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Innovative Teaching Techniques for Distance Education
Abstract
Distance education is responsible for promoting quality information, resources and expertise. There are three reasons for disseminating education to all societies due to geographical isolation, social isolation and disadvantaged groups. Distance teaching techniques enable people to undertake a course of study in privacy. The advent of the Internet and the growth of Web have now transformed distance teaching from a broadcast mode to an interactive mode. The Web, when combined with other network tools such as listservs, Usenet newsgroups and video teleconferencing acts a virtual classroom to bring together a community of learners for interactive education. The growth of television, telecommunication, videotape, audio tele-conferencing, audio graphics conferencing and video conferencing allowed linking the learners and instructors who are geographically separated. The use of innovative teaching methods helps to sustain student's interest and make the learning process more productive and interesting. The techniques that can be adopted are: computer-assisted learning (CD-ROMs), web-based learning, virtual laboratories, case studies, group discussion, brainstorming, audiovisual presentation, assignments, seminars, quiz and assigning project works. The faculty also prepares worksheets, manuals and audiovisual aids to supplement these novel teaching strategies. Students should be given two types of learning materials before their actual course material, viz. one on computer literacy class and other one focusing on Internet and the Web skills for searching, retrieving, locating and downloading the information. For better understanding by the students, the mixed-model approach of combining satellite teleconferencing with hands-on activity sessions can also be conducted. It is suggested that innovative assessment approaches like presentation, posters about learned material, dioramas; student displays and project fairs with test papers are to be used to know the progress of the students. The author concluded that problem-based learning would place students in the active role of problem solvers and confronts them with a real-world situation. He also concluded that DE librarians have much more critical roles to play in the new environment.
... Distance education system teaching is more challenging than the formal education system. According to Natarajan (2005) "a method of teaching students off-campus, in a far-off and flexible timetable, largely self-taught, but with regular guidance from teachers, students may or may never face each other." In this age of science and technology, educators should not dismantle trees in order to produce print-based materials for the reader, because the purchase of these materials is expensive and there is a high risk of miscommunication in asynchronous media. ...
... Technology facilitates efficient and efficient use of distance learning processes. The research shows that the emerging technology trends of distance education play an effective role in the process of teaching and learning (Harries, 2001;Leach, 2002;Cetron, Dede, 2003;Graham, 2005;Natarajan, 2005;Yousay, 2007;Murali, 2009;Gillani, 2012;Noreen, 2013;Ozmen, 2014). ...
Distance learning is one of the fastest growing areas of education in recent years. Despite the recent significant developments in the electronic networking world, particularly the recent global focus on the Internet, which provides major technical thrusts, other emerging technologies have also committed to changing the pattern of general education, with particularly intensifying distance education. The present study intends to explore the current technological trends in the field of distance education. The objectives of this study were to identify the emerging technological trends in distance education and to find out the effectiveness of emerging technologies in distance education. It was a theoretical study in which emerging technological trends in distance education were identified by an extensive review of studies and literature in the field. Major findings inferred from review were technology trends in the field of distance education include information and communication technologies, hybrid learning, asynchronous and synchronous media, learning management systems, social networks, mobile learning, digital libraries and the World Wide Web.
... In response to the COVID-19 pandemic, courses in higher education worldwide have been pivoted towards distance education that involves an online-based teaching and learning method (Hebebci, Bertiz, & Alan, 2020). Same as face-to-face teaching method, distance education emphasizes quality information, resources, and expertise (Natarajan, 2005). Online teaching can be regarded as a promising innovation due to its flexible learning environments. ...
... As Natarajan (2005) indicated, virtual lab can be adopted as an innovative technique in distance education that actively engages students in performing "experiments" themselves with simulated responses. Built with active learning and technology strategies, collective brand lab can be an effective type of virtual lab to create a sense of community of learners for interactive education. ...
... In literature and study in this area (Cetron & Daview, 2003;Dede, Brown & Whitehouse, 2003;Murali, 2009;Natarajan, 2005;Noreen &Hafeez, 2013;Ozmen&Atici, 2014), it is evident that with the rapid changes in the growing world's technological world and distance education, the adoption of new innovations and techniques, new technologies and methods are gradually replacing the old traditions of technology. ...
This research paper was aimed to explore the trends in Allama Iqbal Open University (AIOU) open and distance learning support system (ODLSS). The study was quantitative in its approach and descriptive research design was adopted. Data were collected through Google data analytics software. In this research the data of ODLSS for four years were included from 2016-2019. To explore the trends in ODLSS the data were collected on number of visitors, visitors by time, city, country, technology, screen resolution, and language used. It was found that over the time period AIOU students increased in accessing the ODLSS using mobiles through android and windows sets. They mostly used chrome to access the website. At present no mobile APP has been developed by AIOU for the mobile users. So, it was recommended that AIOU should develop a mobile application for android users so that students may get information easily anywhere.
... These differences could also be related to teaching style. As highlighted by Natarajan (2005), innovative teaching methods used in DL help sustain student's interest and make the learning process more productive and interesting. DL provides many opportunities to students, including unlimited access to learning materials such recorded lectures, networking with people from different geographical locations and different cultures, convenience in terms of timing, actual duration, concentration, transportation and Expected Cumulative Probability payment, and objectivity better achieved as compared to F2F learning (Koutsoupidou, 2014). ...
The spread of COVID-19 presents an opportunity for many educational institutions to implement distance learning and ensure the provision of educational resources and services, secure income and revenues, and contribute to the control and prevention of the coronavirus. This study was conducted to investigate the impact of demographic characteristics on academic performance. Students’ grades and grade point averages (GPA) were collected from the Admission and Registration Unit, Al Ain University in Al Ain, United Arab Emirates. The data were used to measure academic performance in face-to-face (F2F) learning and distance learning (DL) implemented by the university to prevent the spread of COVID-19. Statistical analysis including the Mann-Whitney test, Spearman’s rho test, and a regression test were used to answer research questions and verify hypotheses. Students demonstrated better academic performance in DL than F2F learning. It was found that the number of weak students in F2F learning dropped sharply by more than 11% in DL. Demographic characteristics demonstrated a significant impact on students’ academic performance and predicted at least 7.4% variation in F2F learning and DL. Findings of the study support the model developed by Tinto (1975) which proposed the impact of student’s attributes, experiences, and family backgrounds on academic performance. The findings suggest non-DL institutions should continue offering DL side-by-side with F2F learning programs.
... These operating procedures are typical for a course development in the distancelearning format. In particular, the researchers focus on the advantages distance-learning has in different situations both in class and outside the school (Bakia & Means & Murphy, 2014), the pedagogical design that requires decisions on specific procedures and rules on every step of the process (Jakes & Brennan & 2005;Jacobsen, 2001), the interactivity of this mode of teaching that makes students play an active role of problem solvers (Simonok & Zelinska, 2017), a radical pedagogical shift in on-line teaching from teacher-centered approaches to multi-dimensional models of teaching (Natarajan, 2005), etc. ...
The article deals with digital narrative, which is introduced as a method of emergency distance learning. In the paper, the results of the interviews of the first and second year students of O.M. Beketov National University of Urban Economy in Kharkiv concerning the quick transition to the entirely online teaching mode are presented, the advantages and disadvantages of the emergency distance learning are analysed with the reference to the Ukrainian cultural context. It is emphasized that the modern form of blended learning can be the most effective mode of training if it combines traditional face-to-face classes with online forms of educational communication, which can be easily transformed into emergency distance learning with the entirely remote access. The article constitutes digital narrative as one of the forms of transformation of traditional education into the emergency distance learning. The algorithm for implementing the digital narrative technology in teaching English and Ukrainian as foreign languages is presented. In the article, the discussion components that can be problematic for using digital narrative technology in the process of emergency distance learning are pointed out. In conclusion, the authors resume that the technology of digital narrative as a form of emergency distance learning proved its efficiency in the study of languages both in the face-to-face classes and in the emergency distance learning mode, it has a strong transformational power and can be used for teaching various academic disciplines.
... This form of education is not only important in terms of general education school but it is also relevant to certification programs and has increased in popularity. Distance education and certification programs are realized through online training sessions (Natarajan, 2015). Distance Education Certificate Programs use teaching management systems, such as e-educator, diverse blogs, live diaries, discussion groups, videos, chat forums and virtual classroom activities and these have acquired a different educational dimension. ...
In this study, the opinions of the undergraduate, graduate and PhD students were taken who study in the special education department about the certificate programs opened by distance education for the individuals with physical, visual and hearing impairment. The Qualitative research method was used in the research. In this context, the researchers prepared the interview questions used in the research. 40 volunteer students from the Department of teaching who were mentally handicapped, MA and PHD programs for the special education have attended the research at the Near East University during 2015-2016-fall semester. The answers given by the students to the questions within the scope of the research were reexamined with the expert opinion and the results were later interpreted by using the induction technique. According to the results of this research, the provided education by distance education method with 24 hour access without time and space limitation gives great advantage to disabled individuals. The distance education certificate programs have also resulted in the employment opportunities for the people with hearing, sight and physical inability as enabling them to continue life without being isolated from the society. Certificate programs about surveyor training, e-marketing and working as an operator in call centers are given for the physically handicapped people. For the visually impaired people certificates are given in order to enable them to work as an operator in call centers, as translators, as online trainers. Lastly, certificates about training for sign language, graphic design, web design and programming are given to the people with hearing impairment Resumen: En este estudio, se tomaron las opiniones de los estudiantes de grado, posgrado y doctorado que estudian en el departamento de educación especial sobre los programas de certificación abiertos por la educación a distancia para las personas con discapacidades físicas, visuales y auditivas. Método de investigación cualitativa se utilizó en la investigación. En este contexto, las preguntas de la entrevista utilizadas en la investigación fueron preparadas por los investigadores. 40 estudiantes voluntarios del Departamento de enseñanza para discapacitados mentales, programas de maestría y doctorado para la educación especial han asistido a la investigación en la Universidad de Oriente Próximo durante el semestre de otoño 2015-2016. Las respuestas dadas por los estudiantes a las preguntas dentro del alcance de la investigación fueron reexaminadas con la opinión de expertos y los resultados se interpretaron posteriormente mediante el uso de la técnica de inducción. De acuerdo con los resultados de esta investigación, proporcionar educación a través del método de educación a distancia con acceso las 24 horas sin limitación de tiempo y espacio brinda una gran ventaja a las personas discapacitadas. Los programas de certificación de educación a distancia también han dado como resultado oportunidades de empleo para las personas con audición, vista e incapacidad física que les permiten continuar la vida sin estar aislados de la sociedad. Los programas de certificación sobre capacitación de topógrafos, e-marketing y trabajo como operador en centros de llamadas se otorgan a las personas con discapacidades físicas. Para las personas con discapacidad visual, los certificados se otorgan para permitirles trabajar como operadores en centros de llamadas, como traductores como capacitadores en línea. Por último, los certificados de capacitación en lenguaje de señas, diseño gráfico, diseño web y programación se entregan a las personas con discapacidad auditiva
Due to globalization and the unexpected pandemic outburst, the need for educational change and shift to openness came to the fore. Openness confirms the quality of education as a fundamental human right, providing educational opportunities to everyone and under any circumstances. Nonetheless, open educational practices are rarely applied and adopted by schools, and as a result, traditional school education remains outdated, maintaining its narrow and closed character. Student assessment, as an integral part of the educational process, can enhance either school's openness or closedness. Therefore, the purpose of this paper is to examine-through a literature review of peer-reviewed, topic-related articles-how the implementation of open assessment can contribute to forming an open school, which aims at students' amelioration and not categorization, according to their scores. The major findings of our study show that open forms of assessment lead to promoting openness within schools, by developing 21st century learner skills in meaningful and authentic ways, as well as values related to democracy, human rights and equity. This paper adds up to the existing literature as it offers an alternative perspective regarding school assessment, which is in alignment with the needs of today's learners and can function as an assistive tool for opening up school education in the long term.
The chapter presents a series of “calls” offered by globalization to education and to educational system, which are not compatible with our time: the integration of Enlightenment Age into Globalization; the conflict with the pedagogical sciences (the transition from the knowledge-pedagogy to competency pedagogy); the attempt, through changing the old form declare a fresh content; the aspiration, through linear thinking to reveal the essence of education in multi-dimensional space; through the low level of functional literacy implement the highest levels of education; the current level of cybernetics to substitute of using computers as a technical training aids; while remaining in the framework of the modernism to prepare the next generation for life in the post-modernism. In this chapter the “calls” are analysed as the paradoxes in education, through the prism of scientists' opinion from various fields of science, public figures and the teaching community (copyright pilot study). This synthetic approach has allowed to outline a new conceptual framework.
Objectives: The aim was to assess Saudi students' satisfaction with two methods of lecture delivery used during coronavirus pandemic, namely live online sessions (LOS) and recorded online lectures (ROL), and students' perspectives regarding distance and traditional education. Materials and Methods: A cross-sectional study was conducted on 600 Saudi students from 22 Saudi universities during December 2020. A questionnaire, formed of both multiple choices and open-ended questions, was designed at the Department of Anatomy, College of Medicine, Riyadh, Saudi Arabia, and distributed via social media applications. Collected data were statistically analyzed. Results: Participants were satisfied with both methods and recommended to implement both of them. They had better outcomes with ROL, felt it more appropriate for preparation for exams, and for enhancement of focus ability. Students of health and sciences colleges had more preference of LOS regarding satisfaction and implementation, and of ROL for preparation for examinations and enhancement of focus ability. Students of humanities colleges preferred ROL in all aspects. Being time saving and giving more flexibility for learners, students suggested implementation of distance learning for selected theoretical courses. Using better technologies for communication and training teachers and students on ways to use educational programs is recommended. Traditional practical classes should be small, more interactive, recorded, and available on website. Conclusion: Students were satisfied with both methods with more preference of one of them in some aspects and suggested continuous innovation in learning.
Introduction The purpose of this paper is to describe a model that illustrates several classes of variables that may account for learning when the World Wide Web (WWW) is used as a vehicle for the design and delivery of a learning environment, specifically in the context of higher education. The model is based upon a model of school learning developed by Carroll (1963) nearly 35 years ago. Pending research results, the new model may be used to guide research, planning, development, and evaluation of the WWW as an interactive learning environment. The Carroll Model of School Learning In 1963, John B. Carroll introduced a model of school learning which has influenced educational researchers and developers for three decades (cf., Clark, 1987, Cooley & Lohnes, 1976). In a 25-year retrospective look at his model, Carroll (1989) expressed surprise that the model had attracted as much attention as it had over the years, but also went on to state that "the model could still be used to solve current problems in education" (p. 26). Carroll's original model is a formal and quasi-mathematical one in which three of the five classes of variables that can explain variance in school achievement are expressed in terms of time. The structure of the Carroll Model is represented in Figure 1.
Much of our human learning involves some form of face to face communication between those that learn and those that teach. The World Wide Web has become a medium of education in recent times and a number of models of learning have been used in teaching via the Web. It is argued that any models so used need to include a significant element of human interaction, otherwise such models will be less than satisfactory for a significant proportion of the learning population.
This paper describes the changing of distance education environment, characteristics of distance students in higher education and their problems in using library resources and services. Information literacy instruction as the key role of distance education librarians is described based on STOU’s experience in Thailand as a case study.
The author presents a description of the the use of distance education by library and information science educators and practitioners in the United States, an overview of the research that has been completed related to this use, and a description of the current status of distance education in library and information science in the United States.
In order to support the mission of the University of Pretoria (South Africa) the tuition methods in a number of modules in the Department of Information Science have been transformed from traditional classroom presentations to a learner-centered approach supported by web-based material in a flexilearning environment. A comparison is drawn between the honors (fourth year) program in library and information science (LIS) and the undergraduate program in multimedia with regard to program outline, student profile, teaching methods, the support of the Academic Information Service (AIS) and information technology (IT), as well as the attitude of the students toward the changes. Qualitative methods of data collection were used. Problems and successes are highlighted. In conclusion, a number of recommendations are made.
This paper discusses library and information science distance education in Thailand. Following an introduction, background information is provided on distance education, including reasons why many countries have found distance education to be a good way to disseminate education (i.e., geographical isolation, social isolation, and disadvantaged groups), and changes in technology. World Wide Web-based instruction (WBI) is covered in the next section, including the Web as a source of information, as electronic book, as teacher, and as a communication medium between teacher and students. Principles to be taken into account in designing effective WBI are also summarized, including motivating the learner, identifying what is to be learned, reminding learners of past knowledge, requiring active involvement, providing guidance and feedback, testing, and providing enrichment and remediation. The next section addresses interaction needs in distance education. The instructional systems design (ISD) model is described in the fifth section, including the analysis, design, development, implementation, and evaluation phases. The sixth section discusses library and information science distance education, and the seventh section provides an overview of programs in Thailand at Sukhothai Thammathirat Open University, Ramkamhaeng University, and Suraneree University of Technology. (MES)
Distance Education: an insider’s view
- Hall
Hall, Katherine (2000). Distance Education: an insider’s view. AALL Spectrum, May