Embed Size (px)
DESCRIPTION
Closing gap between distance and face- to-face instruction There is a large variance between classroom and distance methods suggesting that not all delivery methods of instruction are of equal caliber; purpose of this study was to close this gap between delivery types to create equilibrium. This ‘equilibrium’ will be created once learning styles, types of students, and learning environments are understood completely. There are specific case studies in which distance and traditional learning are compared and there are gaps in the instruction and these gaps should be closed by the course designer when creating learning experiences, strategies, delivery methods, and the manner in which instruction is delivered. Holmes, Joseph. “Closing the Significant Difference Gap Between Distance and Face-to-face Instruction.” International Journal of Instructional Technology and Distance Learning. Feb. 2013, Vol. 10, 2.
Citation preview
Kristin DupuyEtec 645 Fall 2013
DISTANCE EDUCATIONAL STUDY
When to Talk, When to Chat: Student Interactions in Live Virtual Classrooms • This particular study examined choices made by students in a
LVC environment (Live Virtual Classroom) of verbal and text interaction.
• Students had choice to either take part in an onsite classroom (43% chose) or live online (57% chose).
• Thorough analysis revealed that at the finality of the course, interactions among students and instructors was more preferred to be done in a LVC chat box environment, thus suggesting a benefit of synchronous online learning. This included both the student in the LVC and at the onsite classroom environment.
Fadde, Peter and Phu Vu. “When to Talk, When to Chat: Student Interactions in Live Virtual Classrooms.” Journal of Interactive Online Learning. 16 July 2012.
Closing gap between distance and face-to-face instruction• There is a large variance between classroom and distance methods
suggesting that not all delivery methods of instruction are of equal caliber; purpose of this study was to close this gap between delivery types to create equilibrium.
• This ‘equilibrium’ will be created once learning styles, types of students, and learning environments are understood completely.
• There are specific case studies in which distance and traditional learning are compared and there are gaps in the instruction and these gaps should be closed by the course designer when creating learning experiences, strategies, delivery methods, and the manner in which instruction is delivered.
Holmes, Joseph. “Closing the Significant Difference Gap Between Distance and Face-to-face Instruction.” International Journal of Instructional Technology and Distance Learning. Feb. 2013, Vol. 10, 2.
Approaching K-12 Online Education in Pennsylvania
• This study evaluates how K-12 schools (in Pennsylvania) are based on questions posed to respondents across the state to help improve online learning opportunities.
• 158/501 school district are participating in online learning, and districts are researching and conducting surveys to learn if the cost (around $12,808/student) is worth it based on data (or lack thereof).
• Surveys questioned topics of demographics, online learning needs, district efforts in area of online learning, and challenges.
• As a result, it was found that at least a recommendation of having an online learning solutions support teachers and students. Also, there could be a benefit in devoting in-house personnel to help in implementing online learning.
Vadell, Kathryn. “Approaching K-12 Online Education in Pennsylvania.” The Online Journal of Distance Learning Administration. Winter 164.<http://www.westga.edu/~distance/ojdla/winter164/vadell164.html>
