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Students can elect programs that allow them to work in complete solidarity, or
those which focus on collaboration and open discussion.
Distance education has also allowed schools to place a focus on personalized
learning. As Peter. O. (2004) states, [distance education] must be open, learnercentered, outcome-based, interactive, participatory, [and] flexibly Technology
has made it easier for instructors to adjust individual curriculum allowing students
accessibility to material appropriate to their academic level. Struggling students can
now have the ability to remediate on standards that they struggle on, while more
advanced students can move forward with their lessons and/or provided enrichment
activities. This has been a driving factor for some students, who feel the speed in a
traditional school setting has not be conducive to their level of learning.
As education moves forward and technology continues to advance, so will
distance education. Regardless of how distance education is defined, it provides
students and educators options that are not available in the traditional school
setting. Students driven toward distance education in lieu of a traditional setting;
whether due to the need for flexibility, social reasons, or lack of physical options;
distance education will continue to be an option that will allow students to study
anywhere, any place, any time, and any space.
References
Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online
learning. USA: Wadsworth-Cengage Learning.
Peters, O. (2004). Distance education in transition: New trends and challenges (4 th
edition). Oldenburg, Germany: BIS-Verlag der Carl von Ossiertzy Universitat
Oldenburg.