Distance education programming is becoming more widespread as technology advances, and while it is never intended to fully replace traditional classroom learning, it offers opportunities for more people to participate in schools of higher education (Mayzer and Dejong 37). For many, attending classes on campus may be inconvenient, and distance learning is often preferred because of the lack of time, transportation, distance, physical disabilities, or other problems with attending classes on campus.
There are many different forms of distance learning, such as computer-based conferencing, written correspondence, audio conferencing, closed-circuit television, and web-based learning (Mayzer and Dejong 38; Beard and Harper 658). Interaction with the instructor is possible in one-way video, two-way-audio classrooms, and this type of interactive ability was rated positively by distance learning students (Mayzer and Dejiong, 39).
Distance learning via the internet means that students are able to take courses from the convenience of their own home, at times that are convenient to them, and are able to work at their own pace (Beard and Harper 658). Less time and money is spent on commuting, and more ôseatingö is available than in traditional classrooms, preventing students from missing out on classes because of seating limitations. Online communications also reduce student inhibitions on communications, which may generate barriers between teachers and students or student-student interactions.
In general, distance learning is assessed favorably by students across the different media types (Mayzer and Dejong, 38). Students regard the experience as positive, and appear to appreciate the flexibility and convenience it provides to the student, particularly for those who do not have easy access to the campus. There have been no significant differences found between scores of students taking courses by distance learning and those ta...