This document discusses online distance learning and the potential of mobile technologies to enhance distance education. It notes that while early mobile devices had limitations, newer devices that allow web connectivity and integration of different media types could enable new opportunities for mobile learning. The document also discusses how distance learning formats allow for more flexible learning opportunities compared to traditional classroom-based education and how these new formats are increasingly important for lifelong learning and non-traditional student populations.
This document discusses online distance learning and the potential of mobile technologies to enhance distance education. It notes that while early mobile devices had limitations, newer devices that allow web connectivity and integration of different media types could enable new opportunities for mobile learning. The document also discusses how distance learning formats allow for more flexible learning opportunities compared to traditional classroom-based education and how these new formats are increasingly important for lifelong learning and non-traditional student populations.
This document discusses online distance learning and the potential of mobile technologies to enhance distance education. It notes that while early mobile devices had limitations, newer devices that allow web connectivity and integration of different media types could enable new opportunities for mobile learning. The document also discusses how distance learning formats allow for more flexible learning opportunities compared to traditional classroom-based education and how these new formats are increasingly important for lifelong learning and non-traditional student populations.
Distance education is any type of teaching and learning that takes place over the internet. Although the teacher and the learner are not in the same location at the same time, information technology is their most likely link (Gilbert, 1995). Distance education is the practice of extending learning or providing instructional resource-sharing possibilities to areas other than a classroom, building, or site through the use of video, audio, computer, and multimedia. Gross, Muscarella, and Pirkl (1994) proposed a mix of these and other standard distribution modalities. The Internet's impact on schooling is undeniable. The Internet has clearly demonstrated its enormous potential for application in education, as well as a major quality upgrade over traditional teaching. The responsibilities, functions, and focus of teaching and learning are changing as a result of ICT, particularly the Internet. In the foreseeable future, ICT uses in education are likely to grow dramatically. According to the Joint Research Center of the European Commission's Demographic and Social Trends Issue Paper on the Future of Education in Europe through 2010, "growth will be more rapid in the field of short courses, and most rapid in the new informal education sector." Because most wireless devices today have small screens, low resolution, slow processing, and limited storage capabilities, learning through mobile technology has been reluctant to take off. Similarly, the inability to link diverse types of devices to the same network is a significant constraint. WAP phones currently do not match the aforementioned standards, making them unsuitable for educational use. The combination of portable devices (such as PDAs and Palmtops) with recently launched GPRS mobile phones gives a platform that goes beyond message and allows connectivity to the Web at a reasonable speed, posing a new challenge for the use of such devices as learning tools. There are currently programs that use mobile gadgets as instructional tools, and the outcomes are quite promising . Mobile devices that include those functions are projected to dominate the market in the near future. The traditional lecture approach of instruction is no longer used! Even the most diligent kids' attention spans are only 15 to 20 minutes, according to studies. To make distant learning, or any type of learning, more effective, the instructor must actively engage students in the learning process; give them something to do rather than listen to the professor speak. According to Rogers (1995), distant learning has the capacity to satisfy emerging educational demands since it can give instructionally effective, flexible learning opportunities. Flexible, egalitarian, and responsive to individual requirements, highly participatory learning experiences This will not occur by chance; it must be carefully planned. Currently, schools are limited to the few square meters of a classroom. However, current technology allows the concept of a school to be expanded to something more broad and natural, such as a museum, a factory, or a commercial endeavor. There is plenty of evidence that learning is more successful when learning cues are available, which is usually on-site. For example, few people would argue that visiting a museum is the most natural approach to learn about ancient architecture or current art. Formal education, on the other hand, necessitates some standards and a curriculum that may or may not fit with the structure of, say, a museum or a factory, which is designed to meet the requirements of other groups. There is universal consensus that higher education institutions are undergoing a paradigm shift. We're dealing with a declining pool of traditional students, and as the concept of lifelong learning takes hold, we're dealing with an ever-growing pool of non-traditional students who we must serve as customers. Higher education institutes compete for students. These non- traditional clientele are really interested. These clients, on the other hand, have jobs and commitments that force them to seek out non-traditional educational delivery methods. Distance learning is one such medium for instructional delivery that was originally looked upon by the educational elite. Many students may find that distance learning is the most effective way to improve their skills. Because committing to classroom time is challenging for some people, skills and remote learning should continue to develop. the adult student We now have the technology to offer broadcasts of reasonable quality for distant education It is our obligation to create and distribute educational materials that deliver results that match or surpass our expectations through distant learning. ⁴C ¹E X P O S I T I V E N S T R U ⁵E ³C C V ²P O S I T I O N P A P E R M I L P V U A E A R W T A R E T I I T V I E N G ACTIVITY 2:CROSSWORD PUZZLE