EDUCATIONAL DELIVERY SYSTEM

Educational Delivery System for the Adult Learner

Educational Delivery System for the Adult Learner

Importance of the Paper

The importance of the paper depicts the meaning of Educational Delivery System and its implementation to enhance learning and teaching in higher education. This study describes the context of distance learning education, factors that influence adult learners from perspective of different scholarly journals and their views. The advent of fresh procedures of educating with technology has resulted in releases concerning the delivery of lessons through the World Wide Web and the complications interested in integrating Information Technology (IT) into an existing curriculum. This study does not focus on technology; rather, it focuses on the consequences of using technology for course design, delivery, and the perception of adult learners participating in distance learning.(Dean 1986)

Discussion

Article 1

Willis (1994) contended that researchers have attempted to study distance learning effectiveness by exploring variables such as student demographics, motivation, attrition, cognitive method, gender, and achievement.

Summary and Analysis of Article 1

Because of the logistical issues involved in dealing with sophisticated technology, many distance educators have recognized that educating students online is often more work intensive than educating the identical material in a customary school room (e.g., Willis, l995). Instructors who are involved in expanse learning spend about a semester before the genuine transmission to prepare instructional components for their courses. When an instructor spends this much time for studying, planning, and coordinating, the instructional method becomes strengthened. Some distance education instructors usef graphics, movie tapes, and printed materials during their lecture to demonstrate content are a. Thus, teachers have to be functional about how much material can be competently consigned in an online course (Willis, l995). Exactly what does this mean, however? If this means simply that the instructor should have to spend more time to consign precisely the identical amount of material, then, it seems innocuous. If it means, although, that there should be less content delivered in an online course than in a customary class, then, it becomes problematic. The difficulty is that online teachers may need to simplify course content in alignment to accommodate logistical problems. Does course content ever have to be simplified (or compromised) to be consigned online? If so, then, it would seem that technology limits the value of education, and does not advance it.(Willis 1994)

Classroom educators rely on a number of visual and unobtrusive cues from their students to enhance their consignment of instructional content. Aquick glance, e.g., reveals whom is attentively taking briefs, pondering a difficult notion, or arranging to make a comment. The student who is frustrated, confused, tired, or bored is equally evident. The attentive teacher consciously and subconsciously obtains and analyzes these visual cues and adjusts the course delivery to greet the needs of the class during any particular lesson. In compare, the distant teacher has few, if any, visual cues. Those cues that do live are filtered through technological devices such as video monitors. It is difficult to carry on a stimulating teacher-class discussion when spontaneity is altered ...