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Literature Review On Distance Learning

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The definition of distance learning has changed over time with the evolution of technology. According to Moore & Lockee, 1998, videotaped lectures have been a standard in tertiary sector for the last two decades. Audiotapes and lessons sent via mail have been used in correspondence courses to teach subjects such as foreign language for quite some time (Teaster & Blieszner, 1999). Nowadays, the Internet and video have taken distance learning toward a new directions, encouraging distance learning to occur in real time. Live video instruction is the fastest growing delivery mode in the United States (Ostendorf, 1997).

2.1 Distance Learning
Greenberg (1998) classifies distance learning as “a planned …show more content…

There are two main thoughts on this. Schlosser and Anderson (1994, cited in Imel, 1998) which was pointed out in a review of distance education literature.
They submit that the goal of distance education in the United States is “to offer the distance student an experience as much like that of traditional, face-to-face instruction as possible”. This would mean that distance learning tutoring would not differ much from that used in ordinary classrooms. However, Bates (1995) has a different idea. He suggests that instead of using technology to repeat traditional methods, it should be used to improve teaching. Holmberg (1989) also discusses these two schools of thought and concludes that distance education as a mode of education in its own right has very different consequences. The instructors must decide which attitude they will adopt because it has a profound impact on their approach to educate. Factors considering web base …show more content…

Learner-instructor interaction consists of two-way communication between the instructor of a course and learners while learner-content interaction is a process of individual learners elaborating and reflecting on the subject matter or the course content. In contrast with learner-instructor and learner-learner interaction, only one person, the learner is directly involved in learner-content interaction (Moore & Kearsley,

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