With specific reference to Australia, Jegede listed eight broad groupings of research areas that require priority attention: The most popular and effective are e-mails, forums, faxes, audio and video recordings, print materials, web and video conferencing, internet radio, telephone, live streaming and much more others.
Almost all institutes conducting this system are merely interested in conducting exams and providing degrees.
The key to effective distance education is focusing on the needs of the learners, the requirements of the content and the constraints faced by the teacher, before selecting a delivery system. Cross-sectional fields are concerned with issues that refer to quality assurance and evaluation, educational technologies, and cross-cultural aspects.
In the same year, Mishra published an analysis of periodical literature in distance education with seven major groups and 34 sub-groups of research topics p. The IQR is defined as the difference between the twenty-fifth and the seventy-fifth quartiles, i.
It is a boon for those students who really want to pursue their education but they have no time to attend regular classes. Rourke and Szabo applied nine categories for a content analysis of the Canadian Journal of Distance Education Table 4 ranks the importance of the research areas on the three levels.
Research comparing distance education to traditional face to face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction, when the method and technologies used are appropriate to the instructional tasks, there is student to student interaction, and when there is timely teacher to student feedback.
What are the most important distance education research areas? Distance education research areas; literature reviews; Delphi study Introduction Research on distance education has been subject to consistent critique Bernard et al.
Results Three research questions were addressed in this study. Over the years a number of reviews of distance education literature have been published in which the authors developed categorization schemes of research areas that they mapped onto the articles under review: Research that emphasizes the pedagogical opportunities that new media afford for teaching and learning falls into categories on the micro level e.
Experts on the panel see considerable gaps here: However, in the field of distance education, a validated meta-structure of research topics is lacking, i.
Population is increasing rapidly. Additional work needs to be done on the meso level management, organization, and technology. Based on a literature review on the topic and a qualitative analysis of the responses from the panellists, three broad meta-levels of distance education research were derived: One respondent pointed out that the history of distance education and the lessons learnt previously should not be forgotten.
For example, attending a distance course, learners can study at their own place, time and speed, choose individual and flexible schedules and combine different activities simultaneously.
Therefore, the results may not be generalizable to certain non-English speaking settings or where the technical infrastructure does not allow access to the Internet. Issues that refer to access to educational technologies and infrastructure have to be considered on the global macro level.
Finally, the application of educational technologies has implications on all three dimensions. It is also beneficial for people over 25 who mostly have a full time job and can study after it. It is characterized as a process of delivering teaching to students who are not physically present in classrooms.
His categorization system includes the following areas: Firstly, to develop a categorization of research areas in distance education; secondly, to identify the most important research areas in distance education; and thirdly, to identify the most neglected research areas in distance education.
The areas most frequently mentioned as being of high or very high importance 9 or 10 on the scale are the following: What are the research areas in distance education and how can they be classified?The key to effective distance education is focusing on the needs of the learners, the requirements of the content and the constraints faced by the teacher, before selecting a delivery system.
However, its success depends on the integrated efforts of students, faculty, facilitators, support staff and administrators. The Topic Distance education via online platforms is a rapidly growing method of education delivery due to its convenience, wide reach, relatively low cost, and.
A Meta-Analysis and Review of Online Learning Studies. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and that the number of K public school students enrolling in a technology-based distance education course grew by 65 percent in the two years from to On the basis of a.
Research Areas in Distance Education: A Delphi Study This study had three purposes: Firstly, to develop a categorization of research areas in distance education; secondly, to identify the most important research areas in distance education; and thirdly, to identify the most neglected research areas in distance education.
Distance Education Learning Information Technology and Distance Learning Introduction Distance education, or distance learning, is a field o Fair Use Policy; Help Centre; The distance learning does not contain analysis of personality of a student as career placement.
Distance learning programs do not offer all study disciplines making. Analysis of a Model/Philosophical Statement - Analysis of a Models/Philosophical Statement Adult Education - Adult education research papers examine the process of in Education - Qualitative inquiry in education research papers look at an order placed for an article critique on an education topic of distance learning or.Download