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21st Century Learning - Distance Learning

This document discusses 21st century learning and distance education. It defines 21st century learning as developing skills like critical thinking, collaboration, digital literacy, and problem solving to help students succeed in modern workplaces. Distance education is defined as education where teachers and students are separated during instruction and various technologies are used to facilitate communication. The document then describes different types of distance education delivery methods and models.

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23 views6 pages

21st Century Learning - Distance Learning

This document discusses 21st century learning and distance education. It defines 21st century learning as developing skills like critical thinking, collaboration, digital literacy, and problem solving to help students succeed in modern workplaces. Distance education is defined as education where teachers and students are separated during instruction and various technologies are used to facilitate communication. The document then describes different types of distance education delivery methods and models.

Uploaded by

PaulineBorjaMiranda
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Twenty-first century learning refers to developing learning, literacy and life skills as

part of the classroom experience.

➔ Learning skills encompass critical thinking, creativity, collaboration and


communication, which have been identified as essential for successfully
adapting to modern work environments.
➔ Literacy skills, including information, media and technology literacy, focus on
understanding figures, evaluating a source’s credibility and understanding the
machines and computer networks that we rely upon today.
➔ Life skills include flexibility, leadership, initiative, productivity and social skills.
These skills help students strategize projects, maintain efficiency and network
with others.

Twenty-first century learning is the accumulation of knowledge, work habits and


soft skills, including digital literacy, critical thinking and problem-solving, that will help
students lead successful careers in the modern workplace.

➔ Students are expected to develop skills like these while producing content for
their classes. This mode of learning accounts for an increasingly digital
learning landscape, where students depend on accessing information via the
internet and relying on virtual classrooms for content delivery.

Distance learning, also called distance education, e-learning, and online


learning, form of education in which the main elements include physical separation
of teachers and students during instruction and the use of various technologies to
facilitate student-teacher and student-student communication.

6 Types of Distance Education

Distance education institutions usually employ various different methodologies for


educating the students. These institutions use different types of distance education
courses to help the students. Distance education courses are actually exist in
various types such as,
1. Distance Education via Video Conferencing

Distance education institutions often employ video conferencing for educating the
students.

2. Synchronous and Asynchronous Distance Education

Literally, Synchronous indicates "at the same time" and similarly Asynchronous
indicates not at the same time. Synchronous Distance education demands live
communication by online or teleconferencing or else by sitting in a classroom.
Asynchronous distance education possesses a cluster of weekly deadlines.

Synchronous distance education is usually less flexible and unsettles a student's


life to a larger extent. It also facilitates a larger sum of interaction between
professors and students. Asynchronous distance education provides students with
the freedom to work as per your own will. Students can have more interaction with
other students.

3. Open Schedule Online Courses

Students are allocated with the greatest sum of freedom with open schedule online
courses. This comes under the category of Asynchronous learning where students
are given with internet based textbooks, email and bulletin boards to finish their
course work. Initially, the students are provided with a set of deadlines to complete
their work and permitted to work at their own pace. Open scheduled online courses
are extremely valuable for the students who love to work independently.

4. Hybrid Distance Education

Hybrid distance education is actually the combination of asynchronous and


synchronous learning in which the students are subjected to follow the specific
deadline to complete their work. Students are permitted to complete assignments on
their own time and submit those assignments via online forum.
5. Computer Based Distance Education

In computer based distance education, students are required to meet in a classroom


or computer lab at a specified time every week. Students are not provided with an
open schedule in this type of distance education.

6. Fixed Time Online Course

In today's scenario, Fixed Time courses are the most common types of distance
education. As the title indicates that these courses are online but the students need
to log-in to their learning site at a designated time. The format of this course remains
synchronous because it requires mandatory live chats in some cases.

Distance education is formulated just to help the students to complete their


education with cent percent involvement and interaction. In the present scenario,
distance education is of various types to help the students. This course depicts what
distance education is? Why is distance education being formulated and what are the
types of distance education? Thus, distance education educates the student who
feels difficulty in completing their preferred course

Distance Learning Theory

As technology has developed to enable increased interaction in online contexts, the


premise of distance education requiring learner independence or unassisted self-
direction has been reconsidered. ―There are limits to how far a student (or anyone,
for that matter) can progress on the basis of self-directedness without the
opportunity to have one’s views challenged or understanding deepened through
critical discourse with multiple interlocutors (Garrison, 2009, p. 96).

In response to the need for increased interaction in distance learning, the concept of
control (Garrison & Baynton, 1987), or collaborative control (White, 2003), has
gained attention. Collaborative control refers to interaction among the instructor
and learners to negotiate and manage the learning process (White, 2003). It entails
independence, proficiency, and support (Anderson & Garrison, 1998; White, 2003).
Independence is the learner’s freedom to make choices about what, when, where,
and how to learn; proficiency involves the skills and abilities to be a successful
learner (e.g., motivation, confidence, strategy use), and support consists of
resources that enable content mastery and course completion (e.g., supplemental
materials, tutoring, technical help).

The theory of transactional distance, consisting of dialogue, structure, and


autonomy (Moore, 2013), advances the discussion further. Dialogue entails
interaction between and among the instructor and learners to promote critical
analysis of content and reflection on learning. Dialogue may involve e-mail,
announcements, assignment feedback, discussion forums, and peer review.
Structure is provided through course materials (e.g., assignments, due dates,
instructions, learning modules) to help learners successfully navigate the course and
learn the content. Autonomy involves choice and the capacity for self-direction and
is developed through dialogue and structure. As learners respond to dialogue with
the instructor and their peers, and gain confidence from the structure provided
through the course design, they increase their capacity for autonomy. As with
collaborative control, autonomy does not imply independence in the sense of
isolation or limited interaction with the instructor and other students, but rather self-
direction and control of the learning process.

Learning Theories

Online learning has the ―potential to bring students together and engage them
collaboratively in purposeful and meaningful discourse through the creation of
sustainable communities of learners‖ (Garrison, 2009, p. 97). This reflects a
collaborative constructionist approach, consisting of interaction among learners
with teacher guidance, as opposed to instructivism, or teacher-centered learning
(Garrison, 2009; Gerstein, 2013). Connectivism, or networking among learners,
can also be encouraged in an online environment. This type of learning occurs
―through communities of practice, [and] personal networks‖ (Siemens, 2005, para.
4). Connectivism includes decision-making and choice, exposure to diverse
opinions, currency of knowledge, capacity for learning, and ―nurturing and
maintaining connections ... to facilitate continual learning‖ (Siemens, 2005, para.
25). Constructivism and connectivism share commonalities with collaborative
control and aspects of the theory of transactional distance, particularly dialogue,
which is designed to lead the learner toward autonomy. Finally, self-regulated
learning (SRL), defined as ―the ability of learners to control the factors or
conditions affecting their learning‖ (Dembo, Junge, & Lynch, 2006, p. 188), teaches
learners how to learn through the application of six dimensions: motive (purpose and
goal-setting), method (learning strategies), time (prioritization and time
management), physical environment (where to study), social environment (with
whom to study; help-seeking strategies), and performance (monitoring and reflecting
on progress) (Andrade, 2012, 2014; Schunk & Zimmerman, 1994; Zimmerman
Journal of Education and Training Studies Vol. 5, No. 3; March 2017 3 & Risemberg,
1997). It helps them become more proficient learners, make appropriate choices,
and monitor their learning.

Language Acquisition Theory

In addition to distance education and learning theories, language acquisition


theory (or other discipline-specific theories) must also guide course design and
pedagogy. One such theory is the four-strand framework, or balanced
language course, which identifies the elements needed for language acquisition
(Nation, 2001). These consist of meaning-focused input, meaning-focused
output, deliberate language study, and fluency development. Learners need
opportunities to attend to meaning as they encounter the language in reading and
listening; convey meaning in writing and speaking; focus on grammar, vocabulary,
and pronunciation; and practice the language with familiar content and structures to
gain confidence and automaticity (Nation, 2001; Gass, Behney, & Plonsky, 2013).
Linguistic development is supported by the application of learning and distance
education theories. A few examples illustrate. Input and output opportunities are
provided through use of the social environment (self-regulated learning) and
dialogue among the learners and instructor (theory of transactional distance).
Deliberate study of the language can be supported with the inclusion of learning
strategy instruction and practice (self-regulated learning). Finally, fluency is
developed through collaborative control as learners use linguistic forms already
required to negotiate control over the learning process.

Source: https://files.eric.ed.gov/fulltext/EJ1133210.pdf

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