Evaluation Of Planning And Management Of Distance Education. Acritical Literature Review

Purpose: The rapid technological changes in education today have become paramount towards meeting our educational demands for the 21st century. The emerging trend in the use of Information Communication Technology has helped in bringing down the traditional barriers of access to higher education leading to access of quality education and training. This has provided learners with opportunities for lifelong learning and meaningful participation in the world of work and society as productive citizens through distance learning. The general objective of the study was to conduct an evaluation of planning and management of distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that little difference was found in the community found in the web-based course in comparison with their traditional courses. With the special characteristics associated with distance education, special measures should be taken to see that communities are established. Choosing exercises or activities that are collaborative will increase the potential for developing a community of learners. In addition, frequent use of online discussion or bulletin boards will also assist with this endeavor. Professional development on how to build a community for traditional and web-based courses is needed. Recommendations: The study recommends that is a need for assessment of whether or not faculty are adequately prepared to teach at a distance, especially in light of the fact that faculty tend to teach in the same manner in which they were taught, is definitely warranted. A check list that would help identify the preparedness of the faculty member before they are responsible for distance student learning would help the students and program. Instructor training should be required before faculty are considered qualified to teach distance courses which necessitates the discovery of quality training programs. Support staff that is needed to assist faculty members when making the transition from a face-to-face to a virtual environment should be identified