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 j6KBflG15521; Wed, 20 Jul 2005 07:41:47 -0400 (EDT) Date: Wed, 20 Jul 2005 07:41:47 -0400 (EDT) Message-Id: <B06E8FAF-F118-4616-BB30-CE0C4BA401A9@comcast.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: David Rosen <djrosen@comcast.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3680] Distance Learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.730) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Status: O Content-Length: 3130 Lines: 76 Hello Jere and Barry, On 7/19/05, Barry Bakin wrote: >> how are your traditional classes and schools being impacted by >> students who are attending regular >> classes because they can now study online? Then, On Jul 20, 2005, Jerome Johnston wrote: > Distance programs in most of the 17 states are too new for us to > know. Administrators and teachers in distance programs complete a > survey each June. One of the questions asks their perception of > whether the learners they have would have come to classroom > programs if distance wasn't available. In those states that are > trying to deliver "pure distance" the answer ranges from 50%-90% > would not have come to classroom programs. As programs shift to > more hybrid programs, with students attending some classes, > estimates are lower. I am interested in other possible impacts of DL options for students who attend classes. It might be useful to look at Barry's question in the context of a continuum of four different learning contexts [ See http://wiki.literacytent.org/index.php/Distance_Learning for definitions of the first three of these ]. 1. Pure Distance Learning 2. Hybrid or blended learning 3. Supplemental computer-assisted or online instruction 4. Traditional classroom learning or tutorial Here are some (to me, at least) interesting things to think about: a. Students enrolled in traditional learning who have the option of Pure DL might not have to drop out of a program, for example when their work schedules change or they have to stay home to take care of a family member. They could temporarily (or permanently) switch to a DL option and continue to be enrolled in the same program. For more on this idea, see http://wiki.literacytent.org/index.php/ DistanceAndPersistence b. Some California research shows that ESL/ESOL students who are enrolled in traditional classroom learning, and who also take advantage of supplemental instruction, make greater learning gains than those who are just enrolled in classes http:// wiki.literacytent.org/index.php/ ResearchOnTech#Is_supplemental_DL_instruction_an_effective_learning_tool .3F c. Longitudinal research in Oregon (not on DL, but on self-study) shows that adult basic education students who study entirely on their own without a teacher, on the whole, do as well as those enrolled in classes. However, those who do both self-study _and_ classes have greater learning gains. This research also found, as Jere has, that "The ability to study on one's own may depend on having certain levels of basic skills." [Presentation by Stephen Reder at COABE, spring, 2005, Reder, Stephen. Giving Literacy Away, Again: New Concepts of Promising Practice To appear in: A. Belzer & H. Beder (Eds.) Toward defining and improving quality in adult basic education: Issues and Challenges. Mahwah, NJ: Erlbaum (in press). and http://www.ncsall.net/?id=287 ] Jere, and others, what other possible impacts on traditional classes should we be thinking about or researching? David David J. Rosen djrosen@comcast.net
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