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Above all, there is the need for a responsive and supportive instructor who is genuinely interested in assisting the students get to their learning goals in the short-term and their broader objectives in the long-term. All of these strategies are discussed in the article to minimize the probability of students quitting the programs. The Rochester Institute of Technology's staff specifically sees the first few weeks as critical in the development of a commitment to completing online learning courses.
Response and Reaction to Article
In the article analyzed (McClure), the insights provide a glimpse into how critical it is to have change management strategies in place for getting online students to become committed to online programs. Instead of relying purely on technology alone and celebrating it, the article provides a glimpse into how difficult it is for institutions to get students to take ownership and accountability of online courses. What...
Beyond being a mentor, the instructor in an online environment must work to reach out and not only teach the content, but also help students to overcome the barriers to their learning experience online. This includes providing online students with the flexibility of learning how they choose to. it's critical for online learning institutions to take this approach as advocated in the article and work at change management first, over and above merely enabling technologies for distance learning.
Reference:
McClure, Ann. "Distant, Not Absent." University Business Nov 2007 1-3. 25 Mar 2008 http://www.universitybusiness.com/viewarticle.aspx?articleid=933.
In the article analyzed (McClure), the insights provide a glimpse into how critical it is to have change management strategies in place for getting online students to become committed to online programs. Instead of relying purely on technology alone and celebrating it, the article provides a glimpse into how difficult it is for institutions to get students to take ownership and accountability of online courses. What is most refreshing is the fact that the author does not criticize the students, yet describes how a social ecosystem must first be created that can support the students' needs for community, reinforcement of their learning strengths, and underscores how critical the role of the instructor is. Beyond being a mentor, the instructor in an online environment must work to reach out and not only teach the content, but also help students to overcome the barriers to their learning experience online. This includes providing online students with the flexibility of learning how they choose to. it's critical for online learning institutions to take this approach as advocated in the article and work at change management first, over and above merely enabling technologies for distance learning.
Reference:
McClure, Ann. "Distant, Not Absent." University Business Nov 2007 1-3. 25 Mar 2008 http://www.universitybusiness.com/viewarticle.aspx?articleid=933.
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
Distance Learning Presentation points There are various points regarding distance learning that have to be highlighted. The aim of the teaching program planned here is for students to be somewhere other than the school and still be able to go through a learning process. The name of the different methods used here depends on the networks like Internet, the local school's local area network or a corporation's wide area network. Considering that
Distant students and their teachers often have little in common in terms of background and day-to-day experiences and it takes longer for student-teacher rapport to develop. Technology is typically the conduit for information and communication flow. Until the teacher and students become comfortable with the technical delivery system, communication will be inhibited. As a result, it will be necessary for me to use study habits that are more applicable to distant learning.
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
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