The managing distance education as an innovative notion can be traced back to the 1700s. However, the practice has materialized in the 21st century following technological advancement. The correspondence school concept was the first for remote education, and it has grown into a digital model to give education at a distance. Distance education has evolved rather than revolutionized in terms of its form and breadth. Effective distance education relies on the learners’ needs, the content’s requirements, and the teacher’s limits. When a teacher and scholars are separated by physical space, distance education can be employed. However, this technique lacks the quick cues that an instructor sees in a typical classroom. Typically, text and audio/video assets are employed to fill in the gaps in training. This article emphasis on the benefits of distance management which include convenience, time saving and cost alongside suggestions for better utilization and use of Technology in Context (TIC).
The mode of learning in question has created room for learning while still pursuing other life goals. Looking at the complexity associated with leaving employment opportunities in light with the increasing life demands, distance learning helps one to maintain such opportunities while still learning (Traxler, 2018). For this reason, Students with employment find distance education to have essential benefit. In this case, the study hours may include weekends, when one returns from work, or perhaps in the wee hours whenever one is free.
In addition, the method helps in saving money that could otherwise be used in travelling. First, money is saved because distance learning fees are always lesser than the cost of an old-style full time method. On the other hand, students enrolled in distance learning do not have to pay for housing at the institution (Allam et al., 20120). The medical cost is also excluded from the total education charges hence saving a great deal to distance learners. This makes it clear that students who seek more affordable choices might enroll in a distant learning program.
Time is saved through distance learning due to minimized travelling as training is at one’s place of choice. If there are no lessons scheduled, one is busy working to better their lives. The method also creates more valuable time to instructors who can attend many classes in a day at the comfort of places of work (Beugelsdijk et al., 2018). As students, we are also capable to be in touch with tutors far from their countries.
It is also possible to learn at one’s speed as some students find it uncomfortable to ask questions or admit they do not understand a concept in normal class situation. Thus, distance learning comes to our rescue. Distance education allows conscious and self-motivated students to study at their speed. Course material is delivered ahead of time in remote learning, so students may read as many more as they like every day.
Technologies in distance learning may be loosely split into four classes: print, audio (speech), computer (data), and video. Print resources may be used as a main or additional source of teaching. Pictures and animations on websites are widely utilized to supplement printed course content (Simpson, 2018). Students’ simultaneous use of print and online information sources, on the other hand, necessitates switching between physically different course materials, such as textbooks and a computer monitor, resulting in inferior learning results.
Videotapes and DVDs are popular, user-friendly media for educational programs. CDs enable users to learn using just their hearing senses, but DVDs employ both their visual and cognitive senses (Peled et al., 2019). The DVDs may be created using a basic video camera to capture classroom teaching to a full-scale, excellent digital production. A vital benefit of employing CD or DVD know-how is that players are often readily accessible, eliminating specific kit.
Web-based learning is the most common computer technology in use for remote learning. Globally, web-based distant education is gaining traction as a means of augmenting or replacing conventional education. The web may communicate using visual pictures on a shared whiteboard, and video conferences are examples of synchronous communication. Web-based instructional plans range from purely online classes to crossbreed or combined education using conventional methodologies (Arko-Achemfuor, 2017). However, the dimensions students assess their course experiences are unaffected by course medium. As a result, the differing impacts of the complete and blended designs may be compared. The Web-based learning approach is essentially free of geographical and time constraints, and it can readily reach students all over the globe.
To help in advancing some of the above benefits i suggest the practice to make use of video conferencing. This enables learners at different location to combine both audio and visual gestures, hence enhancing their content grasping speed. In addition, video conferencing helps to improve individual student’s interaction (Markova et al., 2017). The practice will also enable tutors to clearly use demonstration when clarifying on some points. Video conferencing is much more intimate and successful than auditory conferencing since all participants can see each other’s facial expressions and body language, which are important in interacting. Audio and video communications are used in video conferencing to bring individuals from different locations together. However, this needs to be combined with above technologies to achieve the required results.
Finally, distance learning, which incorporates digital technology, particularly mobile learning, is the present and future of education and an essential component of any educational procedure. Video conferencing might pave the way for a double approach by providing students greater control over their learning. Allow them to work in assemblies and complete learning activities. All these things would help training methods, but video conferencing allows them to be implemented. It is not a substitute for the usage of print and other tools in the conception process. Web-based learning considers the audio and visual parts of communication and is like a physical class with good visual contact with the instructor.
Managing distance learning is beneficial to the students and even to the instructors. Tutors can teach different lectures in different institutions at different geographical locations from the same point. Distance learning management gives them room to earn more in a single day. More earning in a single day is enhanced by cutting off the burden of travelling from one place to another. The student can attend classes even when is travelling. With a chance to learn while working, the students’ life is made easy because they can cater to their financial needs without depending on their parents. Despite the above benefits, it is essential for training institution to consider most of the vulnerable leaners living in remote places and unable to use the method. In the event of poor networks, learners can be provided with boosters alongside other supportive facilities.
References
Allam, S. N. S., Hassan, M. S., Mohideen, R. S., Ramlan, A. F., & Kamal, R. M. (2020). Online distance learning readiness during Covid-19 outbreak among undergraduate students. International Journal of Academic Research in Business and Social Sciences, 10(5), 642-657.
Arko-Achemfuor, A. (2017). Student support gaps in an open distance learning context.Issues in Educational Research, 27(4), 658-676.
Beugelsdijk, S., Kostova, T., Kunst, V. E., Spadafora, E., & Van Essen, M. (2018). Cultural distance and firm internationalization: A meta-analytical review and theoretical implications.Journal of Management, 44(1), 89-130.
Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality issues of online distance learning. Procedia-Social and Behavioral Sciences, 237, 685-691.
Peled, Y., Eshet, Y., Barczyk, C., & Grinautski, K. (2019). Predictors of Academic Dishonesty among undergraduate students in online and face-to-face courses.Computers & Education, 131, 49-59.
Simpson, O. (2018). Supporting students in online, open and distance learning. Routledge.
Traxler, J. (2018). Distance learning—Predictions and possibilities.Education Sciences, 8(1), 35.