Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j7MEsgG11951; Mon, 22 Aug 2005 10:54:42 -0400 (EDT) Date: Mon, 22 Aug 2005 10:54:42 -0400 (EDT) Message-Id: <002901c5a72a$43dfc290$1b01a8c0@riral.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Howard Dooley" <hdooley@riral.org> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1457] Re: Success with Distance Education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Outlook, Build 10.0.6626 Content-Type: text/plain; Status: O Content-Length: 1877 Lines: 32 I agree with Jane Meyer. The key, probably obvious, is to consider distance ed one option for learners, and then identify the learners who are best suited for that option. That said, I notice that Katrina mentioned basic skills learners, and Jane mentioned GED learners. At my program, we have found that distance learning works best with the supports Jane mentioned. Also, when at all possible, we encourage learners to come in for an Orientation session before distance learning: they meet the instructor face-to-face, practice going on-line and using the software, complete an email or phone-in to the instructor, get immediate feedback on successes, and so on. This ensures that technical or little problems won't derail the experience and the learning. In some cases, learners begin in a class and then transition into distance learning when they can no longer attend or are "stopping out". This transition can be eased by using some of the distance learning items in the class (assumes the internet is available on site). For example, we use "My Skills Tutor" for ABE distance learning, and at our Learning Center the ABE instructor integrates using that program for skills practice, rather than providing paper worksheets or reviews. This is especially helpful for those learners who need multiple practice sessions before the skill or content is mastered. Our experience is that the issues are not around basic skills levels, but around (1) independent learning experience, (2) study skills and (3) familiarity and ease-of-use with the technology. The three, in our experience, are correlated. To keep options open for learners, they are asked questions in these areas during our Orientation, so that when we discuss ed plans and options, the effectiveness of using distance learning in that plan can be assessed by the instructor and the learner. Howard
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