Technology education has evolved during the past decade which led to a fast caused a dramatic change in the presentation of information in terms of coding and transfer, and in general in terms of information communication. And became the primary role of teachers in distance education requires the use of technology equipment and devices effectively and there are at least five techniques for distance education system the teacher can be used, namely:
1 - printed materials such as: (educational programs, and guide the lessons, and courses).
2 - technology based on sound (audio technology) such as: (tapes, radio, telephone).
3 - Electronic fee. (Such as painting, electronic fax).
4 - video technology (such as educational TV, analog TV, interactive video, videos, and DVDs).
5 - and computer networks, (such as computer education, e-mail discussions, the Internet, digital video and discussion).
3 - Encourage motivation of students:
Another area to be a teacher after all that play is how to encourage student interaction and the acquisition of knowledge in the educational process, and Judy Logan (Judi and Logan) (1996) talked about the four types of interaction that took place in distance education. A (learner interaction and content, and the interaction of the learner with the supervisor, and the interaction of the learner with the learner, and learner interaction with itself).
A - learner interaction with the content: (Learner - content interaction):
Is the interaction of the learner with the information provided, which leads the student to acquire knowledge. This interaction depends on the previous educational experiences for learners and the ability of the learner to interact with the content given to it. The factors the ability of students to interact with the content contains a good method of learning for learners or selecting students for the information provided by relevant. Vihdy ranks of distance education allows students to receive and receive information in their style is chosen, the information may be passed either through audio or video tapes, or CDs, or the Internet, or World Wide Web ... and more.
B - learner interaction with the supervisor:
Is the vertical interaction depends on the willingness of the learner and the supervisor on the connection. Difficulties for this type of interaction is often associated with the fact that the distance puts us in an unfamiliar new roles, make us uncomfortable in the correspondence to take the information. To overcome this we have to make from the active encouragement through the activities of the confidence-building lessons in the first few difficult chapter. The teacher is diagnosed and modifies the experience by giving students the opportunity to talk about themselves and the allocation of time for informal talks, including the established sense of belonging.
C - learner interaction with the learner:
Is the horizontal interaction between learners. When it reacts to students with other students, this increases the integration and improve motivation to learn. One of the problems faced by this interaction may lack the sense of community, or diversity of students participating per semester from around the world, and facilitate the e-mail and web collaboration through the page or topic where, The student can contact a colleague study by these tools, little or not intervention by teachers, students in basic education to include the ranks of the Internet to talk, give a lecture. Or visit the web page to a colleague that contains a picture of informal talks and sharing of experiences are important in linking students with different backgrounds.
D - learner interaction with itself:
Refers to the ability to make technology easy for the student. Because the non-satisfaction of both student and teacher use of technology will lead to making technology one of obstacles of the learning process, and constraints of other learning process lies in the confusion between technology and the process of learning and distance education and places of emphasis is important in technology by the teacher. And here lies the role of the teacher in the presentation of many of the lectures live through videos, multimedia programs, the lecture printed.
4 - Development of self-education:
Another point in the role of the teacher is to develop distance learning self-student. Custom Shine (Shin (1988) concept of self-learning ability as students to participate actively in their education. Such capacity include: strategies for knowledge, self-efficiency, ownership, Alatghani learning, self-expression. Knew Garrison (Carrison (1997) on the other side the concept of self-learning as a learner's ability to practice, and independence greatly in deciding what is beneficial for learning and how close to the task of learning. was an attempt to stimulate the students for the purpose of responding and personal involvement of self-monitoring and self-management of the building process, and the achievement of meaning, and learning outcomes good.
1 - printed materials such as: (educational programs, and guide the lessons, and courses).
2 - technology based on sound (audio technology) such as: (tapes, radio, telephone).
3 - Electronic fee. (Such as painting, electronic fax).
4 - video technology (such as educational TV, analog TV, interactive video, videos, and DVDs).
5 - and computer networks, (such as computer education, e-mail discussions, the Internet, digital video and discussion).
3 - Encourage motivation of students:
Another area to be a teacher after all that play is how to encourage student interaction and the acquisition of knowledge in the educational process, and Judy Logan (Judi and Logan) (1996) talked about the four types of interaction that took place in distance education. A (learner interaction and content, and the interaction of the learner with the supervisor, and the interaction of the learner with the learner, and learner interaction with itself).
A - learner interaction with the content: (Learner - content interaction):
Is the interaction of the learner with the information provided, which leads the student to acquire knowledge. This interaction depends on the previous educational experiences for learners and the ability of the learner to interact with the content given to it. The factors the ability of students to interact with the content contains a good method of learning for learners or selecting students for the information provided by relevant. Vihdy ranks of distance education allows students to receive and receive information in their style is chosen, the information may be passed either through audio or video tapes, or CDs, or the Internet, or World Wide Web ... and more.
B - learner interaction with the supervisor:
Is the vertical interaction depends on the willingness of the learner and the supervisor on the connection. Difficulties for this type of interaction is often associated with the fact that the distance puts us in an unfamiliar new roles, make us uncomfortable in the correspondence to take the information. To overcome this we have to make from the active encouragement through the activities of the confidence-building lessons in the first few difficult chapter. The teacher is diagnosed and modifies the experience by giving students the opportunity to talk about themselves and the allocation of time for informal talks, including the established sense of belonging.
C - learner interaction with the learner:
Is the horizontal interaction between learners. When it reacts to students with other students, this increases the integration and improve motivation to learn. One of the problems faced by this interaction may lack the sense of community, or diversity of students participating per semester from around the world, and facilitate the e-mail and web collaboration through the page or topic where, The student can contact a colleague study by these tools, little or not intervention by teachers, students in basic education to include the ranks of the Internet to talk, give a lecture. Or visit the web page to a colleague that contains a picture of informal talks and sharing of experiences are important in linking students with different backgrounds.
D - learner interaction with itself:
Refers to the ability to make technology easy for the student. Because the non-satisfaction of both student and teacher use of technology will lead to making technology one of obstacles of the learning process, and constraints of other learning process lies in the confusion between technology and the process of learning and distance education and places of emphasis is important in technology by the teacher. And here lies the role of the teacher in the presentation of many of the lectures live through videos, multimedia programs, the lecture printed.
4 - Development of self-education:
Another point in the role of the teacher is to develop distance learning self-student. Custom Shine (Shin (1988) concept of self-learning ability as students to participate actively in their education. Such capacity include: strategies for knowledge, self-efficiency, ownership, Alatghani learning, self-expression. Knew Garrison (Carrison (1997) on the other side the concept of self-learning as a learner's ability to practice, and independence greatly in deciding what is beneficial for learning and how close to the task of learning. was an attempt to stimulate the students for the purpose of responding and personal involvement of self-monitoring and self-management of the building process, and the achievement of meaning, and learning outcomes good.
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