distance education vs class room education thesis
Excerpt from Thesis:
391). This, Vindovich (2002) both equally acknowledges the difference between traditional and length education and validates this type of education as having the same academics while traditional education.
Although studying distance education in terms of top quality and quality comparison with classroom education is valid, another method to determining if distance education is of a similar quality while classroom education is up to the scholars. Programs and teachers can easily influence college quality, although students’ work can mainly impact education quality as well. This is what experts Lawless and Richardson (2002) found if they determined that “approaches to studying in distance education are highly associated with students’ perception of the academic top quality of their courses” (p. 257). In other words, the researchers located that the quality of range education had not been measured by some arbitrary method, yet by the students’ own hard work. Furthermore, Richardon and Woodley (2001) examined deaf students’ studying in distance learning, and located that the learners were able to obtain higher scores in some areas associated with learning than their very own hearing equivalent. Thus, besides distance education rely on the scholars for the good quality assurance, but also caters to different types of students in the same manner, or a better way, than traditional class education.
The results of such studies produce several ramifications about the comparison among distance education and classic education. First, they claim that profound distinctions between the two exist, therefore they must always be evaluated independently. Second, that they find that, in certain situations, each method of education has been finest. Finally, they will imply that the characteristics of the college students are important in determining the caliber of distance education. Based on these types of findings, students must fill out the gaps by conducting studies including technology and students while variables. They have to ask themselves this questions: What students can usually benefit from distance education over custom and the other way round? What effect does technology have around the comparison of length and traditional education? By simply answering these types of questions, they may significantly enhance the debate regarding the quality of classroom and distance education.
References
Abrami et ing. (2004). How can Distance Education Correlate With Classroom
Instruction? A Meta-Analysis of the Scientific Literature. Review of Educational Analysis. 74(3), 379-439.
Lawless, Clive J. And Richardson, Steve T. Electronic. (2002). Methods to studying perceptions of academic top quality in range education. Advanced schooling. 44, 257-282.
Richardson, Ruben T. Electronic. And Woodley, Alan. (2001). Approaches to studying and conversation preferences of deaf pupils in length education. Advanced schooling. 42, 61-83.
Stella, Antony and Gnanam, a. (2004). Quality Assurance in Distance Education: The Changes to be Addressed.
