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    Technology Closes The Distance

    Global solutions show the variety, equity, and accessibility of distance learning options

    By Learning Forward
    June 2013
    The number of U.S. teachers participating in some form of distance education is on the rise,  yet compared to many nations, distance-based professional learning is fairly new in the U.S. What are common elements of effective global distance education for teachers, and what lessons do they hold for those who design similar programs in the U.S.? Over the course of two years, Education Development Center researched distance-based teacher professional learning in nearly 100 countries. Here are five key elements and the larger lessons they hold for the U.S. 1. Diverse Technologies In the U.S., distance education essentially means online learning. But internationally, distance education is a much broader term that encompasses a variety of technology-based models. (For examples, see chart on p. 30.) Many Asian,

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    Authors

    Mary Burns

    Mary Burns (mburns@edc.org) designs and leads professional learning in the U.S., Middle East, Africa, and Asia. She is the author of Distance Education for Teacher Training: Modes, Models, and Methods (Education Development Center, 2011).

    Distance Education Models and Examples

    Model Examples
    Audio-based • Interactive radio instruction (broadcasts).

    • Interactive radio instruction (narrowcasts).

    • Audio conferencing.

    • Two-way radio.

    • Broadcast radio.

    • Podcasting.
    Televisual • Broadcast TV (educational and
    instructional TV).• Video.• Videoconferencing.
    Multimedia • Interactive video (disk and tape).

    • CD-ROM.

    • DVD.

    • Interactive multimedia.

    • Computer-aided instruction.

    • Games.
    Web-based • Computer-mediated communication.

    • Online courses.

    • Virtual classes.

    • Webinars.

    • Webcasts.

    • Simulations.
    Mobile • Smartphones.

    • Cell phones.

    • Tablets.

    • MP3 players.
    Source: Burns, 2011.

    References

    Abraham, L., Mörn, M.P., & Vollman, A. (2010, June). Women on the web: How women are shaping the Internet. Reston, VA: comScore.

     

    Burns, M. (2011). Distance education for teacher training: Modes, models, and methods. Washington, DC: Education Development Center.

     

    comScore. (2011). It’s a social world: Top 10 need-to-knows about social networking and where it’s headed. Reston, VA: Author.

     

    Evans, N. & Pier, D. (2008). Interactive radio usage and its impact on grade 1 and 2 teachers and students: Midterm study of the Appui Technique aux Éducateurs et Communautés (ATEC) Program, Madagascar. Washington, DC: Education Development Center.

     

    Gittell, R. & Vidal, A. (1998). Community organizing: Building social capital as a development strategy. Thousand Oaks, CA: Sage.

     

    Granovetter, M. (1983). The strength of weak ties: A network theory revisited. Sociological Theory, 1, 201-233.

     

    Media Measurement. (2012). Social media trends by age and country. Available at www.slideshare.net/MML_Annabel/media-measurement-social-media-trends-by-country-and-age.

     

    National Center for Education Statistics. (2011). Fast facts. Available at https://nces.ed.gov/fastfacts/display.asp?id=28.

     

    OECD. (2008). TALIS 2008 technical report: Teaching and learning international survey. Paris, France: Author.

    Wang, Y. (2000). Providing teacher training through educational television: The China experience. Washington, DC: Academy for Educational Development.

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