NotesFAQContact Us
Search Tips
ERIC Number: ED471229
Record Type: RIE
Publication Date: 2002-Jun
Pages: 12
Abstractor: N/A
Going the Distance: Active Learning.
Notar, Charles E.; Restauri, Sherri; Wilson, Janell D.; Friery, Kathleen A.
The growth and development of distance learning (DL) programs is on the rise. This review examines the literature looking for instructional techniques and methods for the teacher desiring to use DL technology to maximize student achievement and cognitive development and to increase student interaction. The three major relationships within the instructional process (student-teacher, student-student, and student-material) are positively affected by interaction through the use of communication technology. The literature supports higher quality DL when interactive technology is used. The various interactive technologies used in digital learning today are e-mail/digital mailbox, group work/pages, group appointments, individual appointments, Web research/online library resources, presentations, Web site assignments, discussion boards, virtual classroom, videotape/videostreaming, and audio (CD)/audiostreaming. All of these possibilities have been used to some extent in the Jacksonville State University DL program. To provide the broadest perspective possible, this paper describes the potential uses of each interactive method. As many of these interactive possibilities as feasible should be used to enhance the presentation of instruction and the learning process. A learner-centered environment and instructor as guide can be accomplished in the classroom and in distance learning through interaction of the student with teacher, other students, and the material either synchronously or asynchronously. Going the distance for the active learner takes planning and the understanding of the available interactive distance learning possibilities. (Contains 11 references.) (SLD)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A