ETEC 645 Cathy Robertson

Distance Education: Better, Worse Or As Good As Traditional Education? This study was conducted in attempt to see if distance education is better, worse or as good as traditional education. This study was conducted in attempt to see if distance education is better, worse or as good as traditional education. Two groups were studied to determine if learning styles were supported through both modes and to determine if significant improvements in grades, attitudes and behavior occurred. Two groups were studied to determine if learning styles were supported through both modes and to determine if significant improvements in grades, attitudes and behavior occurred. At the beginning of the study, data suggest that the two groups were similar in knowledge of course content. There were no significant differences between the two groups with regards to pre-test. At the beginning of the study, data suggest that the two groups were similar in knowledge of course content. There were no significant differences between the two groups with regards to pre-test. Towards the end of the study, data suggest significant differences in the post test of both groups. Students enrolled in the distance education course scored higher than the traditional students. Towards the end of the study, data suggest significant differences in the post test of both groups. Students enrolled in the distance education course scored higher than the traditional students. Both groups increased from the pre-test to the post-test. Results suggest that distance education can be just as good as traditional education and that there was no evidence in the study suggesting that distance education is superior to traditional education. Both groups increased from the pre-test to the post-test. Results suggest that distance education can be just as good as traditional education and that there was no evidence in the study suggesting that distance education is superior to traditional education. Tucker, S. (2001). Distance Education: Better, Worse, or As Good As Traditional Education? from

This paper suggest that students are more demanding and knowledgeable about educational alternatives and thus more are choosing distance education but many barriers are prevalent. This paper suggest that students are more demanding and knowledgeable about educational alternatives and thus more are choosing distance education but many barriers are prevalent. Teacher surveys were done and some barriers mentioned were the fear of faculty being replaced by computers, faculty culture, lack of adequate time-frame to implement online courses, and diffusion of value placed on getting a degree. Teacher surveys were done and some barriers mentioned were the fear of faculty being replaced by computers, faculty culture, lack of adequate time-frame to implement online courses, and diffusion of value placed on getting a degree. Barriers can be over-come with policy changes. Barbara Gellman- Danley and Marie J. Fetzner published a framework of policy issues for distance learning. Barriers can be over-come with policy changes. Barbara Gellman- Danley and Marie J. Fetzner published a framework of policy issues for distance learning. Policies provide a framework for operation and an agreed upon set of rules that explain all participants’ roles and responsibilities and should include technical and infrastructure needs in the educational system. Policies provide a framework for operation and an agreed upon set of rules that explain all participants’ roles and responsibilities and should include technical and infrastructure needs in the educational system. Policy changes can eventually change the culture of an organization. Policy changes can eventually change the culture of an organization. Berge, Z. (1998). Barriers To Online Teaching In Post-Secondary Institutions: Can Policy Changes Fix It? From Barriers To Online Teaching In Post-Secondary Institutions: Can Policy Changes Fix It?

Distance Education: Facing the Faculty Challenge The author of this paper talks about the increasing pressure that is placed on faculty to participate in distance learning. They are bombarded with messages of the technological revolution occurring at other higher learning institutions and are warned to get on board or suffer a loss of their job. The author of this paper talks about the increasing pressure that is placed on faculty to participate in distance learning. They are bombarded with messages of the technological revolution occurring at other higher learning institutions and are warned to get on board or suffer a loss of their job. Faculty express their concerns and reservations about distance learning. They resist all efforts to force them into distance learning. Faculty express their concerns and reservations about distance learning. They resist all efforts to force them into distance learning. Some of the faculty concerns and reservations are adequacy of institutional support, change in interpersonal relationship, and quality of instructions. It requires more time and energy to create engaging courses for distance learning. Some of the faculty concerns and reservations are adequacy of institutional support, change in interpersonal relationship, and quality of instructions. It requires more time and energy to create engaging courses for distance learning. Faculty are trained to teach the traditional way and fear that their new way of conveying information will rob them of the “big pay-off” which is gratitude to see when a student finally gets the concept. Faculty are trained to teach the traditional way and fear that their new way of conveying information will rob them of the “big pay-off” which is gratitude to see when a student finally gets the concept. The author says that technology will address many of the higher education’s challenges. Distance administrators will be agents of change providing incentives for faculty involvement and instructional support to help with the transition. The author says that technology will address many of the higher education’s challenges. Distance administrators will be agents of change providing incentives for faculty involvement and instructional support to help with the transition. Bower, B. (2001). Distance Education: Facing the Faculty Challenge. From