as a result (Kartha, 2006).
Student Satisfaction, Attitudes and Purpose in Distance Education
The use of scaffolding as a means to create tailored, highly unique learning experiences online has also led to an accelerated adoption of more interactive, communication-based technologies online over more unidirectional ones (Zhao, Alexander, Perreault, Waldman, Truell, 2009). Student satisfaction has been positively correlated to the extent to which they have mastery of the online learning experience (Najjar, 2008) a finding which has led to scaffolding becoming predominant in math, science, statistics and advanced calculus courses globally. Scaffolding in effect becomes the online lab that students have the opportunity to work within on a 24/7 basis and continually refine and augment their knowledge of the more abstract, complex and often difficult to understand topics that are often only covered on whiteboard discussions otherwise. It is this iterative aspect of teaching the abstract concepts that give students mastery over them. This approach to providing a means for students to continually go over the most challenging concepts and lessons is increasingly being included in the design of courseware as well (Yang, Yu, Chen, Tsai, et al., 2005) often with multiple paths or learning objectives supported throughout the teaching materials. Drawing from the example given at the beginning of this paper, instructors can create customized learning tracks for students and then selectively use them through the semester as students either accelerate or lag behind the class on specific concepts and lessons. The effectiveness of scaffolding within the context of courseware development has also been proven in the context of statistical courses at the beginning, intermediate and advanced levels of courses to be effective in driving up student satisfaction as well (Kartha, 2006).
Distance education's contributions to long-term learning effectiveness center on the personalization of learning strategies and the use of scaffolding to tailor specific aspects of a course to the unique needs of a student. The role of the instructor changes form purely a didactic one to more participative and developmental, guiding students through abstract concepts through the use of scaffolding and teaching materials specifically designed for agility and flexibility of the learning process. Distance education then has made the three most critical attitudinal aspects of learning, which including autonomy, mastery and purpose, all attainable by each student through the use of online applications that allow for them to set their own pace of learning.
Kevin Cashman. (1997). Seven strategies for mastery of leadership from the inside out. Strategy & Leadership, 25(5), 53-55.
Kai Halttunen. (2003). Scaffolding performance in IR instruction: exploring learning experiences and performance in two learning environments. Journal of Information Science, 29(5), 375-390.
CP Kartha. (2006). Learning Business Statistics: Online vs Traditional. The Business Review, Cambridge, 5(1), 27-32.
Najjar, M. (2008). On Scaffolding Adaptive Teaching Prompts within Virtual Labs. International Journal of Distance Education Technologies, 6(2), 35-54.
Savignon, S.. (2008). Building Academic Language: Essential Practices for Content Classrooms. The Journal of Educational Research, 102(1), 76.
Wilhelm, J., Sherrod, S., & Walters, K.. (2008). Project-Based Learning Environments: Challenging Preservice Teachers to Act in the Moment. The Journal of Educational Research, 101(4), 220-233,256.
Jin Tan David Yang, Pao Ta Yu, Nian Shing Chen, Chun Yen Tsai, & et al. (2005). Using Ontology as Scaffolding for Authoring Teaching Materials. International Journal…[continue]
"Learning Styles And Distance Learning" (2009, September 18) Retrieved October 25, 2016, from http://www.paperdue.com/essay/learning-styles-and-distance-19330
"Learning Styles And Distance Learning" 18 September 2009. Web.25 October. 2016. <http://www.paperdue.com/essay/learning-styles-and-distance-19330>
"Learning Styles And Distance Learning", 18 September 2009, Accessed.25 October. 2016, http://www.paperdue.com/essay/learning-styles-and-distance-19330
Finally, charts were compiled for each item showing the percentage of each response divided between counselors and administrators and as percentages of the whole, with responses quantified and averaged at this point as well. This allowed for the inclusion of a Mantel-Haenszel Chi-Square analysis, also shown on the charts, to determine the degree to which counselor and administrator responses to the instrument items differed, or if any statistically significant differences
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
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
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
Using a variety of teaching methods can help integrating the learning of language from one subject to another. One study of bilingual students in Papua New Guinea found that that up to 39% of mathematical errors were language related and another study of bilingual Filipino-English students found that they were better at solving word problems presented in their native language, despite having fluency in both languages in other subjects
For countries such as the U.S. And France, these needs can be reasonably expected to relate to the respective national cultures involved. For instance, in their book, Education in France, Corbett and Moon (1996) report, "An education system needs to justify itself constantly by reference to the values which underpin a nation's culture. In a democracy it is expected to transmit a range of intellectual, aesthetic and moral values
Community Colleges in America In 1983 and 1984, a dozen major reports on the United States' schools were published. All stressed the need for "excellence" in education. These reports are the subject of: Excellence in Education: Perspectives on Policy and Practice. The reports pertaining to higher education were published by The BusinessHigher Education Forum, and saw higher education as "unable to train skilled managers and technicians that they believed industry needed."