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391). This, Vindovich (2002) both acknowledges the difference between traditional and distance education and validates this type of education as having the same academics as traditional education.
Although studying distance education in terms of quality and quality comparison with classroom education is valid, another approach to determining whether distance education is of the same quality as classroom education is up to the students. Programs and teachers can influence school quality, but students' efforts can largely impact education quality as well. This is what researchers Lawless and Richardson (2002) found when they determined that "approaches to studying in distance education are strongly associated with students' perception of the academic quality of their courses" (p. 257). In other words, the researchers found that the quality of distance education was not measured by some arbitrary method, but by the students' own effort. Furthermore, Richardon and Woodley (2001) examined deaf students' studying in distance learning, and found that the students were able to obtain higher scores in some areas associated with learning than their hearing counterparts. Thus, not only does distance education rely on the students for quality assurance, but also caters to different kinds of students in the same way, or a better way, than traditional classroom education.
The results of these studies make several implications about the comparison between distance education and traditional education. First, they suggest that profound differences between the two exist,...
Second, they find that, in certain situations, each method of education has been best. Finally, they imply that the characteristics of the students are important in determining the quality of distance education. Based on these findings, scholars must fill in the holes by conducting studies that include technology and students as variables. They must ask themselves the following questions: What students can benefit from distance education over tradition and vice versa? What impact does technology have on the comparison of distance and traditional education? By answering these questions, they will significantly add to the debate regarding the quality of classroom and distance education.
references of deaf students in distance education. Higher Education. 42, 61-83.
Stella, Antony and Gnanam, a. (2004). Quality Assurance in Distance Education: The Changes to be Addressed. Higher Education. 47(2), 143-160.
Vindovich, Lesley (2002). Quality assurance in Australian Higher Education:
Globalisation and 'steering at a distance.' Higher Education. 43, 391-408.
independent study. It is still a broadcast-related approach to teaching and doesn't give the student an opportunity to fully participate in the learning process. Telecourses are ideal for reaching thousands or millions of students who are motivated to learn. The drawback is the lack of interaction with instructors. The development of interactive television based on satellite and cable networks, and the development of interactive video have contributed to the development
Distance education is much more popular today than it ever was in the past. The Internet has allowed people from all over the world to study at home and juggle their education around their careers and families. Because of that, more people are able to get the education they always wanted. That will allow them to move forward with their lives in more ways than just their finances. Is distance
The imperative then is to design and deliver a course that inspires the interaction with the appropriate tools (Summerville & Johnson, 2006). If this is the case social networking sites used in education will shortly become accepted. This would lead us to the belief that the days of lecture and repeat and 'death by PowerPoint bullets' in education are coming to a close and, in turn, its end signals
He begins by introducing the concept of neo-Fordism (or neo-industrialization) which was characterized by product innovation. The age of neo-Fordism led to distance education adapting itself to the more demanding consumerist society as it started to produce a wider array of small-scale courses on which constant innovation can be made possible. Post-Fordism (or post-industrialization), on the other hand, does not have much difference from neo-Fordism only that it adds
Distance Education Man has always thirsted for education and improvement of self. The ability to cognate and reason distinguishes man as superior to other species. From the Greeks to the Romans in Europe, to the Chinese and the Indians in the Asian subcontinent, to the American Indian tribes of North America and the Mayans from South America, ecivilization has displayed formal or informal educational structures. These edifices were the building blocks
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