Critically discuss tasks and problems involved in the process of distance teaching.
Distance literacy and its relationship to arising computer
technologies have together offered numerous pledges to the field of education.
In practice still, the combination frequently falls short of what it attempts
to negotiate. Some of the failings are due to problems with the technology;
others have further to do with administration, educational styles, or scholars.
Critically discuss tasks and problems involved in the process of distance teaching. Despite the problems, numerous druggies like technologies similar as compressed
videotape and see uninterrupted growth in the area. This paper will examine
some of the current exploration and allowed on the pledges, problems, and the unborn
possibilities in ultramodern distance literacy, particularly types that are
delivered via electronic means.
Before any discussion
of distance literacy, we need to look at the way the term has been defined in
the history and how it's presently defined in the literature. The term can be
used to describe any of a number of educational situations. Although it's
allowed of as a new term, distance literacy has been around for well over 100
times. One of the earlier forms of distance literacy was done through
correspondence courses started in Europe. This stayed the primary means of
distance literacy until the middle of this century when educational radio and
TV came more popular (Imel, 1996). Critically discuss tasks and problems involved in the process of distance teaching. As technology has changed, so has the
description of distance literacy. Mugged lectures have been a standard in
university and professional courses for the last two decades (Moore &
Lockee, 1998). Audiotapes and assignments transferred through the
correspondence have been used in correspondence courses to educate subjects
similar as foreign language for quite some time (Teaster & Blieszner,
1999). Moment, the Internet and compressed videotape have taken distance
literacy in new directions, allowing distance literacy to do in real time. Live
videotape instruction is the most popular and fastest growing delivery mode in
the United States (Ostendorf, 1997).
With the history of distance literacy encompassing so
numerous different literacy surroundings, we need to find a description that
fits by all situations. There have been numerous delineations put forward in
ultramodern literature. Greenberg (1998) defines contemporary distance literacy
as “ a planned tutoring/ literacy experience that uses a wide diapason of
technologies to reach learners at a distance and is designed to encourage
learner commerce and instrument of literacy” (pg. 36). Teaster and Blieszner
(1999) say the term distance literacy has been applied to numerous educational
styles still, its primary distinction is that the schoolteacher and the learner
are separate in space and conceivably time” (pg. 741). Desmond Keegan (1995)
gives the most thorough description. Critically discuss tasks and problems involved in the process of distance teaching. He says that distance education and
training affect from the technological separation of schoolteacher and learner
which frees the pupil from the necessity of traveling to “ a fixed place, at a
fixed time, to meet a fixed person, in order to be trained” (pg. 7). From these
delineations we can see that the pupil and schoolteacher are separated by
space, but not inescapably by time. This would include compressed videotape,
which is delivered in real time. As stated before, this type of live videotape
instruction is the fastest growing means of distance literacy moment. Because
of this, much of the discussion then will be devoted to the pledges and problems
of this technology.
Numerous of the
pledges of distance literacy are fiscal in nature. Universities hope to save
plutocrat by delivering education to scholars that are unfit to attend classes
because of time or distance. The proposition is that class size increases while
the outflow remains the same. In a 2001 composition by Burton Bollag and Martha
Ann Overland, they say that developing countries are turning to state run
distance education programs to take the place of ever adding registrations and
a lack of physical structure space. Critically discuss tasks and problems involved in the process of distance teaching. Places similar as Beijing, Jakarta, and
South American countries similar as Brazil and Argentina have all begun to use
distance- literacy ways to reach those that would by any other means be
unobtainable. Bollag and Overland say countries like China are moving from “
elite to mass education,” and that “ traditional universities can not meet the
demand” (pg. A29). China uses a radio and TV delivery system to serve1.5
million scholars, two-thirds of which are in a degree program.