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ERIC Number: ED400159
Record Type: Non-Journal
Publication Date: 1992
Pages: 12
Abstractor: N/A
Reference Count: N/A
Teacher Perspectives on Distance Education.
Gour, Noel
In 1985, the Department of Education in Alberta (Canada) adopted policy that allows remote or rural high schools to use distance education as a method for increasing curriculum offerings and avoiding the need for school consolidation. In 1987, the Alberta Department of Education implemented the Distance Learning in Small Schools Project to address educational equity of curriculum in rural and small high schools. Participating school districts provided teachers who agreed to complete tutoring and grading work at home for students enrolled in correspondence courses. By 1988, there were 28 schools and approximately 1,000 students participating in the project. In 1988, Distance Learning Project North was implemented in 12 Alberta high schools. This project used computers to teach mathematics and included print modules, videos, and computer software for student evaluation and tracking of student progress. Additionally, on-site teachers assessed student learning needs and provided individualized or small group instruction. A committee composed of teachers participating in the two projects examined the roles of teachers and administrators in program implementation, teacher evaluation procedures, and the effectiveness of computer learning programs. The committee recommended the following policies, which were approved by the Alberta Teachers' Association: distance education should be restricted to the secondary level; school boards should demonstrate to parents that instruction in conventional settings is not feasible prior to adopting a distance education program; and school boards should recognize that distance education imposes unique responsibilities on teachers which must be considered part of their workload. (LP)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada