Teaching & Learning
at a Distance
Learning at a distance is similar in many ways
to learning in a classroom environment, but there are some
significant differences. Teachers of distant learners must
accomplish the same general goals as those working in conventional
environments, but separation from the learners means some of
the teacher's challenges take on special forms.
For example,
the learner is frequently insecure in the absence of the
teacher and apprehensive regarding his/her progress in the
absence of close feedback and perhaps absence of peer learners.
The student becomes more insecure if the direction of the
course is not very well structured, and if it is not very
clear where he or she is in relation to its completion. The
phenomenon of “drop-out” is much
more common in distance than conventional education, i.e.,
it is easier for a student to exercise the option of withdrawing
from the relatively impersonal relationship of a distance course
than it is from a conventional curriculum. In response to such
concerns, the distance teacher has to take various measures
to ensure the course is very well structured, with clear objectives
and well considered allocation of students' time. The communications
media must be used in attractive, rewarding, and therefore
motivating ways.
Finally, in every system, no matter how large,
while some part of the instruction may be most appropriately
mass-produced on audio or video tapes, or in texts, or transmitted
by broadcasting, somewhere in the system must be individual
instructors who are known to the students and who are skilled
in ensuring that materials produced in mass are used by each
individual in creating his or her own knowledge.#