Science-technology reform via distance education technology

TechTrends ◽  
1995 ◽  
Vol 40 (5) ◽  
pp. 19-22 ◽  
Author(s):  
Robert E. Yager ◽  
John Dunkhase ◽  
John Tillotson ◽  
Lynn W. Glass
Keyword(s):  
Distance Education ◽  
Education Technology ◽  
Science Technology ◽  
Distance Education Technology

Gender in Distance Education Technology

2009 ◽  
pp. 2278-2286
Author(s):  
Colette Wanless-Sobel
Keyword(s):  
Distance Education ◽  
Education Technology ◽  
Policy Makers ◽  
Study Guides ◽  
Audio Technology ◽  
Software Designers ◽  
Face To Face Instruction ◽  
Technology Users ◽  
Education Courses ◽  
Distance Education Technology

Distance education is defined by six pedagogical elements: (1) physical separation of teacher and learner; (2) regulatory function or influence of an educational organization; (3) media to connect teacher and learner; (4) two-way communication exchange between teacher and learner; (5) individualized pedagogy instead of group focus; and (6) “industrialized” facilitators, entailing less individuated instructors (Keegan, 1980). Distance education technologies include video (videotape, satellite delivery, microwave delivery, broadcast video, and desktop video), computers (e-mail, Web-based courses, video conferences, DVD, and CD-ROM), collaborative activity software (chat, discussion rooms, and white boards), voice /audio technology (telephone, voice mail, audio conferences, audiotapes, and radio), supplemental print material (books, study guides, workbooks, and FAX), mobile technology (laptop computers, PDAs, tablet PCs, and cell phones), and blended-learning combining one or more of these delivery methods together, including face-to face instruction. Distance education technologies as tools are situated in the larger context of technological and scientific knowledge, economic institutions, including the property and market institutions of capitalism, and social institutions, such as education, which historically has been unequal and exclusionary due to class structure and the system of gender and racial power relationships (Carroll & Noble, 2001). People barred or deterred from regular access to education in various ways have always been users of distance education technologies, starting with its inception as correspondence course education in the 19t h century and continuing today in high tech distance education classes with women comprising the majority of enrolled students (Hansen, 2001; Ossian, Christensen, & Rigby, 1968). The promise of distance education technologies in the 21s t century is for empowerment of students through democratization of knowledge, personalized pedagogy, and convenient access. Despite the promise and the current high enrollments in distance education courses, attrition rate is high in North America and Europe (Carr & Ledwith, 2000; Serwatka, 2005), and this is a concern to educators and social policy makers, who search for reasons to account for the discrepancy between promise and practice. While recognizing men students have high attrition in distance education courses, too, the fact is women comprise the majority of distance technology users. If educators and policy makers hope to use distance education technology to reach female students (and garner the interest of more male students as well), then issues of gender in distance education technology need to be addressed. A female gendered perspective on distance education technology reveals a number of variables that explain women’s disengagement and dissatisfaction with online educational delivery systems. Educators, secondary education institutions, and instructional software designers are some of the groups working to create and implement inclusive, constructivist, and rich multi-media instructional design (McLoughlin, 2001) that will accommodate a wide range of learner needs.

Gender in Distance Education Technology

2011 ◽  
pp. 622-629
Author(s):  
Colette Wanless-Sobel
Keyword(s):  
Distance Education ◽  
Education Technology ◽  
Policy Makers ◽  
Study Guides ◽  
Audio Technology ◽  
Software Designers ◽  
Face To Face Instruction ◽  
Technology Users ◽  
Education Courses ◽  
Distance Education Technology

Distance education is defined by six pedagogical elements: (1) physical separation of teacher and learner; (2) regulatory function or influence of an educational organization; (3) media to connect teacher and learner; (4) two-way communication exchange between teacher and learner; (5) individualized pedagogy instead of group focus; and (6) “industrialized” facilitators, entailing less individuated instructors (Keegan, 1980). Distance education technologies include video (videotape, satellite delivery, microwave delivery, broadcast video, and desktop video), computers (e-mail, Web-based courses, video conferences, DVD, and CD-ROM), collaborative activity software (chat, discussion rooms, and white boards), voice /audio technology (telephone, voice mail, audio conferences, audiotapes, and  radio), supplemental print material (books, study guides, workbooks, and FAX), mobile technology (laptop computers,  PDAs, tablet PCs, and cell phones), and blended-learning combining one or more of these delivery methods together, including face-to face instruction. Distance education technologies as tools are situated in the larger context of technological and scientific knowledge, economic institutions, including the property and market institutions of capitalism, and social institutions, such as education, which historically has been unequal and exclusionary due to class structure and the system of gender and racial power relationships (Carroll & Noble, 2001). People barred or deterred from regular access to education in various ways have always been users of distance education technologies, starting with its inception as correspondence course education in the 19th century and continuing today in high tech distance education classes with women comprising the majority of enrolled students (Hansen, 2001; Ossian, Christensen, & Rigby, 1968). The promise of distance education technologies in the 21st century is for empowerment of students through democratization of knowledge, personalized pedagogy, and convenient access. Despite the promise and the current high enrollments in distance education courses, attrition rate is high in North America and Europe (Carr & Ledwith, 2000; Serwatka, 2005), and this is a concern to educators and social policy makers, who search for reasons to account for the discrepancy between promise and practice. While recognizing men students have high attrition in distance education courses, too, the fact is women comprise the majority of distance technology users. If educators and policy makers hope to use distance education technology to reach female students (and garner the interest of more male students as well), then issues of gender in distance education technology need to be addressed. A female gendered perspective on distance education technology reveals a number of variables that explain women’s disengagement and dissatisfaction with online educational delivery systems. Educators, secondary education institutions, and instructional software designers are some of the groups working to create and implement inclusive, constructivist, and rich multi-media instructional design (McLoughlin, 2001) that will accommodate a wide range of learner needs.

scholarly journals DISTANCE EDUCATION TECHNOLOGY OF TEACHING ENGLISH AT HIGHER SCHOOL: WORK EXPERIENCES

2021 ◽  
pp. 93-104
Author(s):  
M.V. Vasilizhenko ◽  
Keyword(s):  
Distance Education ◽  
Education Technology ◽  
Educational Process ◽  
International Institute ◽  
Work Experiences ◽  
School Work ◽  
Institute Of Design ◽  
Types Of Information ◽  
Teaching Learning ◽  
Distance Education Technology

Experience of implementing distance education technology at the International Institute of Design and Service during the corona virus infection is discussed. Distance education is a basis of the contemporary educational process that poses new tasks for the institution of higher education linked to the realization of open education, using pedagogical technologies to widen the access to any types of information, promote the dissemination of knowledge and automate control and management of the teaching/learning process. The potential of Internet, electronic and information platforms in foreign language teaching is vast, yet their possibilities have not been fully used till now. It is noted that the specifics of «English» teaching distantly requires renovation of the education process principles, selection of optimal teaching methods and development of qualitatively new methodological materials. Questionnaire results reflecting the main difficulties and problems of teachers doing this technology are presented.

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