Prepared by:

Aminadab D. Mahinay
Carlo Irog-irog
 Distance Education or
Telecommunications
 They all have in common is implied in the Greek
root word tele, which means “at a distance” or
“far off”; that is they are systems for
communicating over a distance.
Desmond Keegan (1980) identified elements that
were key to a formal definition of distance
education:

• Physical separation of learners from the teacher

• Organized instructional program
• Telecommunications technology
• Two-way communication
 Distance Education Functions
1. Information presentation
 a standard element in any lesson is the presentation of
some sort of information.
This does not have to be only teacher-led, but can be a
function of student-centered approaches.

Examples:
 Teacher presentation and demonstration
 Student presentation or small group work
 Printed text and illustrations (e.g., textbooks, handouts,
correspondence study materials)
 Live or recorded voice, music and other sounds
 Full motion images (video, CD, DVD)
2. Practice with feedback
 we know that most learning takes place when learners
are participating actively – mentally processing the material.

 Teachers induce activity in various ways, such as the

following:
 Question and answer activities (carried out during or after
the lesson)
 Discussion activities (during the class or as homework)
 Testing
 Structured group activities (e.g., role playing or games)
 Group projects
 Peer tutoring
3. Access to learning resources
 lessons and courses are usually structured with the
assumption that learners will spend time outside of class
working individually or in small groups with the material,
doing homework, projects, papers, and the like.
 The external learning resources may take the following
forms:
 Printed materials (e.g., textbooks, supplementary readings,
worksheets)
 Audio – visual materials (e.g., audio or videocassettes,
multimedia systems, CD, DVD)
 Computer databases (e.g., for online searches)
 Kits (e.g., for laboratory experiments or to examine
specimens of real objects)
 Library materials (e.g., original source documents)
 In a regular classroom setting, various technology, media,
and materials can be used in a distance education setting.

Audio Video Text

Audio Television Bulletin board

teleconference posting

Podcasting Podcasting Correspondence

(e-mail/mail)

Audio recordings Online video Blog/Wiki

(tape or digital)
 Teaching at a Distance

• Teachers have learned that it is not simply taking an

existing lesson and “doing it” using audio, television, or
the computer.
• A teacher needs to organize and sequence content as it
relates to outcomes, know what resources are available,
what experiences students have had with the system
being used, and what they need to do to ensure quality
learning experiences (Dabbagh & Bannan-Ritland, 2005).
 Distance Education Roles
• Role of the Student. Students need to know how to use the
technology to communicate with the teacher and with each other.
Students not only need to know how to operate the microphone or
how to post to a bulletin board discussion, they also need to
understand communication etiquette.
• Student’s “right to interrupt” becomes an important concept when
working with multiple video or audio sites in a course.
• Role of the Teacher. The role of the teacher is the prime
facilitator of the learning rather than directly leading in the class.
Further, the teacher must keep “watchful eye” on the class to be
sure no one is falling behind. So, in addition to facilitate the
learning, the teacher becomes the classroom monitor.
• Distance sites or remote classrooms are the locations connected by
the telecommunications.
• Role of the facilitator. The facilitator maybe another teacher
or a classroom aid who is present in the distant sites. The
duties of the facilitators vary depending on the course content
and the origination classroom teacher’s needs.
Students learn more in cases where the distance-site
facilitator does the following:
Watch and participate actively in all programs with all the
students.
Encourage interaction with the teacher and students.
Answer questions at the remote site.
Solve immediate instructional or discipline problems.
Provide additional quizzes and worksheets.
Take responsibility for operating and troubleshooting the
equipment.
Role of technology.
Students can use the technology and media in their own
presentation within the distance class.
Audio in Distance
Education
• The key to successful use of audio in instruction is to consider
what resources are available to students at various locations and
to be aware that sometimes audio may be sufficient to convey
the learning experience.
• Audio is a viable option for delivery of information.
RESOURCES such as:
Audio teleconference. Is an extension of a simple telephone call.
Advantages
Cost effective: the audio teleconference is often seen as a
cost-effective way to hold a meeting or teacher
training session without the expense of time and money
involved in travel.
Easy to use: it uses telephone service.
Interactive: All participants get the same message and
interactivity.

Limitations
Lack of visual information: it reduces the effect of visual
dimensions.
Integration
Audio technologies can be an effective instructional tools.
Depending on the needs of your student, using audio
teleconferencing technologies.
 Television in
Distance Education
Television technologies offer many different types of instructional
opportunities for learners.

Television Distribution systems

of all the uses of television in education, the viewing of
recorded videos or DVDs is the most common.
Broadcast transmissions.
CCTV- Closed Circuit
Television

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