Moore and Kearsley How Distance Teaching Differs Thesis

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Moore & Kearsley

How Distance Teaching Differs

While there have been many articles and discussions about distance education from the students point-of-view and some discussion about quality, effectiveness and verifiability, Moore and Kearsly take the approach from the teachers point-of-view and bring up some relevant issues, both pro and con, regarding the subject. They begin by making not of the differences between live classroom learning as opposed to distance learning:

If you are teaching by television, you have to learn how to behave on camera; in front of the radio or audio conference microphone, to control (but vary) your rate and pitch of speaking; but correspondence or online, to interpret what the student writes and be able to write back "instructively" without overextending the time you commit to each student! (Moore & Kearsley)

The new technology acts like a "filter" and the teacher needs to be aware that what he or she is saying may not e what the student's are perceiving. This is probably one of the most important points that they make regarding distance learning of any kind. Feedback then becomes a crucial element in both the progress of the student and the experience the student has had with the teacher.

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They do however seem to feel that the teacher is receiving no immediate feedback from what they say, except in the case of a two way TV presentation, this is not altogether true. In the current level of online classroom participation there are often live session through an interactive chat board or using speakerphones to have a conference call class. Furthermore, the online environment necessitates a great deal of interactive writing both in assignments and in teacher student communication, via e-mail, that often provides a great deal of feedback.

One quite valid observation about distance learning is verifying that the student not cheated in some way. This is especially true in any exam that may be given:

Thesis on Moore & Kearsley How Distance Teaching Differs Assignment

If students take an exam work we is at home or at least a learning center with no supervision, it is not possible to guarantee the integrity of the chest. Consequently in most distance education programs students must complete their main exams and a proctored setting at a learning center or school. (Moore & Kearsley)

Absent a physical presence in class and proctors observing exams, every course item completed is always in open book mode. All test are take homes and this certainly negates the ability for the teacher to judge just how much information has been retained and understood by the student, absent access to the course material. Additionally, highly complex technical or scientific course material may also be difficult to comprehend without classroom times with a teacher. Furthermore, as flexible as the scheduling and course time is for the student, most distance learning coursework is set in stone and usually does not allow for any adjustments by the teacher to help match more accurately the needs of the individual students taking the course. Overall this general lack of physical interaction… [END OF PREVIEW] . . . READ MORE

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APA Style

Moore and Kearsley How Distance Teaching Differs.  (2008, October 14).  Retrieved January 17, 2021, from

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"Moore and Kearsley How Distance Teaching Differs."  14 October 2008.  Web.  17 January 2021. <>.

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"Moore and Kearsley How Distance Teaching Differs."  October 14, 2008.  Accessed January 17, 2021.