The Benefits of Distance Learning
The Benefits of Distance Learning
I. Easy access for both students and teachers II. Knowledge of instructors and classmates A. Posting of bibliographies
III. One-on-one contact between instructor and student A. Phone contact B. Web-site email C. Chat areas IV. Students learn just as easily as in the classroom
V. Access to other students through online communication A. Personal emails B. Classroom and group discussion boards C. Online course chat rooms
VI. Learning of proper etiquette required for posting discussions
VII. Learning computer tools A. Classroom and group discussion boards B. Chat rooms C. Web-site email D. Coffee shop chatting areas
VIII. Accessibility for student and instructor assistance A. Technical Support B. Student and Academic Advisors C. Financial Aid Representatives
IX. Convenience for students and instructors with everyday issues A. Careers B. Families C. Disabilities
X. Overall availability and accessibility of higher-education to everyone
A. Students C. Instructors
The structure for this outline was determined by the experience as a current student attending an online university, a distance learning program. The outline starts from what is expected to be my most important issue from my point-of-view as a student and proceeds with further benefits not only for students but also for instructors. Both can better understand the issues pertaining to distance learning by referring to the outline provided. Benefits are based upon research and technology, but the level of importance is based merely upon personal opinion and experience. Although personal opinion is important, personal experience is the best way to determine the benefits of a distance learning program. The outline was also prepared by research obtained from an article written by a college professor of English at the New Mexico Institute of Mining and Technology.
I. Easy access for both students and teachers II. Knowledge of instructors and classmates A. Posting of bibliographies
III. One-on-one contact between instructor and student A. Phone contact B. Web-site email C. Chat areas IV. Students learn just as easily as in the classroom
V. Access to other students through online communication A. Personal emails B. Classroom and group discussion boards C. Online course chat rooms
VI. Learning of proper etiquette required for posting discussions
VII. Learning computer tools A. Classroom and group discussion boards B. Chat rooms C. Web-site email D. Coffee shop chatting areas
VIII. Accessibility for student and instructor assistance A. Technical Support B. Student and Academic Advisors C. Financial Aid Representatives
IX. Convenience for students and instructors with everyday issues A. Careers B. Families C. Disabilities
X. Overall availability and accessibility of higher-education to everyone
A. Students C. Instructors
The structure for this outline was determined by the experience as a current student attending an online university, a distance learning program. The outline starts from what is expected to be my most important issue from my point-of-view as a student and proceeds with further benefits not only for students but also for instructors. Both can better understand the issues pertaining to distance learning by referring to the outline provided. Benefits are based upon research and technology, but the level of importance is based merely upon personal opinion and experience. Although personal opinion is important, personal experience is the best way to determine the benefits of a distance learning program. The outline was also prepared by research obtained from an article written by a college professor of English at the New Mexico Institute of Mining and Technology.
References: List/Bibliography: Deming, L, (2000) Distance Learning: One Student 's Perspective of an Online Course, The Pleasures of an Online Course, Referenced 9 March 2005, http://www.stc.org/confproceed/2000/PDFs/00031.PDF Munter, M. & Russell, L. (2002) Guide to Presentations, A Custom Edition Quality Assurance for Distance Learning: a case study at Brunel University, British Journal of Educational Technology; Jan2004, Vol. 35 Issue 1, p5, 7p. Retrieved March 9, 2005, from EBSCO, Research Databases, ProQuest Education Journal