Distance
education and open education
When speaking about learning, there are many ways in
which a person may enjoy and practice this process. Many people have the need
and seek for different options when attempting to learn, and many aspects must
be taken in consideration to fulfill these needs. Some characteristics that
people tend to look for when choosing their learning method and institution are
practicality, accessibility, cost, and time consumption. Many of these aspects
are features that make the fundamentals of certain educational systems. In this
text, we will give a general definition of distance education, open education,
their main differences, and some of their most notorious advantages and
disadvantages.
Distance education
could be considered as the way an institution practices its formal education
through a separation of students which use technological appliances and
services as their main platform for interaction. This platform is the connector
between the students, the teachers, and the materials needed to course and
approve subjects. Approving subjects leads to obtain valid assessment and
significant achievement. It is important to mention that distance education has
been practiced since men kind developed communicative technology. Some examples
of this technology are the telegraph (first used in 1893), the radio (1916), and
the television which appeared in the early twentieth century, and lately, the
internet. Moore (2012) says that “different technologies, different teaching
techniques, and different types of students all mean that different ways must
be found to manage and administer the programs provided.” Nowadays, this
modality called distance education has taken an important role in educational
institutions due its demand and acceptance among students and teachers.
In regards of open
education, the word “open” opens a starting new perspective. This title
embodies a “pre-philosophical understanding that openness as such is the
primary constitutive element of the atmosphere that is essential to distinctly
human learning.” this according to Nyberg (2010). It does not mean that open
education lets learners do whatever they want to; instead, it gives freedom of
choosing the tools that will accommodate learners to fulfill their academic
achievement. Open education could also be described as an institutional
practice that sets access to learning and training. This is reached by
eliminating barriers that may prevent pupils from learning. Open education gives students the hints to
become autonomous since the usage of materials and shared information relies on
their judgment.
Distance
education and open education also have certain differences. Distance education
tends to follow a scheme or curricular plan which is imparted by trainers or
teachers. The learners are separated by geographical distance and rely on communication
devises to maintain relationships with their mentors and other colleagues. In
the United States this is commonly called home school; this system also has
pre-determined deadlines for assignment completion. On the other hand, open education is a term
used to ensure that this system of education will try to remove any barriers
that may prevent pupils from learning. Some of these barriers are age, time,
space, and, in some cases, the skills and abilities of the learner. In open
education the learner is responsible for what, how, and where they learn. Both
systems, distance and open education, help students achieve a certain level of
education; yet, their main differences fall back on which type of education
fits which student; this of course, depends on the learner himself, his/her
aptitudes, and the achievements he/she possess.
Distance education has
the advantage of being non-expensive, (at least in my own experience) and this
makes it very accessible to most people. Nevertheless, distance education may
tend to be a little cold in relation to the teacher-student and student-student
interaction. As its name implies, distance education tends to be distant in
various means. Open education has also
many advantages, and one of them is the emphasis to avoid the barrier of time.
This does not mean there is not a dead line to completing courses, but usually
the extension of time is very considerable. This advantage could also become a disadvantage
for this type of education system. Too much time may create a sense of
non-importance on the pupil, and if he/she lacks self-discipline, this issue
may considerably reduce the chances of finishing the courses.
There are several
institutions that promote distance and open education. Two of these
institutions are the Autonomous University of Baja California (UABC, Mexico)
and the Pre-university Center (CEPU- Centro Pre-Universitario, Mexico). The
UABC promotes distance courses such as Curricular Design, Computers Applied to
Education, and Teaching Grammar, among others; these classes prepare students
to obtain Bachelor, Master, or Doctor Degrees. However, CEPU, for instance, is
an institution that, in co-relation with SEP (Secretariat of Public Education,
Mexico) provides tutoring for the Open-High School System in Mexico preparing
learners for the approval of their mid-high studies.
There is no doubt that
distance and open education systems are of great service to learners. Although
there might be certain factors that make them different, the reality is that
both promote education for learners who desire to accomplish a goal in life.
These two kinds of education create a greater sense of autonomy,
self-discipline, and respect in the student. Both, distance and open education
are great ways for learning when different circumstances do not allow learners
to attend an in-person school system.
References
David A. Nyberg 2010, The Philosophy of Open Education
Michael G. Moore & Greg Kearsley
2012, Distance Education: A Systems View of Online Learning
http://youtu.be/Rb0syrgsH6M
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