| Distance learning has grown leaps and bounds with | | | | Students have the ability to download course |
| respect to popularity in the last few years. The | | | | slides and lectures, training videos and additional |
| reasons for growth trend have existed for | | | | material anywhere in the world. Such material can |
| several decades; however, it is only recently that | | | | be accessed at any time from any place, while |
| cheap and available new communication | | | | assignments, comments and reports can similarly |
| technology and higher internet bandwidths have | | | | be uploaded onto an instructor's page. |
| allowed educational institutions to offer all levels of | | | | All information, announcements, correspondence, |
| education online. Courses from vocational training | | | | incidents and changes in the environment or the |
| to high school diplomas to online degrees at all | | | | information material are all stored permanently |
| levels can be earned using online learning methods | | | | (electronically automatically archived) and can be |
| with full accreditation, research and even class | | | | tracked and reviewed at any time, which means |
| participation. | | | | students would not miss anything. |
| Self Paced study | | | | Social Features |
| One of the more popular methods of distance | | | | This learning model provides a higher degree of |
| learning in recent years is asynchronous learning. | | | | interactivity between participants who are |
| Asynchronous learning involves using web based | | | | separated both geographically and temporally and |
| portals where students can use an internet | | | | can provide students with many of the social |
| connection to log on to their own WebPages, | | | | benefits of face-to-face interaction without the |
| where they find course material, training | | | | specter of peer pressure. |
| documents and videos, lecture PowerPoint files | | | | Students have the ability to express their |
| and anything else relevant to their learning. This | | | | thoughts without interruption or challenge, and can |
| form of distance learning requires students to | | | | reflect on and respond to class materials and their |
| motivate themselves, as it allows complete | | | | classmates' comments and messages in more |
| flexibility with respect to daily attendances. | | | | 'thought-out' way than in a traditional classroom |
| Students must motivate themselves to keep | | | | where they might be rushed or pressured. |
| track of their course on their own time and make | | | | Students can discuss course material on forums |
| sure they remain up to scratch come assessment | | | | especially reserved for participants of a particular |
| time. | | | | course. These inter-discussions serve the purpose |
| Technology Features | | | | of student participation as in a traditional |
| The main attraction in this form is the fact that | | | | classroom, and in this way students can reap the |
| students do not need to attend any time based | | | | benefits of the classroom environment, where |
| or scheduled online classes or phone/internet | | | | they can learn from each other as well as an |
| lectures. Students may log onto their course | | | | instructor. |
| websites and portals, where the following facilities | | | | It's easier to avoid distractions. These are |
| are commonly available: | | | | commonly peer related (like too many parties). |
| Students can send text or voice messages to | | | | Students (especially those at advanced stages of |
| other instructors, teaching assistants and other | | | | their course/diploma) can focus on getting the |
| students on bulletin boards. | | | | work done. |