Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education. Practice Application Brief No. 23.

Autor/in	Wonacott, Michael E.
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education. Practice Application Brief No. 23.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Conventional Instruction; Definitions; Delivery Systems; Distance Education; Educational Benefits; Educational Practices; Educational Research; Educational Strategies; Educational Technology; Educational Trends; Guidelines; Information Technology; Instructional Design; Interaction; Teacher Student Relationship; Teaching Methods; Theory Practice Relationship; Trend Analysis; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Begriffsbestimmung; Auslieferung; Distance study; Distance learning; Fernunterricht; Bildungsertrag; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Unterrichtsmedien; Bildungsentwicklung; Richtlinien; Informationstechnologie; Lesson concept; Lessonplan; Unterrichtsentwurf; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Trendanalyse; Ausbildung; Berufsbildung
Abstract	Both face-to-face and distance learning methods are currently being used in adult education and career and technical education. In theory, the advantages of face-to-face and distance learning methods complement each other. In practice, however, both face-to-face and information and communications technology (ICT)-based distance programs often rely on transmissionist, teacher-centered provision of information rather than on interactive, student-centered construction of knowledge. Nevertheless, these two themes clearly emerge as the most frequently cited strengths of blended approaches: the personal contact allowed by face-to-face classroom learning and the flexibility allowed by distance learning. The following themes emerge from the discussions of effective blends of face-to-face and distance learning methods: (1) good practice in planning, monitoring, and managing distance learning has much in common with good practice of programs delivered through any mode; (2) the pedagogy of learning must be suited to the requirements of the content and needs of the learner and can be combined with face-to-face learning in various proportions; (3) distance learner engagement and interaction is critical and can be addressed by appropriate design and use of ICT; (4) like face-to-face students, distance students need appropriate preparation for participation and follow-up support; and (5) ICT must be used judiciously. (Contains 17 references.) (MN)
Anmerkungen	For full text: http://www.ericacve.org/pubs.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC