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Faculty and administrative strategies for the effective implementation of distance education
Author(s) -
Milheim William
Publication year - 2001
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00223
Subject(s) - variety (cybernetics) , pace , presentation (obstetrics) , distance education , computer science , educational technology , field (mathematics) , mathematics education , multimedia , medical education , psychology , medicine , artificial intelligence , mathematics , geodesy , pure mathematics , radiology , geography
Over the past several decades, professionals in the field of instructional technology have witnessed a progression of varying “technologies” that can be utilized for the presentation of educational materials to students in a variety of environments. These technologies have included 16mm films, educational filmstrips, 35mm slides, instructional videotapes, computers, and computer‐based instruction, to name a few. While the specific hardware and software varied significantly over time, these systems generally focused on the delivery of educational materials to students within traditional institutions learning through group‐based or individualized instruction. Within the past several years, however, there has been a re‐birth of one type of education—distance education—specifically designed for students who choose to learn at some distance from a formal institution. While there are a variety of options available within this educational format, it typically allows students to study at their own pace, at their own chosen time, and using materials that are specifically designed for learning at a distance from formal teachers, instructors, and classrooms. This type of learning was originally provided primarily through correspondence study (with the written materials sent back and forth between instructor and students), while current materials are generally now provided via computer, video, or the World Wide Web. The purpose of the present article is to describe relevant issues in this field as well as various related strategies which may be utilized by faculty and academic administrators to support the appropriate use of this educational format. The discussion of these strategies is particularly relevant at this time given the increasing availability of many new technologies, the mounting pressure on educational institutions to be cost effective in their delivery of instruction, and the growing interest in providing quality education to students who are not easily able to travel to a traditional campus or school location.