By Borje Holmberg
Distance schooling is practised in all elements of the realm and in recent times, its scope has built drastically and quickly. It has turn into an intrinsic a part of many nationwide academic platforms and a tutorial self-discipline in its personal correct. examine into the world has produced a physique of idea that's now getting used to enhance its practice.This re-creation of conception and perform of Distance schooling has been completely up to date either through describing how perform has replaced, and via studying contemporary study within the box. just like the first version, this publication presents a entire survey of distance schooling, taking a look at it globally and discussing different traces of proposal and types used. It describes where of distance schooling in academic pondering, its numerous theories, ideas, and strategies of presentation, its association and its management.
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Additional resources for Theory and Practice of Distance Education (Routledge Studies in Distance Education)
Holism stresses the whole (the system) and studies its parts not as separate entities but as components of the whole. Knowledge of the purpose that a system serves, for instance, makes for understanding of the functions of the parts. The components of the distance-education system are, for example, students with their needs and wishes, tutors and others representing the supporting organization, subject and curriculum requirements, goals, the presentation of subject matter, students’ interaction with tutors, counsellors and fellow-students, the assessment of learning, course and systems evaluation, and organizationaladministrative arrangements.
Naturally, educational policy cannot neglect the requirements of society to provide some sort of moral upbringing. On the other hand, the indoctrinating character of any endeavour of this kind cannot be disregarded. In order to ensure that people are not brainwashed, it is necessary that a reasonable plurality should characterize their upbringing and their general socialization. It is doubtful, however, to what extent this is really an issue in distance education for adults with a number of social responsibilities and commitments.
This definition is important for ridding us of an otherwise wellgrounded objection to treating teaching and learning as one package. The objection would be that teaching and learning are sometimes little related to each other. It has rightly been said that, when something has been learned in a teaching-learning situation, learning may have been caused by influences other than those of the teaching. When something has been taught, we do not know whether something has been learned; and if something has been learned, we do not automatically know what it is— it is possibly something different from what was intended by the teaching (Loser and Terhart 1977:29).
Theory and Practice of Distance Education (Routledge Studies in Distance Education) by Borje Holmberg