Distance Learning As An Option Model Of Instruction

“Can You Be Educated from a Distance,” an insightful essay by James Barszcz, brings to focus some of the benefits and disadvantages of Distance Learning education (DL). In it, Barszcz discusses the mechanics of DL courses available to students, the quality of education DL can offer, and some reasoning behind its rapidly growing popularity. “Can You Be Educated from a Distance” is an engaging article that students of all ages can benefit from.

You see how much students learn from each other sitting in the classroom, how much they learn sitting together in the dining hall- more than from their professor. It’s hard to imagine replicating that virtually.” He used an extract from a credible source (that would appeal to his audience considering his high position at an actual college) to help stress the evidence of human interaction in the learning process, even if it’s unintentional, it is nostalgic to those still attracted to being in a classroom full of their peers and the possibility of learning from interacting with one

Amid this lesson, students will be set in pre-composed gatherings of two. The grouping will be based on the student's pre-test score. The thought is to put a high scoring student with a low scoring student, and together they will work cooperatively. My justification for putting students in this design is very basic. The student who didn't score as well on the pre-test will get assistance from their peer who did. The pair will read and finish their specific role over Franklin Roosevelt's March 9, 1937 Fireside Chat about reorganizing the Supreme Court. The student who scored higher on the pre-test will provide research of the document and read it so everyone can hear. While the student who scored lower on the pre-test will represent what is

In the observed lesson, the teacher has strategically placed desks in a way that amplifies the potential discussion between the students in the inner circle. The students are able to easily pay attention to the speaker, which enhances retention and allows students to implement active listening in regard to their peers. This is not only found in

The facilitator or professor should provide timely responses to learners so that discussions remain active and ongoing. The more students participate in online discussions, the more they are able to benefit. MacKnight (2000) highlights that online instructors should contribute to ongoing discussions via the use of scaffolding to maintain the focus of the discussion and guide interactions toward a more critical analysis of course concepts.

This action requires students to take the time to collaborate within their groups and learn what they will present. This practice will ensure that students retain what they have learned. All students bring a vast amount of life experiences in the classroom and it is up to the teacher to utilize their resources effectively while ensuring shared collaboration without risk. Using prior knowledge in conjunction with world experiences achieves higher learning more effectively.

The teacher asks a question, students are paired together and partners share answers with each other. This allows all students to have frequent opportunities to share ideas, receive feedback and take part in the lesson.

Student learning at the primary and secondary educational levels generally takes place in the traditional classroom environment. In contrast, at the post secondary level, students experience an increasing number of

It is time, at last, to share my practicum experience at Saucer High School in a 9th -12th self-contained classroom. Saucer High School has over fifteen students and about one hundred teachers in their population. Walking through the doors of the classroom, I saw vibrant colors on the walls, sun shining through the rooms, and the teacher and the two para educators were very welcoming. The students desk was arranged in a square facing each other, in result, this created a learning environment that was rich in discussions for the learners. Furthermore, I believe the classroom arrangement had a huge influence on the student’s learning and I hope that my future classroom will be an environment that will engage my students continuously. As I begin observing the fourteen students, I noticed they were writing in their daily

The article of Dooley et al (1999) "Food Safety Instructor Training Using Distance Education" is important to adult education in that it indicates that distance classroom learning may be just as effective, if not more so, than the traditional approach of face-to-face instruction. Other benefits of distance learning, as contrasted to traditional instruction, includes the fact that it may be also cheaper and less time-consuming to conduct. A thorough review of the article shows that nearly three-fourths (71.9%) of the participants rated the videoconferencing, that was used as medium of the distance learning classroom, to be as effective as face-to-face training. They rated the benefits that they received from the program to include saving money and time as well as greater interactivity and ability to ask questions. The 28% of participants who were dissatisfied were so mainly because of unfamiliarity in technology and the impersonal situation. 96.6% of the participants also felt that they had greater knowledge of the subject matter following the program, and most of the participants preferred the long-distance format to the conventional classroom setting. Problems with the study, however, necessitate that more extensive and intensive cross-sectional and longitudinal

Tom Gilman, an academic librarian at Yale University, composes the article, “Combating Myths About Distance Education,” in the February 2010 edition of Chronicle of Higher Education. Gilman focuses all of his ideas onto what people currently misbelieve about online education, and then, contributes information that could provide evidence that online education is still a challenge and beneficial to students and faculty. He initially informs his audience on the type of difficulties that professors could have if they come from just physical classroom teaching styles such as, “changing the schedule of what is to be covered and altering assignment deadlines can cause chaos” (102). Gilman decides before this statement that teachers in physical classrooms

In the article that was written by Roland (2008), researchers are examining the impact of learning comprehension on large groups that have 170 or more students. This is because many educators believe that when the class becomes this size that the total amounts of retaining key concepts will decline. As a result, researchers are focusing on how to turn these kinds of classes into places that will allow the professors to pass knowledge on to their students. While at the same time, it is helping to increase the total amounts of social interaction and how everyone is learning these ideas. (Roland, 2008, pp. 303 314)

Students are able view the lectures on their own time, they would be able to use class time for practice and valuable activities. The flipping of our traditional model will encourage the students that find it difficult to meet and collaborate with other students outside of the classroom, to collaborate more often and contributing to student outcomes. I will be able to identify problems early on, class distribution and provide plenty of opportunity for practice. (Bergmann & Sams 2012)

Setup of classroom – given the limited space in the merewhether tutorial room, I was impressed by Eunica’s setup of the desks. Initially placed in rows (which would likely discourage group work), Eunica altered the setup to create tables for four students to sit together and collaborate. This was highly effective in the session and allowed her to create three groups, perfect for allocating each group one question to work on from the agenda.

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning