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Supporting Students at a Distance

Supporting Students at a Distance DISTANCE LEARNING SUPPORTING STUDENTS at a distance extend learning opportunities hundreds and thousands of miles from their plm of origin, these distances can be amplified so dramatically that a very good program wirl one population will be incomprehensible to another- there m actually multiple “distances” to be navigated. becaw of a different economic system, adiffemt These “distances” exist in our face-bface teaching/ domestic culture, or simply different communications learning setting as wll, and include: modes. Early efforts to import and use coum from the i at the program assume st hat British Open University in the United States, for example, learners already know about a subject vs. what they only conhned George Bemad Shaw’s ohsetvation that actually know; the United States and Great Britain m two countries q- arated by a common language. pLior~-whattheprogramassumesthatlearn- ers can do vs. what they actually can do, Know Your Audlence -at experience the program assumes that learners have vs. what they actually have; The implication for learner support of these various hgua@at language ability the program potential distances is exactly what we mind anyone asrum that learners have vs. their actual who wishes to communicate anything know your audi- language ability; ence. in http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Supporting Students at a Distance

Granger, Daniel; Benke, Meg
Adult Learning , Volume 7 (1): 2 – Sep 1, 1995
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Publisher
SAGE
Copyright
© 1995 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959500700111
Publisher site
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Abstract

DISTANCE LEARNING SUPPORTING STUDENTS at a distance extend learning opportunities hundreds and thousands of miles from their plm of origin, these distances can be amplified so dramatically that a very good program wirl one population will be incomprehensible to another- there m actually multiple “distances” to be navigated. becaw of a different economic system, adiffemt These “distances” exist in our face-bface teaching/ domestic culture, or simply different communications learning setting as wll, and include: modes. Early efforts to import and use coum from the i at the program assume st hat British Open University in the United States, for example, learners already know about a subject vs. what they only conhned George Bemad Shaw’s ohsetvation that actually know; the United States and Great Britain m two countries q- arated by a common language. pLior~-whattheprogramassumesthatlearn- ers can do vs. what they actually can do, Know Your Audlence -at experience the program assumes that learners have vs. what they actually have; The implication for learner support of these various hgua@at language ability the program potential distances is exactly what we mind anyone asrum that learners have vs. their actual who wishes to communicate anything know your audi- language ability; ence. in

Journal

Adult Learning – SAGE

Published: Sep 1, 1995

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