■ The separation of teacher and learner, which distinguishes it from face-to-face learning; ■The influence of an educational organization, which distinguishes it from private study; ■The use of technical media, usually print, to unite teacher and learner and carry the educational content;
■The provision of two-way communication so that the student may benefit from or even initiate dialogue;
■The possibility of occasional meetings for both didactic and socialization purposes; and ■The participation in an industrialized form of education which, if accepted, contains the genus of radical separation of distance education from other forms. (Keegan believes that in distance education the instructor is linked to the learner by two way communication to further foster dialogue and enrich learning. This is what Dr. Paige spoke of when class first began. We were given as rubric of what constituted great, good and minimal discussion in our course. He also comments on each of our post in three to four of the rubric’s category to, recreate in the words of Keegan, communication by online computer communication and comments on assignments, This is a great demonstration of Keegan’s concepts and principles in action. The interactions between colleagues and Professor are very effective in increasing learning across the board. I personally have learned/gotten some great pointers, websites and tips from my colleagues and how to write and be more successful in the profession form my professors.
The Term Paper on Learning Pearson Education Teacher Students Classroom
Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ? It should be understood from the outset that the three guiding considerations in any classroom context are the teacher, the student and the learning environment. These close and sometimes complex inter- ...
Keegan’s belief, that the reintegration of teaching creates successful distance learning because it generates autonomy and independence in the learner.
References
Keegan, D. 1988b. On defining distance education. In Distance Education: International Perspectives, eds. D. Sewart, D. Keegan, and B. Holmberg,6-33. London: Routledge. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012).
Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson. Simonson, M. (Writer), & Saba, F. (Writer) (n.d.).
Theory and distance learning [Web]. Retrieved 03/07/2012from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8884161&ClientNodeID=984650&coursenav=1&bhcp=1.
