Components in Distance Education
distance education program to succeed, some critical
components need to be observed.
Depending on the type of DE program and on the method
of delivery, these concepts may vary.
Because of my extensive involvement in online
education, I will focus on some of these critical components
as they pertain to online programs.
a DE program to start, all involved should have sufficient
knowledge of how technology can be applied (Khan 2001,
p.32). Lack of
knowledge may promote resistance and deprive the institution
from its ability to develop strategic plans (Berge 2000).
the institute provides the access and the support needed, a
DE program is doomed to fail (Khan 2001).
I had this experience at
a DE program to meet its objectives, access must be
available to all involved.
Institutions ought to recognize this “new
circumstance” and do what they can to provide access to
available technology (Khan 2001, p.27).
only that an instructor be competent in the subject matter
s/he is teaching, but also competence in technology is
essential (Khan, 2001, p.25).
In order for an instructor to provide an effective
course, s/he must be able to utilize new and available
Not all teachers make effective distance educators. A distance educator has to be able to give up some of his/her control and traditional role as the sole provider of information. In DE, the instructor is a facilitator who provides challenging objects and who guides the learner to think critically (Kearsley & Marquardt 2001).
Because of the nature of DE, course materials must be clear, well organized and easily accessed. Content must integrate available technologies to enhance learning and to improve the chances of meeting course objectives.
is essential that learners surf through course materials
with ease. A
complex and cumbersome design will impede learning.
Thus, how a course platform is designed may play a
significant role in outcome.
the teacher and the students should be motivated and
instructor must may available to provide feed back.
The learners must not be intimidated and must be
eager to participate (Khan 2001, p.24).
in DE ought to know the various learning styles and attempt
to accommodate some individualized instructions using
available technologies such as chat rooms (Khan 2001).
is crucial for the success of a DE program.
Assessment here does not refer
only to the learner’s performance, but also to the program
itself (Khan 2001, p.47).
B.H.. 2001. Web-Based