Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h6P3sJ704557; Thu, 24 Jul 2003 23:54:19 -0400 (EDT) Date: Thu, 24 Jul 2003 23:54:19 -0400 (EDT) Message-Id: <002401c3525a$d419c9e0$38f8fea9@ameritech.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "bjteach" <bjteach@ameritech.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2982] Re: distance learning assumptions X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3185 Lines: 82 I am not sure of the economy of Online instruction. It takes as much or more time to develop a class and it still must be updated to meet changes, not just technically, but content also. I am an Online instructor for GED Illinois, and it is more time consuming than a regular classroom as I must meet the needs of learners individually. I am almost developing individually IEP for every student. The students like and need the feedback from the teacher especially when the technology goes wrong; the students think it is their fault Online does give the teacher and learner flexibility and a wider access to educational opportunities, but it is not easier or less time consuming than a regular classroom. I am an distance learner myself and there are times when I wish I could call someone immediately and ask a questions rather than waiting for the answer or not getting one at all. Distance Learning does not work for all learners. I have gathered some information on retaining online learners and found that the Online learner needs to be disciplined, have an attention for details, persistent, have some tech skills, have good reading skills, be able to write coherently and be willing to go beyond the stated material. Also the teacher must be caring and willing to give feedback to the learner quickly. It may even be necessary for the teacher to contact the learner by phone or if possible have face-to-face group sessions. Barb Sabaj District 214 Community Education bjteach@ameritech.net ----- Original Message ----- From: "Frances Keenan" <fkeenan@pbs.org> To: "Multiple recipients of list" <nifl-technology@literacy.nifl.gov> Sent: Thursday, July 24, 2003 10:48 AM Subject: [NIFL-TECHNOLOGY:2980] distance learning assumptions > I wonder whether people on this list have encountered any of the > following assumptions about distance learning in adult education (or > distance education in general): > > 1. Distance learning should be more economical than classroom based > learning. (You should reach more people with less funding) > > 2. You don't need a teacher for distance learning. > > 3. Distance learning works for all learners. > > > > What are some realistic expectations regarding the use of video or > computer-based learning with adult basic education and ESL students? > > Is it worth trying? Why or why not? > > > > Fran Keenan > PBS Adult Learning Service > fkeenan@pbs.org > > > > > __________________________________________________________________ > > PBS Program Clubs-like book clubs, but for TV. > Start your own club today. > www.pbs.org/pbsprogramclub > > _________________________________________________________________ > > _________________________________________________________________ > > This email may contain material that is confidential or proprietary to PBS and is intended solely for use by the intended recipient. Any review, reliance or distribution of such material by others, or forwarding of such material without express permission, is strictly prohibited. If you are not the intended recipient, please notify the sender and destroy all copies. > __________________________________________________________________ >
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