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Evolution of Distance Learning in History

Evolution of Distance Learning in History
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Author(s): Seda Khadimally (University of Phoenix, USA)
Copyright: 2020
Pages: 10
Source title: Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA) and David D. Carbonara (Duquesne University, USA)
DOI: 10.4018/978-1-7998-0238-9.ch006

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Abstract

In the conundrum of what type of learning and teaching environments have a better impact on student learning and academic achievement or whether or not traditional learning and teaching setting surpass the emerging computer technology-rich education in today's digital era, scholars in the field of educational technology rather turn to history, focusing on what, how, and who as perceived change factors that tend to lead to long-lasting educational changes. With the emergence of the millennials, much of research conducted today ties to the importance of learning and teaching activities designed and delivered with appropriate media as vehicles for reaching positive learning outcomes. Current instructional practices are often tailored towards the specific learning needs of students that are diverse in many aspects (e.g., culturally, linguistically, technologically, etc.). Compared to learners back in the 1800s, it is undoubtable that today's local and distant learners need and prefer more different, progressive media tools for effective learning due to the exponentially changing demographics and social contexts, rapid growth in science, advances in information and communication technologies (ICTs), developing global economies, revision of educational policies, reassessment of media and technology tools, in addition to various instructional design principles and theories related to them, changing politics, and other subcomponents within this macro-system, all of which Moore and Kearsley view with a systems approach.

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