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Some people erroneously assume that the caliber of people distance learning programs produce are inferior compared to classroom setting students. In reality, research proves that distance learning students actually perform better than traditional classroom students. The proliferation of online learning programs is wonderful. But don't forget that some online programs are transitory. They're here today and gone the next day. You must target online degree instituations and programs that have been in existence for a while and have proved their worth in order to avoid wasting your money.
Accreditation is an important feature of distance learning program. An accreditation board draws the line between quality and worthless education. A distance learning program that is not accredited hardly gains any consideration or respect for that matter.
The very little you have learnt so far concerning "Distance Learning" from the first part of this article should bring some "aha" moments for you, true? If this hasen't happened this far, keep right on reading. The other half of this piece ought to.
1728 is considered to have been the dawn of distance learning. It was then that a shorthand teacher in Boston placed an advert in the papers seeking students for lessons that were to be sent weekly. The response back then was solid enough to begin what would today be once of the most practiced cultures in education. Podcast is a series of digital files of media. These files are mostly streamed over the Internet and are used by some colleges in distance education. When the student is able to grasp the message of the lecture, they may now reply over the email or some other medium.
Radio has been around for a long time, yet it still remains viable in distance learning. The mere fact that more technologies avail has only made it obsolete, yet not inconsequential. In some cases, people cannot afford the newer technologies; in other instances, it's that there are more people to be reached and the lecture needs to be proliferated synchronously.
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