Lessons Learned from 100+ Years of Distance Learning
Lessons Learned from 100+ Years of Distance Learning
Chere, C.; Gibson, Terry L.
1995-09-01 00:00:00
UP FRONT lessons learned from 100+ Years of Distance learnin Distance learning is a hot topic tems are still heavily dependent their needs must be continually The institutional goals for the use these days and manyinstitutions- on print and the basic tenets of fac- supported throughout the learning of distance learning are to increase and organizations are rushing to ulty and learner support are prience. The availability of learner access to instruction and get on the distance learning band- unchanged by the imposition of the learner support senices through maximal use of institutional toll free telephone numbers, E- wagon. Wllions of dollars are being latest technology The articles that resources. The intent is to provide mail, evening telephone counsel- invested in the latest technologies follow document the factors that instruction so that the learner can such as compressed video, desktop are critical to the success of distance ing, and other means will greatly succgsfully learn the objectives increase the success of your dis- video, audiographics, and multi- learning on the national and inter- that have been specified. The struc- media workstations connected to national sane. We have become a tance learning students. Daniel turing of knowledge in a distance global village and we have much Granger and Meg knke in “Sup the internet. With all the current learning module is based on to learn from the successg and fail- porting Students at a Distance” hype and the rush to spend millions instructional design principles. ures of our colleagues throughout idenhfy the multiple distances that on new technology, we need to Learner interaction with the con- the world. What have we learned need to be navigated by students. pause and reflect on the lessons tent and the institution is high. The that we have learned from 100 plus in the 100 plus years of distance 4. AU of the instructional materi- achievement of learner defmed learning? als should be integrated. The whole years of distance learning. In doing objectives is enabled and encour- 1. Tdtional clasroom models should be greater than the sum of so we need to define distance learn- aged, however, the institutional should not serve as the model to be the parts. ing and distinguish it from a num- focus is on the achievement of spe- emulated in distance learning. Dis- 5. The novelty effect is short ber of other technology applications. cific leamer outcomes. Verification tance learning is different and the lived. The novelty of compressed The term “distance learning’ of learning by the learner and by video or any other technology will has been used for many years in the originating institution is also classroom model should not be the mn dissipate and the learner will Europe, Asia, South America, and an important component. base against which all sum or demand quality in the learning by our Canadian colleagues. How- Technology applications that failure is measured. Ellen Wagner qrience. ever, it is only within the last ten increase access to information may in her article “Distance Education Distance learning must provide years that the term has gained be a subset of a distance learning Sucms Factors” identified a num- both access and sum in the acceptance in the United States. program, however, they are not dis- ber of factors affecting distance teachingflearning transaction. The Given the relative newness of the tance learning in and of them- teachingfleaming sum. Alan most sophisticated technology sys- term it has, on a number of occa- selves. Internet aamible databases Chute and Linda Shatzer in “Designing for International Tele- tem in the world will not guarantee sions, been inappropriately used to computer bulletin boards, and pub sum. The success of any distance cover a broad spectrum of technol- lic radio and television are not dis- training” remind us that the inter- education system is primarily ogy applications. tance learning unles they become national distance educator needs to dependent on the correct mix of part of a larger system. understand and design for cultural Distance Learning: What human factors that support faculty What lessons have we learned? Merences. It Is and Is Not and learner needs. Given our cur- Distance learning has its roots in 2. Training is needed for faculty, Distance learning may involve rent fascination with technology it correspondence study. Most con- administrators, and support staff. many Merent forms of technology. is sometimes easier to get a million temporary distance learning sys- Successful dlstance learning dollars to fund a new technology requk a Merent way of doing system than it is to get $100,OOO a business. The biggest failure in dis- year to maintain the human infra- tance learning is the failure to ade- structure. You can’t have one with- quately train and support the needs out the other. You are doomed to of faculty and staff. T~hn010gy ~ys- Sy.fmm# technology - Newspapers mrnpuler I telephone failure if you only get the dollars to tems rarely fail; it’s usually the BccBs6 to: - hqadnes - Bullelins - Texl build the technology. A human infrastructure that fails to - Audb / video - Rado deliver a quality product. Marcia - Taleviaion -DaLa computer bulletin - Few Istali Baird in “”raining Distance Educa- Inmflfuflonal lnaeased speed of lrwreasad ecceas lo BCCBS~ to inlwmali dae bases tion Instructors: Strategies That Work,” highlighted some tech- Infanf Archival 6 cunenl niques and tools used to help facul- ty develop htance education skills. Knorladge 3. Distance learning students Oblmcflvm# I SDeCitic &nerd Learner delined Lammar Infwracrlon Hih Low High need to “leam how to learn” from brlfludon of I yes No No a distance learning system and I Lamrnlnn I I I I September/October 1995 15
http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.pngAdult LearningSAGEhttp://www.deepdyve.com/lp/sage/lessons-learned-from-100-years-of-distance-learning-3Zk4kPvuip
Lessons Learned from 100+ Years of Distance Learning
UP FRONT lessons learned from 100+ Years of Distance learnin Distance learning is a hot topic tems are still heavily dependent their needs must be continually The institutional goals for the use these days and manyinstitutions- on print and the basic tenets of fac- supported throughout the learning of distance learning are to increase and organizations are rushing to ulty and learner support are prience. The availability of learner access to instruction and get on the distance learning band- unchanged by the imposition of the learner support senices through maximal use of institutional toll free telephone numbers, E- wagon. Wllions of dollars are being latest technology The articles that resources. The intent is to provide mail, evening telephone counsel- invested in the latest technologies follow document the factors that instruction so that the learner can such as compressed video, desktop are critical to the success of distance ing, and other means will greatly succgsfully learn the objectives increase the success of your dis- video, audiographics, and multi- learning on the national and inter- that have been specified. The struc- media workstations connected to national sane. We have become a tance learning students. Daniel turing of knowledge in a distance global village and we have much Granger and Meg knke in “Sup the internet. With all the current learning module is based on to learn from the successg and fail- porting Students at a Distance” hype and the rush to spend millions instructional design principles. ures of our colleagues throughout idenhfy the multiple distances that on new technology, we need to Learner interaction with the con- the world. What have we learned need to be navigated by students. pause and reflect on the lessons tent and the institution is high. The that we have learned from 100 plus in the 100 plus years of distance 4. AU of the instructional materi- achievement of learner defmed learning? als should be integrated. The whole years of distance learning. In doing objectives is enabled and encour- 1. Tdtional clasroom models should be greater than the sum of so we need to define distance learn- aged, however, the institutional should not serve as the model to be the parts. ing and distinguish it from a num- focus is on the achievement of spe- emulated in distance learning. Dis- 5. The novelty effect is short ber of other technology applications. cific leamer outcomes. Verification tance learning is different and the lived. The novelty of compressed The term “distance learning’ of learning by the learner and by video or any other technology will has been used for many years in the originating institution is also classroom model should not be the mn dissipate and the learner will Europe, Asia, South America, and an important component. base against which all sum or demand quality in the learning by our Canadian colleagues. How- Technology applications that failure is measured. Ellen Wagner qrience. ever, it is only within the last ten increase access to information may in her article “Distance Education Distance learning must provide years that the term has gained be a subset of a distance learning Sucms Factors” identified a num- both access and sum in the acceptance in the United States. program, however, they are not dis- ber of factors affecting distance teachingflearning transaction. The Given the relative newness of the tance learning in and of them- teachingfleaming sum. Alan most sophisticated technology sys- term it has, on a number of occa- selves. Internet aamible databases Chute and Linda Shatzer in “Designing for International Tele- tem in the world will not guarantee sions, been inappropriately used to computer bulletin boards, and pub sum. The success of any distance cover a broad spectrum of technol- lic radio and television are not dis- training” remind us that the inter- education system is primarily ogy applications. tance learning unles they become national distance educator needs to dependent on the correct mix of part of a larger system. understand and design for cultural Distance Learning: What human factors that support faculty What lessons have we learned? Merences. It Is and Is Not and learner needs. Given our cur- Distance learning has its roots in 2. Training is needed for faculty, Distance learning may involve rent fascination with technology it correspondence study. Most con- administrators, and support staff. many Merent forms of technology. is sometimes easier to get a million temporary distance learning sys- Successful dlstance learning dollars to fund a new technology requk a Merent way of doing system than it is to get $100,OOO a business. The biggest failure in dis- year to maintain the human infra- tance learning is the failure to ade- structure. You can’t have one with- quately train and support the needs out the other. You are doomed to of faculty and staff. T~hn010gy ~ys- Sy.fmm# technology - Newspapers mrnpuler I telephone failure if you only get the dollars to tems rarely fail; it’s usually the BccBs6 to: - hqadnes - Bullelins - Texl build the technology. A human infrastructure that fails to - Audb / video - Rado deliver a quality product. Marcia - Taleviaion -DaLa computer bulletin - Few Istali Baird in “”raining Distance Educa- Inmflfuflonal lnaeased speed of lrwreasad ecceas lo BCCBS~ to inlwmali dae bases tion Instructors: Strategies That Work,” highlighted some tech- Infanf Archival 6 cunenl niques and tools used to help facul- ty develop htance education skills. Knorladge 3. Distance learning students Oblmcflvm# I SDeCitic &nerd Learner delined Lammar Infwracrlon Hih Low High need to “leam how to learn” from brlfludon of I yes No No a distance learning system and I Lamrnlnn I I I I September/October 1995 15
To get new article updates from a journal on your personalized homepage, please log in first, or sign up for a DeepDyve account if you don’t already have one.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.
