DISTANCE EDUCATION & TEACHER TRAINING PROGRAMS

DISTANCE EDUCATION & TEACHER TRAINING PROGRAMS

Distance Education & Teacher Training Programs

Impact of distance education on teacher training program training programs

High-quality distance education is not posed after face-to-face education because the modes for providing the teaching are significantly different. The changing multimedia system capabilities of computers help make the on-line classroom more engaging and responsive, but teaching within the online setting requires different pedagogical acumen. Educational organizations, whether at school, regional, state level should invest in the preparation of teachers to be effective online instructors. They should also prepare students to be effective online learners. In addition, educational organizations should provide support for ongoing business online. Keep in mind that online education is effective and how to prepare teachers for the task. They should establish methods for assessing distance education and online courses.

Teaching effectively online requires

Respond to messages frequently and emails

Extensive search of Web-based resources

Flexibility

Hardware, software and Internet competition

Experience with course management systems as a student, as well as instructor

Background information literacy, law and ethics

Understanding the special needs and disabilities vis-à-vis the Web

Ability to develop and implement student-centered activities

Willingness and ability to be a facilitator and guide, not a teacher

The move toward collaboration, problem-based learning

Encouraging and supporting

Understanding Bloom's taxonomy and how to encourage students to pass the knowledge on a higher level thinking skills

Recognition that you need more comments online and engagement with students face to face.

Distance education programs, by their very nature, can move well beyond state, regional, and national boundaries, and many have done so. As more institutions initiated distance education programs, the need arose to assist these institutions by articulating the areas, issues, and good practices necessary for implementing quality programs. Accreditation Board of the Regional Council (the C - RAC), which is the Chairman and Executive Director of the Regional Review Committee, co-operation with the West to review the development of telecommunications in 2000-2001 education are two versions of the core values, a body composed of distance education programs and (statement of commitment), the other is for the organization and evaluation (good conduct declaration) a set of good practices. In June 2001 they formally adopted two statements; they are now within the scope of each region the framework of its own certification standards and support quality improvement in the development of distance education. They were kept at a distance as related to a traditional organization, because of their virtual agency education programs. (Note: Distance Education, 1999)

Statement of Commitment identified three basic commitments to guide distance education teacher training program: commitment to traditions, values and principles of commitment, cooperation, consistency and collaboration, and commitment to support good practice. The second commitment (cooperation, coherence and collaboration) address in their standards of distance education among the regional accrediting agencies and the procedures for review of the cognitive differences, These differences can result in a "mall" to include more institutions of hospitality in the field of distance education does not. Therefore, in order to achieve fair, "fair competition" for the permanent establishment has proposed its ...