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Delivering Distance Education

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Delivering Distance Education

Price: £340.00Course Code: BGN108
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Delivering Distance Education

Delivering Distance Education course online. With the growing demand for distance education, and with more universities and colleges turning to distance education to keep abreast of the global need for more flexible education, ADL is often asked how it manages delivery of distance courses. We put decades of experience and expertise in distance education into our new course, Delivering Distance Education. Some of the topics covered are: paper-based correspondence courses, online training, video courses, telephone conferencing, and e-learning.


 

Learning Goals: Delivering Distance Education BGN108
  • Identify differences between various modes of distance education and other forms of education.
  • Determine appropriate methods for communicating with, and motivating action from, new distance education students.
  • Provide effective support services to students undertaking distance education studies.
  • Explain the ways that teachers and students can work together by using effective listening skills, problem solving techniques, empathy and other interactive strategies to maintain effective and meaningful relationships in the learning process.
  • Manage physical and human resources within a distance education program to achieve appropriate benefit for cost expended.
  • Conduct effective assessment of distance education students.
  • Conduct effective administration of distance education students.
  • Improve students? and teachers? ability to communicate effectively in a distance education environment.
  • Provide support for graduates upon or following completion of a distance education course.

 

Lesson Structure: Delivering Distance Education BGN108

There are 9 lessons in this course:

1  Scope and Nature of Distance Education

  • Trends in Education
  • Changes in the World and their Impact on Distance Education
  • Growth in Distance Education Industry
  • Advantages and Disadvantages of Distance Education
  • Forms of Distance Education
  • Traditional Distance Education (paper-based education)
  • Mentor guided projects or research
  • Video or audio courses
  • Real Time Conferencing
  • Online
  • E Learning
  • Blended learning
  • What Style of Study Works Best
  • Adapting Teacher-Learning Models to Distance Education
  • Exposition Model
  • Behavioural Model
  • Cognitive Development Model
  • Interaction Model
  • Transaction Model
  • Comparing Online Education with Traditional Distance Education

2  Getting the Student Started

  • Profiling Students who are New to Distance Education
  • Making the Transition
  • Getting Past the First Lesson
  • How to Do Assignments
  • Time Management
  • Writing Style
  • Completing Assignments

3  Supporting Students

  • Introduction to Nature and Benefits of Support Services in Distance Education
  • Types of Support Services
  • Guidelines for Counselling New or Prospective Students
  • Guidelines for Completing Assignments
  • Help with Research

4  Real Time Support

  • Introduction
  • Dealing with Practical Work
  • Telephone Conference
  • Online Chat
  • Video Conferencing
  • Mentoring
  • Workshops and Attended Events
  • Conducting Structured Exercises in Small Groups
  • Listening Skills
  • Empathic Listening

5  Managing Resources

  • Scope of Resources
  • Cost of Resourcing
  • Considering Resourcing Options
  • PBL Project to manage resources for a specified distance education course.
  • Conflict

6  Assessment

  • Introduction
  • Various Approaches to Assessment
  • Grading
  • Types of Assessment for Distance Education
  • Submitting and Processing Assignments
  • Marking Exams
  • Exam Procedures and Processes
  • Plaigiarism

7  Student Administration

  • Introduction
  • Advice for Prospective Students
  • Enrolment Procedures
  • Student Records

8  Communication Skills

  • Introduction
  • Interpersonal Communication Skills for Distance Education
  • Classroom Education does not Suit Everyone
  • Understanding What Impairs a Student's Focus
  • Managing Feedback and Course Improvement
  • Practical Examination

9  Supporting Graduates

  • Cost Vs. Benefit
  • Alumni
  • Direct Support
  • Assistance with C.V.'s
  • Networking Services
  • Career Advice
  • Ongoing Use of Student Services
  • News Bulletins

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.


 

Practicals:
  • Investigate the scope and nature of distance education being used in your country, both by: a/ Government Education Services and b/ Private enterprise
  • Describe which method of distance education you think is most appropriate for specified skills
  • Interview students from the same course or a course in the same field to find what motivates them to complete the course.
  • Give an example of a positive and a negative incentive in an educational setting.
  • Give an example of where a negative incentive may be appropriate and explain why.
  • List three (3) practical ways a teacher might develop inquisitiveness or curiosity amongst students
  • Explain how your approach might be different when trying to motivate a perfectionist or high achiever compared to motivating a person with low self esteem or lack of enthusiasm
  • Investigate 2 other distance educations schools and compare support services in each.
  • Explain how you could increase the capacity of the learning experience to cater to varied individual needs amongst D.E. students studying on line courses
  • Observe and record listening behaviour
  • Describe what applications you think chat has for distance education
  • Outline training needed before using a new tutor (with only classroom teaching experience) as a distance education tutor, who needs to communicate with D.E. students using a variety of different communication methods
Course Info
Course StartAnytime, Anywhere
Course Hours100
Recognised Issuing BodyTQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation.
Course CodeBGN108
Course PrerequisiteNo, start at anytime
Course QualificationLevel 4 Certificate in Delivering Distance Education
Exam Required?Finalised with exam/test
UK Course Credits10 Credits
US Course Credit Hours3 Credit Hours
Study SupportYou'll be allocated your own personal tutor/mentor who will support and mentor you throughout your whole course. Our tutors/mentors have been specifically chosen for their business expertise, qualifications and must be active within their industry. Tutors are contactable by e-mail, telephone and through our Moodle Student Support Zone online. Tutors are there to provide assistance with course material, discuss, explain and give advice and support throughout the whole programme. Their feedback is vital to your success.

                                                                             

 

Previous Customer Experiences with our Courses

"Fantastic Teacher. Well organised modules. Assignments force me to learn and research more so I can prepare well for exams. I really enjoyed studying via ADL.  I can now continue study at Ulster University which accept my certificate from ADL".    Level 4,  Advanced Certificate in Applied Science,  VSC001,  Stanislawa,  Poland.

Its with great pleasure I am announcing you my new job as 'Park Manager' for a 5 star hotel in Reunion Island.  Its definitely my courses with ADL (Botany, Agronomy and Tree for Rehabilitation) which were decisive for my nomination. Accordingly, my sincere thanks goes to all the ADL team.

"The course was a valuable learning experience as it provided me with the knowledge and understanding for me as a Careers Advisor. The feedback was very good from my tutor, and allowed me to  build upon my assignments that were marked. The comments were very informative  and very useful. Well written course material."  Andrew W, Careers  Counselling, UK

"It exceeded my expectations. It was more comprehensive than I expected and the assignments really stimulated deep study of the subject. Thank you for your guidance. I am delighted with my certificate and will recommend this course and ADL to my friends and colleagues."  G Flaherty, Ornithology BEN102, Ireland

"I want to thank you for  the course - Hotel Management- I've just finished now. The course was comprehensive and well edited. For sure it can give a new worker in the hospitality industry the basic theoretical and practical knowledge required".  Daniel K, Hotel Management, Romania

"Upon completing the Interior Plants Course I was offered my dream job.  Taking this class was one of the best decisions I've made, the information I received was invaluable.  Thank you ADL". Meg V,  Interior Plants, Florida, USA.

“I am delighted to report that I passed the exam and received a “Pass with Commendation”. I appreciate very much the detail that you went into, in the correction of my assignments  and I found your advice and extra subject information  invaluable in advancing my interest and knowledge in horticulture”.   Go raibh mile maith agat! (a thousand thanks!) Colin, RHS Cert II, Ireland

"Although my main interest in Earth Science is Geology I found this course excellent. The course notes were very interesting and useful throughout the course. Thank you to the ADL staff for their excellent service" Barry. Earth Science

"I received good feedback, and had an efficient turnaround of assignments, useful comments and grades to analyse." Andrew, Calf Rearing

"I enjoyed the course and developed a good understanding of learning and behaviour disorders. I feel this will be helpful in my role as a Clerk at a local primary school". The course met my expectations and I enjoyed the challenge of learning about conditions i knew little about. The presentation of the course and the opportunity to communicate with my tutor was valuable. I enjoyed the course so much , I am planning to do another! Jennifer C, Developmental Learning and Behavioural Disorders in Children and Adolescents, UK

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Disclaimer: Every attempt is made to ensure all information from the academy is accurate and that the student has attained the competencies taught in a course, at the point of their assessment. Beyond this point, the graduate is responsible to maintain their acquired competencies, and apply acquired knowledge and skills in a way which is appropriate to the unique characteristics of each application. This will release the academy from any liability, action and claims of whatsoever nature in connection with, or arising from any such information, instruction or advice, given by any student or ex-student, whether directions given during the course are followed or not.