Thesis on "Learning Styles and Distance"
Thesis 4 pages (1413 words) Sources: 5 Style: APA
[EXCERPT] . . . .
Learning Styles and Distance LearningTailoring Learning Styles and Distance Learning for Results
Distance learning enabled by the Internet has the potential to significant increase the learning effectiveness of teaching strategies long-term. The tailoring of teaching strategies to the specific needs of students, often called scaffolding (Najjar, 2008) is inherently more attainable in the context of one-on-one learning sessions online. Studies also indicate that the combining of in-class teaching sessions that are more focused on interactive, not purely pedantic or "drill and kill" lecture sections, when combined with interactive and scaffold-based online instruction, significantly increase learning effectiveness (Zhao, Alexander, Perreault, Waldman, Truell, 2009). The intent of this paper is to evaluate how learning styles can be augmented and strengthened through the use of distance learning concepts, frameworks and foundational elements.
Tailoring Learning Styles and Distance Learning for Results
The philosophical shift from pedagogy being centered on the performance objectives of the recitation of facts, figures and dates to one of teaching students how to think critically, analyze thoroughly, and through their unique perspective and learning styles, internalize the knowledge within their own frameworks is happening today (Wilhelm, Sherrod, Walters, 2008). This philosophical shift away from pure pedagogy or "drill and kill" where students whose memorization skills can earn them superior grades has been found to completely miss the point of long-term learning. Instead what studies of the last ten years indicate is that when in-
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Evaluating the Effectiveness of Scaffolding as a Strategy in Distance Learning
The tailoring of specific learning plans to the unique needs of students can be done both online and offline and methodologies of studies in this area typically use the latter as the control group in the analysis (Halttunen, 2003). What studies suggest is that often in-class teaching materials however do not lend themselves to precise scaffolding strategies to the extent the Internet, with Web-based applications and the ability to base individualized learning strategies on an enterprise-wide knowledge management system can (Yang, Yu, Chen, Tsai, et al., 2005). Further, the ontologies and collections of knowledge that are highly relevant to one specific group of students in an in-class setting is often static for the extent of a semester, as instructors often plan their courseware a full semester in advance (Savignon, 2008). This inevitably leads to less flexibility and customization on the part of learning strategies in class alone, and it often takes either the exceptionally gifted student who requires a greater challenge or the exceptionally challenged one who needs personalized learning strategies and scaffolding to force the issue of courseware additions or modifications. Typically this is avoided as instructors strive to keep an entire class together, within the boundaries of total class performance to ensure the minimum teaching objectives are attained (Savignon, 2008).
Distance learning however changes this dynamic and leads to much greater agility and responsiveness in terms of tailoring, fine-tuning and customizing individualized learning plans through scaffolding strategies (Najjar, 2008). The three most critical components of long-term learning and retention of concepts are autonomy, mastery and purpose (Cashman, 1997). These three critical principles are also evident in exceptional leadership strategies that change organizations, shifting them from being transactional to transformational in scope. The challenge for instructors then is to use distance learning not as a crutch for concepts that students are not understanding in class, but to tailor the students' entire learning experience, across both in-class and online learning objectives, within an electronically delivered scaffolding strategy (Yang, Yu, Chen, Tsai, et al., 2005).
Given how individualized instruction and scaffolding can be used to augment and strengthen overall learning there is a… READ MORE
Quoted Instructions for "Learning Styles and Distance" Assignment:
If you can go to the AMU/APUS website and use their library that is where I am supposed to get my sources from. If not then I guess whatever.
These are the requirements: 1)3-5 full pages long, not including the Title and Reference pages. 2)APA citation and format. 3)A minimum of four resources used and referenced in the paper.
You can e-mail me if you want to get into the school website to use the library.
It doesn't give me a specific number of times that the references need to be used in the paper, but it does say that they have to be.
How to Reference "Learning Styles and Distance" Thesis in a Bibliography
“Learning Styles and Distance.” A1-TermPaper.com, 2009, https://www.a1-termpaper.com/topics/essay/learning-styles-distance/37388. Accessed 6 Jul 2024.
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