Distance education and new teaching tools

• Author: A-D. H. Khlebus/E. Vrasmas
• Position: University of Bucharest, Faculty of Psychology and Educational Sciences, Bucharest, Romania/University of Bucharest, Faculty of Psychology and Educational Sciences, Bucharest, Romania
• Pages: 25-32

Bulletin of the Transilvania University of Braşo v

Series VII: Social Sciences • Law • Vol. 11 (60) No. 1 - 2018

DISTANCE EDUCATION AND

NEW TEACHING TOOLS

A-D. H. KHLEBUS1 E. VRASMAS2

Abstract: This report presents findings of a review of the current research

on distance education and new teaching tools. As technology has evolved,

the methods used to deliver the curriculum have evolved as well. Many

higher education institutions are offering distance learning, mostly for

economic reasons. This paper will be focused on exploring the benefits and

weaknesses of distance learning, as well as exploring the new available tools

and methods used in distance learning, available through the new

technologies.

Key words: distance learning, teaching tools, technology and education.

1. Introduction

The pedagogical theory of distance learning starts from the attempts to define

distance education. Historically, distance e ducation meant correspondence study, but

current concepts tend to be closer to methods of transmitting audio, video , and (more

often than not) opportunities through the Internet.

As technology has evolved, the methods used to deliver the curriculum have evolved

as well. Many higher education institutions are offering distance learning, mostly for

economic reasons (Merisotis & Phipps, 1999). Boettcher (1996) notes that if students

would not spend as much time on campus there would be significant cost savings on

both the construction of new facilities and the maintenance of the current ones. He also

observes that there would be savings if employees did not have to leave their jobs to

attend school, thereby minimizing travel expenses (Boettcher, 1996).

According to recent literature (Bozkurt et al, 2015), 90% of two-year and four-year

public institutions of higher education offer distance education. This percentage is even

more striking given that just five years earlier Lucas (1998) reported that about one-half

of all higher education institutes offered distance education. Both of these studies

support the contention that distance education with in higher e ducation is not a passing

trend; rather it is an increasingly popular delivery format that warrants as much

scholarly attention as it can get.

1 University of Bucharest, Faculty of Psychology and Educatio nal Sciences, Bucharest, Ro mania,

hassanredha33@yahoo.com.

2 University of Bucharest, Faculty of Psychology and Educati onal Sciences, Bucharest, Ro mania,

ecaterinavr@yahoo.com.