Meaning and Scope of Distance Education PDF

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Distance education, to put it simply, is a method of delivering instruction to students who are located at a distance from the location where the instruction is being delivered. 'Distance education' refers to the institutionalised education provided or received by correspondence/distance educational...

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Meaning and Scope of Distance Education Distance education, to put it simply, is a method of delivering instruction to students who are located at a distance from the location where the instruction is being delivered. 'Distance education' refers to the institutionalised education provided or received by correspondence/distance educational institutions and open universities. Let's take a look at some distance education definitions to get a better idea of what it is and how it differs from correspondence education, if there are any. Numerous experts in the field of distance education offer their own definitions of the term. Many different names have been given to this type of education, including correspondence, open learning, and more. By Dohmen's definition (1967, p. 9), distance education is an organised form of self-study in which students are counselled, presented with learning materials, and monitored and supervised by teams of teachers each with their own set of specific duties, according to Keegan (1998a). The term "distance teaching" was coined by Moore (1972, as cited in 'I"ight, 1990, p.156). A wide variety of instructional methods are available, including those that allow for the teaching and learning to take place simultaneously in a contiguous environment. The teacher and student must be able to communicate with each other through print, electronic, mechanical, or other means. "Dialogue" measures how well a student and teacher can communicate with one another, while the second variable, "structure," assesses how well a school's curriculum responds to the unique needs of each student. He came up with three different kinds of distance education programmes by combining dialogue and structure: programmes with no dialogue and structure (-D -S), programmes with dialogue but no structure (-D + S), and, programmes with dialogue but no structure (-D - S) are all examples of this category. No dialogue and no structure are represented by the letters +D and +S, while none are represented by the letters -D and -S.

Distance between teacher and student is not only physical and educational, but psychological as well, according to Boyd, ct a1 (1980). This 'transactional distance' exists between the two partners of the educational enterprise. ' For Borah (1990, pp.viii-ix), distance is not a distant cousin of the formal system, but rather an important part of it. It stands on its own as a system of non-formal education. For example, it has a distinct philosophy, goals and methodology. It is hoped that the system of distance education will serve the society as well as the formal system has. Not only does it complement, it doesn't undermine the formal system. It aims to help those who are unable to benefit from the formal system, either because they live in remote areas or because of economic constraints. As a result, it provides a second chance for those members of the community who have had to drop out of school for any reason at all. It offers assistance, advice, and counselling, as well as access to libraries through study centres. Perhaps, this definition is a little more general and philosophical in nature. Peters (.1973, p.206 quoted in Keegan, 1986) states that distance education is a method of imparting knowledge, skills, and attitudes that is rationalised by the application of division of labour and organisational principles as well as by the extensive use of technological media, especially for reproducing high-quality teaching materials that allow for the instruction of large numbers of students at the same time... It is a method of education that has been mass-produced. This definition can be better understood and appreciated by comparing it to IGNOU as an educational institution. When you get a chance to meet up with your fellow students, bring up this topic of discussion with them. He defines distance education as a'method of teaching in which the teacher bears responsibility for imparting knowledge and skills to a student, who does not receive oral instructions but studies in a place and distance determined by his individual circumstances,' according to Erdos (1975). There are a number of different types of distance education, according to Homberg (1977), which don't require tutors to be present in the classroom or on the premises at all times. A tutoring organisation is still beneficial to the distance education method, as it provides planning, guidance, and

instruction. Self-instructional materials and access to educational resources are used in distance education in order to provide learning experiences for students, allowing the student to choose the time, place and circumstances of learning for the most part (Gough, 1981, p.10). Distance education, according to Keegan (1986, p.49), is characterised by the following characteristics: Virtual classrooms are distinguished from traditional face-to-face education by a quasi-permanent separation of teacher and learner throughout the course of the learning process. the involvement of a formal educational institution in the development of instructional materials and the provision of student services; this sets it apart from self-study and private study. In order to bring together teacher and student and convey course content, technological media (print, audio, video, or computer) are used. this distinguishes it from other uses of technology in education; and it provides two-way communication for the student to benefit or even initiate dialogue. For the majority of the learning process, people are taught as individuals rather than in groups with the possibility of occasional group meetings for both didactic as well as socialisation purposes. The above description of distance education by Keegan (despite our reluctance to call it a definition) is very thorough and encompasses all of the essential characteristics of distance education. According to him, one must be able to distinguish between university without walls, experiential learning, off-campus education and so on and so forth in order to know whether distance education is the same as or different from these other types of education.

Distant education is now a generic term for any form of education in which the teacher and student are separated by geographic distance and communication is done via correspondence or other forms of technology, e.g. satellite, computer or e-mail. Using interactive technology and distance and open education to provide part-time higher education for adults is a major advancement. There are no formal entry requirements, making it a way for anyone to get an education at the university level. Its goal is to make education more widely available by making use of a variety of media. The open universities are the most recent in the field of distance education for higher education. The University of New England in Armidale, Australia, included a "distance education" mandate in its charter in the 1950s. This latter institution has served as a model for a number of other colleges and universities. As a result of these advancements in distance education, the Open University was created for the purpose of providing a higher level of education to adults. Many of these institutions were founded in the 1970s and 1980s as a result of the Open University in the United Kingdom acting as a catalyst. The number of universities offering a wide range of academic degrees has increased dramatically around the world. This trend of Open Universities creating their own distance learning divisions and offering specialised programmes via distance learning is noteworthy nonetheless. Even in traditional universities, there are Directorates/Schools of Distance Education in place. It's important that you know the difference between open education and distance education so that you can apply what you've learned. Open Education/Learning Methods of study and teaching that allow for flexibility in access, content, delivery system, and assessment are known as open learning. Different types of learning systems are available to students, including those that require students to attend classes in person; those that allow students to study from the comfort of their own homes; and those that allow students to take classes online (Jarvis, 1990a). As a result, we can deduce that open

learning/education emphasises a philosophy that provides for open education or open teaching and learning, which can be provided via a distance learning system or a contiguous system that includes an openness or flexibility element. Learning and teaching can take place in a variety of settings, including at the location of the learning opportunity's provider (an individual or an organisation) as well as at the learner's residence or another convenient location. It refers to formal or conventional institutions in the case of a provider-based system and to distance methods and modes in the latter. There are no rigid requirements for admission to open education programmes, students can learn at their own pace and convenience, and they can choose from a variety of courses because open education makes use of current and appropriate educational and communication technology, according to Borah (1990, p.vii). To put it another way, open learning and education can be provided via distance learning systems or the contiguous system by introducing an openness or flexibility element. Whether open education is a part of distance education or the other way around is an important question. Or do the two differ in some way? Open education is distinct from distance education, according to Escotet (1983, p.144). With the removal of restrictions, exclusions, and privileges; accreditation of students' prior experiences; flexibility in time management; and a significant shift in traditional professor-student relationships, open education is particularly characterised by him. It's also possible to get an education without having to attend regular classes, and the individual is ultimately responsible for his or her own education through distance education....