| Learning at a distance is similar in many ways to learning in a classroom environment,
but there are some significant differences. Teachers of distant learners must accomplish
the same general goals as those working in conventional environments, but separation from
the learners means some of the teacher's challenges take on special forms. For example,
the learner is frequently insecure in the absence of the teacher and apprehensive
regarding his/her progress in the absence of close feedback and perhaps absence of peer
learners. The student becomes more insecure if the direction of the course is not very
well structured, and if it is not very clear where he or she is in relation to its
completion. The phenomenon of "drop-out" is much more common in distance than
conventional education, i.e., it is easier for a student to exercise the option of
withdrawing from the relatively impersonal relationship of a distance course than it is
from a conventional curriculum. In response to such concerns, the distance teacher has to
take various measures to ensure the course is very well structured, with clear objectives
and well considered allocation of students' time. The communications media must be used in
attractive, rewarding, and therefore motivating ways.
Finally, in every system, no matter how large, while some part of the instruction may
be most appropriately mass-produced on audio or video tapes, or in texts, or transmitted
by broadcasting, somewhere in the system must be individual instructors who are known to
the students and who are skilled in ensuring that materials produced in mass are used by
each individual in creating his or her own knowledge.
DESIGN • DELIVERY • INSTRUCTION • LEARNER SUPPORT
See Related South African Quality Criteria:
More Resources:
Lusunzi, I.S. 1999. Building Instructional Activities in
Distance Education Self-instructional Materials. Paper presented at the 1st National NADEOSA
Conference held 11-13 August 1999
Botswana Ministry of Education. 1998. Evaluation Report of the English Time Project 1994-1998
Kamau, J.W. 1997. Characteristics of Distance Learners,
Diploma in Primary Education Course Writers Workshop December 1-5, 1997, Oasis Motel.
Mphinyane, O. 1998. Introduction to Distance Education:
Using teams at work, Botswana College of Distance and Open Learning Course Design
& Development Workshop 27th July - 7th August 1998
Adekanmbi, G. 1998. Tutoring in Distance Education
Centre for Continuing Education, University of Botswana.
Akinade, E.A. 1998. Counselling Services During
Distance Education Tutorials. Paper presented to distance education tutors during a
workshop organized by the Centre for Continuing Education at Oasis Motel, Gabarone,
Botswana, from 23-24 July 1998.
The Zimbabwe Division of the Rapid Results College Worldwide, (no date) How to Study the RRC Way: Essential Reading Before You Start
Your Studies
Richards-Govere, K. 1995. Appendix F: A Sample Role
Description for the Guidance and Councilling Specialist/Associate Councillor Harare,
Zimbabwe, University of Zimbabwe, Zimbabwe
Zimbabwe Division of the Rapid Results College Worldwide. (no date, collected in 1999) Information for Guidance of Tutors.
Muro, A., Mbenna, I.C., Ndaalio, A., & Reuben, N.Z. 1988. A programme for improving services to students: The
role to be played by Part-Time tutors. Paper presented at teh NCI's Annual
Tutors' Conference on 28 May 1998.
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