How Distance Education Works
Distance
education classes at IASAM ACADEMY have both regular and distance
format. Some
courses also include a weekend of intensive on-campus lectures. courses
span a full semester and have scheduled assignments and exams.
But the formats differ in presentation and technical requirements.
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| IASAM ACADEMY |
Distance education, distance learning, dlearning or D-Learning
is a mode of delivering education and instruction, often on an
individual basis, to students who are not physically present in a
traditional setting such as a classroom. Distance learning provides
"access to learning when the source of information and the learners are
separated by time and distance, or both."
Distance education courses that require a physical on-site presence for
any reason (including taking examinations) have been referred to as hybrid or blended courses of study. Massive open online courses(MOOC),
aimed at large-scale interactive participation and open access via the
web or other network technologies, are a recent development in distance
education.
History and development
Distance education dates back to at least as early as 1728 when an
advertisement in the Boston Gazette promoted "Caleb Phillips, Teacher of
the new method of Short Hand," who sought students who wanted to learn through weekly mailed lessons.
Similarly, Isaac Pitman taught shorthand in Great Britain via correspondence in the 1840s.
Distance education has a long history, but its popularity and use has
grown exponentially as more advanced technology has become available.
By 2008, online learning programs were available in the [[United
States]] in 44 states at the K-12 level.
Correspondence courses from universities
The University of London was the first university to offer distance learning degrees, establishing its External Programme
in 1858. This program is now known as the University of London
International Programmes and includes Postgraduate, Undergraduate and
Diploma degrees created by colleges such as the London School of
Economics, Royal Holloway and Goldsmiths.
In the United States William Rainey Harper, first president of the University of Chicago,
developed the concept of extended education, whereby the research
university had satellite colleges of education in the wider community.
In 1892 he also encouraged the concept of correspondence school courses
to further promote education, an idea that was put into practice by Columbia University.
Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the International Correspondence Schools
grew explosively in the 1890s. Originally founded in 1888 to provide
training for immigrant coal miners aiming to become state mine
inspectors or foremen, it enrolled 2500 new students in 1894 and
matriculated 72,000 new students in 1895. By 1906 total enrollments
reached 900,000. The growth was due to sending out complete textbooks
instead of single lessons, and the use of 1200 aggressive in-person
salesmen. By 1916 it was spending $2 million a year on magazine
advertising.The dropout rates were high; only one in six made it past the first
third of the material in a course. Only 2.6% of students who began a
course finished it. The students dropped out because they underestimated
the difficulty, had little encouragement, and had poor study habits. There was a stark contrast in pedagogy:
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| UGC,DEC,AICTE,BCI distance education |
"The regular technical school or college aims to educate a man
broadly; our aim, on the contrary, is to educate him only along some
particular line. The college demands that a student shall have certain
educational qualifications to enter it, and that all students study for
approximately the same length of time, and when they have finished their
courses they are supposed to be qualified to enter any one of a number
of branches in some particular profession. We, on the contrary, are
aiming to make our courses fit the particular needs of the student who
takes them."
Education was a high priority in the Progressive Era,
as American high schools and colleges expanded greatly. For men who
were older or were too busy with family responsibilities, night schools
were opened, such as the YMCA school in Boston that became Northeastern University.
Outside the big cities, private correspondence schools offered a
flexible, narrowly focused solution. In 1916 efficiency was enhanced by
the formation of the National Association of Corporation Schools.
Universities
around the world used correspondence courses in the
first half of the 20th century, especially to reach rural students.
Australia with its vast distances was especially active; the University
of Queensland established its Department of Correspondence Studies in
1911. The International Conference for Correspondence Education held its first meeting in 1938.
The goal was to provide individualized education for students, at low
cost, by using a pedagogy of testing, recording, classification, and
differentiation.
Radio and television
The very rapid spread of radio in the United States in the 1930s led
to proposals to use it for distance education. By 1938, at least 200
city school systems, 25 state boards of education, and many colleges and
universities broadcast educational programs for the public schools. One line of thought was to use radio as a master teacher.
- " Experts in given fields broadcast lessons for pupils within the many schoolrooms of the public school system, asking questions, suggesting readings, making assignments, and conducting tests. This mechanizes education and leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom."
A
typical setup came in Kentucky in 1948 when John Wilkinson Taylor,
president of the University of Louisville, teamed up with the National
Broadcasting Corporation
to use radio as a medium for distance education, The chairman of the
Federal Communications Commission endorsed the project and predicted
that the "college-by-radio" would put "American education 25 years
ahead." The University was owned by the city, and local residents would
pay the low tuition rates, receive their study materials in the mail,
and listen by radio to live classroom discussions that were held on
campus.
Charles
Wedemeyer of the University of Wisconsin–Madison also promoted new
methods. From 1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated Instructional Media Project
(AIM) which brought in a variety of communications technologies aimed
at providing learning to an off-campus population. According to Moore's
recounting, AIM impressed the UK which imported these ideas when
establishing in 1969 The Open University, which initially relied on radio and television broadcasts for much of its delivery.Athabasca
University, Canada's Open University, was created in 1970 and followed a
similar, though independently developed, pattern. The Open University inspired the creation of Spain's National University of Distance Education (1972) and Germany's FernUniversität in Hagen (1974). There are now many similar institutions around the world, often with the name "Open University" (in English
or in the local language). All "open universities" use distance
education technologies as delivery methodologies and some have grown to
become 'mega-universities',
a term coined to denote institutions with more than 100,000 students.
In 1976, Bernard Luskin launched Coastline Community College as a
college beyond walls, combining computer assisted instruction with
telecourses proceed by KOCE TV, the Coast Community College District
public television station. Coastline has been a landmark strategic
success in helping to establish online distance learning using modern
technology for learning.
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| IASAM ACADEMY |
Internet
Main article: Virtual education
The
widespread use of computers and the internet have made distance
learning easier and faster, and today virtual schools and virtual
universities deliver full curricula online.[26]
In 1996 Jones International University was launched and claims to be
the first fully online university accredited by a regional accrediting
association in the US.[27]
Between 2000 and 2008, undergraduate enrollment in at least some
distance programs became more and more common. The share of students "in
at least one distance education class expanded from 8 percent to 20
percent, and the percentage enrolled in a distance education degree
program increased from 2 percent to 4 percent."[28]
Many
private, public, non-profit
and for-profit institutions worldwide now offer distance education
courses from the most basic instruction through the highest levels of
degree and doctoral programs. Levels of accreditation vary: Widely
respected universities such as Stanford University and Harvard now
deliver online courses—but other online schools receive little outside
oversight, and some are actually fraudulent, i.e., diploma mills. In the
US, the Distance Education and Training Council (DETC) specializes in
the accreditation of distance education institutions.
In the United States in 2011, it was found that a third of all the
students enrolled in postsecondary education had taken an accredited
online course in a postsecondary institution.
Even though growth rates are slow, enrollment for online courses has
been seen to increase with the advance in technology. The majority of
public and private colleges now offer full academic programs online.[30] These include, but are not limited to, training programs in the mental health,[31] occupational therapy,[32][33] family therapy,[34] art therapy,[35] physical therapy,[33] and rehabilitation counseling[36] fields.
Technologies
Although the expansion of the Internet blurs the boundaries, distance
education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning.
In synchronous learning, all participants are "present" at the same
time. In this regard, it resembles traditional classroom teaching
methods despite the participants being located remotely. It requires a
timetable to be organized. Web conferencing, videoconferencing, educational television, instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP.[37] Online meeting software such as Adobe Connect has helped to facilitate meetings in distance learning courses.
In asynchronous learning, participants access course materials
flexibly on their own schedules. Students are not required to be
together at the same time. Mail correspondence, which is the oldest form
of distance education, is an asynchronous delivery technology, as are message board forums, e-mail, video and audio recordings, print materials, voicemail and fax.[37]
The two methods can be combined. Many courses offered by The Open University use periodic sessions of residential or day teaching to supplement the remote teaching.[38]
The Open University uses a blend of technologies and a blend of
learning modalities (face-to-face, distance and hybrid) all under the
rubric of "distance learning."
Distance learning can also use interactive radio instruction (IRI), interactive audio instruction (IAI), online virtual worlds, digital games, webinars, and webcasts.[38]
Distance e-Learning
For Distance e-Learning in the Philippine setting, see Distance e-Learning (Philippines).
Distance e-Learning, or DeL, is a form of distance
education that uses synchronous and asynchronous online communication in
an interactive learning environment to bridge the gap in temporal or
spatial constraints. Distance e-Learning is different from mainstream
distance education because of the former's interactive nature and the
latter's traditional focus on content delivery and independent learning.
Distance e-Learning goes beyond the use of information and communications technology
as a tool to access information; "the focus is shifted to the education
transaction in the form of virtual community of learners sustainable
across time."[39] Online learning has its roots in computer conferencing and collaborative constructivist approach to learning.[39]
Benefits
Distance learning can expand access to education and training for
both general populace and businesses since its flexible scheduling
structure lessens the effects of the many time-constraints imposed by
personal responsibilities and commitments.[40]
Devolving some activities off-site alleviates institutional capacity
constraints arising from the traditional demand on institutional
buildings and infrastructure.[40]
Furthermore, there is the potential for increased access to more
experts in the field and to other students from diverse geographical,
social, cultural, economic, and experiential backgrounds.[34] As the population at large becomes more involved in lifelong learning
beyond the normal schooling age, institutions can benefit financially,
and adult learning business courses may be particularly lucrative.[40] Distance education programs can act as a catalyst for institutional innovation[40] and are at least as effective as face-to-face learning programs,[32][41] especially if the instructor is knowledgeable and skilled.[35]
Distance education can also provide a broader method of communication
within the realm of education. With the many tools and programs that
technological advancements have to offer, communication appears to
increase in distance education amongst students and their professors, as
well as students and their classmates. The distance educational
increase in communication, particularly communication amongst students
and their classmates, is an improvement that has been made to provide
distance education students with as many of the opportunities as
possible as they would receive in in-person education. The improvement
being made in distance education is growing in tandem with the constant
technological advancements. Present-day online communication allows
students to associate with accredited schools and programs throughout
the world that are out of reach for in-person learning. By having the
opportunity to be involved in global institutions via distance
education, a diverse array of thought is presented to students through
communication with their classmates. This is beneficial because students
have the opportunity to "combine new opinions with their own, and
develop a solid foundation for learning.".[42]
It has been shown through research that "as learners become aware of
the variations in interpretation and construction of meaning among a
range of people [they] construct an individual meaning," which can help
students become knowledable of a wide array of viewpoints in education.[42]
To increase the likelihood that students will build effective ties with
one another during the course, instructors should use similar
assignments for students across different locations to overcome the
influence of co-location on relationship building.[43]
The high cost of education effects students in higher education, to
which distance education may be an alternative in order to provide some
relief. Distance education has been a more cost-effective form of
learning, and can sometimes save students a significant amount of money
as opposed to traditional education. Distance education may be able to
help to save students a considerable amount financially by removing the
cost of transportation.[44]
In addition, distance education may be able to save students from the
economic burden of high-priced course textbooks. Many textbooks are now
available as electronic textbooks, known as e-textbooks, which can offer
digital textbooks for a reduced price in comparison to traditional
textbooks. Also, the increasing improvements in technology have resulted
in many school libraries having a partnership with digital publishers
that offer course materials for free, which can help students
significantly with educational costs.[44]
Within the class, students are able to learn in ways that traditional
classrooms would not be able to provide. It is able to promote good
learning experiences and therefore, allow students to obtain higher
satisfaction with their online learning.[45]
For example, students can review their lessons more than once according
to their need. Students can then manipulate the coursework to fit their
learning by focusing more on their weaker topics while breezing through
concepts that they already have or can easily grasp.[45]
When course design and the learning environment are at their optimal
conditions, distance education can lead students to higher satisfaction
with their learning experiences.[46]
Studies have shown that high satisfaction correlates to increased
learning. Students who are enrolled in distance education with high
satisfaction in their online coursework are then motivated intrinsically
to learn, which often means that their performance in class will
improve.[46]
For those in a healthcare or mental health distance learning program,
online-based interactions have the potential to foster deeper
reflections and discussions of client issues[33]
as well as a quicker response to client issues, since supervision
happens on a regular basis and is not limited to a weekly supervision
meeting.[36]
This also may contribute to the students feeling a greater sense of
support, since they have ongoing and regular access to their instructors
and other students.[33][36]
Distance learning may enable students who are unable to attend a traditional school setting, due to disability or illness such as decreased mobility and immune system suppression, to get a good education.[47]
Distance education may provide equal access regardless of socioeconomic
status or income, area of residence, gender, race, age, or cost per
student.[48] Applying universal design
strategies to distance learning courses as they are being developed
(rather than instituting accommodations for specific students on an
as-needed basis) can increase the accessibility of such courses to students with a range of abilities, disabilities, learning styles, and native languages.[49]
Distance education graduates, who would have never have been associated
with the school under a traditional system, may donate money to the
school.[50]
Distance Learning may also offer a final opportunity for adolescences
that are no longer permitted in the General Education population due to
behavior disorders. Instead of these students having no other academic
opportunities, they may continue their education from their homes and
earn their diplomas, offering them another chance to be an integral part
of society.
Criticism
Barriers to effective distance education include obstacles such as domestic distractions and unreliable technology,[51] as well as students' program costs, adequate contact with teachers and support services, and a need for more experience.[52]
Some students attempt to participate in distance education without
proper training of the tools needed to be successful in the program.
Students must be provided with training on each tool that is used
throughout the program. The lack of advanced technology skills can lead
to an unsuccessful experience. Schools have a responsibility to adopt a
proactive policy for managing technology barriers.[53]
The results of a study of Washington state community college students
showed that distance learning students tended to drop out more often
than their traditional counterparts due to difficulties in language,
time management, and study skills.[54]
There is a theoretical problem about the application of traditional
teaching methods to online courses because online courses may have no
upper size limit. Daniel Barwick
noted that there is no evidence that large class size is always worse
or that small class size is always better, although a negative link has
been established between certain types of instruction in large classes
and learning outcomes; he argued that higher education has not made a
sufficient effort to experiment with a variety of instructional methods
to determine whether large class size is always negatively correlated
with a reduction in learning outcomes.[55] Early proponents of Massive Open Online Courses (MOOC)s
saw them as just the type of experiment that Barwick had pointed out
was lacking in higher education, although Barwick himself has never
advocated for MOOCs.
Finally, there may also be institutional challenges. Distance
learning is new enough that it may be a challenge to gain support for
these programs in a traditional brick-and-mortar academic learning
environment.[33] Furthermore, it may be more difficult for the instructor to organize and plan a distance learning program,[36] especially since many are new programs and their organizational needs are different from a traditional learning program.
Open universities
From Wikipedia, the free encyclopedia
The term open university or open universities usually refers to a university with an open-door academic policy, i.e. no entry requirements. The term may specifically refer to:
- The Open University in the UK
- Open Universiteit Nederland in the Netherlands
- Open University of Mauritius in Mauritius
- Hellenic Open University (ΕΑΠ, Ελληνικό Ανοικτό Πανεπιστήμιο) in Greece
- Open Universities Australia
- Open University Malaysia in Malaysia
- Indira Gandhi National Open University in India
- Krishna Kanta Handiqui State Open University in Assam, India
- The Global Open University Nagaland in India
- Allama Iqbal Open University in Pakistan
- Bangladesh Open University in Bangladesh
- Open University of Indonesia
- Open University of Israel
- Open University of Cyprus
- Open University of Japan
- Open University of Catalonia
- Polytechnic University of the Philippines Open University
- University of the Philippines Open University
- Open University of Sudan
- Open University of Hong Kong
- The Intercultural Open University
- Sukhothai Thammathirat Open University in Thailand
- Wawasan Open University in Malaysia
Distance Education Council
From Wikipedia, the free encyclopedia
| Distance Education Council | |
|---|---|
 |
|
| Abbreviation | DEC |
| Formation | 1985 |
| Headquarters | New Delhi |
| Location | Maidan Garhi, New Delhi-110 068, India |
| Leader | Chairman: Dr. M. Aslam,.[1][2] Director: Dr. Nalini A. Lele[1] |
| Main organ | Council |
| Affiliations | Department of Higher Education, Ministry of Human Resource Development |
| Website | Official website |
Distance Education Council (DEC) is an organisation based in New Delhi, India responsible for the promotion and coordination of the open university and distance education system and for determination of its standards in India. The Council was constituted under the Indira Gandhi National Open University Act (1985).[3][4] Its consistent with the duty of the University that takes all such steps as it may deem fit for the promotion of the Open University and distance education
systems in the educational pattern of the country and for the
coordination and determination of standards of teaching, evaluation
& research in such systems; and in pursuance of the objects of the
University to encourage greater flexibility, diversity, accessibility,
mobility and innovation in education at the University level by making
full use of the latest scientific knowledge and new educational
technology, and to further cooperation between the existing
Universities. It is considered necessary and expedient to establish a
Distance Education Council as an authority of the University under
Section 16 of the Act. [5][6][7]
The Distance Education Council (DEC) is an apex body for the Open and
Distance Learning (ODL) system in the country. It is empowered, under
Statute 28 of the IGNOU Act, to act as an apex body for the ODL system.
It is responsible for promotion, coordination and maintenance of
standards of the ODL system. The Vice Chancellor of IGNOU is the
ex-officio Chairperson of DEC. [8]
In june 2013, UGC has taken over Distance Education Council. The UGC
has constituted a Committee to examine the pending proposals of
programme-wise recognition to the institutions.
MD. Of IASAM ACADEMY, Santosh Kumar Singh, Founded On 1st January 2007 For Enhancement Of Quality Education In Universities,Computer,Taxation, Account Others !!!!
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International Vocational Education Development Center India Trust is a certified Educational Institute, A Venture
of IASAM ACADEMY We have a team of hard working & dedicated professionals who are working to build expert’s man
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infrastructure to run Regular Education Programmes. We are smoothly and satisfactorily running Regular educational
Programmes for several years and also authorized to establish Authorized Admission Cum Counseling Center of SAINATH.
We offers Diploma, Post Graduate Diploma, and UG & PG Courses with the university.
International Vocational Education Development Center India Trust has been appointed as National Co-ordinator to
facilitate, admissions in diploma, graduate and post – graduate programmes.
ABOUT SAINATH UNIVERSITY:-
SAI NATH University announces its commitment to become one of India's leading universities with an accredited repute for
excellence in research and teaching. The University is equipped to take up challenges of the enormous change taking place
all around and committed to empower its faculty and students to contribute significantly.
The University is geared up to offer Undergraduate and Postgraduate degrees in different disciplines. The University
possesses a team of dedicated, highly qualified and industry experienced faculties. As mentors, they provide numerous
student-research opportunities at both the undergraduate and postgraduate levels, inspiring students to advance their
skills and aspirations.
The University aims to facilitate and promote studies, research and extension work in emerging areas of higher education
with focus on enriched education in the disciplines of engineering, technology, management, journalism and mass communication,
etc. and also to achieve excellence in allied fields.
The features of this offer are:
Ø Admission Twice a Year (Academic & Calendar Session)
Ø Smooth Examinations Process.
In Collaboration with
Sai nath University Ranchi jharkhand
Jaipur National University Jaipur Rajasthan
Rai University Gujrat
CMJ University, Shillong,
Jodhpur National University Rajisthan
Karnataka State Open University, Mysore,
Manonmaniam Sundaranar University, Tamil Nadu,
Maharishi Dayanand University, Rohtak
Swami Vivekananda university ,Madhya pradesh
Shri Venkateshwara University Gajraula U.P.
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