Parent term: Learning
A method of competency acquisition which employs print, radio, television, computer-based communications, satellite broadcasting, teleconferencing or other educational technologies which allows students to study on their own without having to regularly attend classes in conventional classrooms, or education imparted at a distance through communication media: radio, TV, telephone, correspondence, computer or video.
Source: TESDA 2010, Philippines
|Organisation: || Technical Education and Skills Development Authority (TESDA), Philippines|
|Source: || TVET glossaries of terms (2010)|
|Description: ||The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. |
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii
Distance Learning: The learner has been matched with a teacher, tutor, or volunteer with whom he/she has regular interaction with regard to the content of the distance learning curriculum, and who provides support throughout the distance learning experience. Distance learning is characterized by all of the following:
* A separation of place and/or time between the learner(s) and the instructor.
* The use of standardized curriculum.
* The delivery of education or training that employs technology in at least one of the following four categories:
* Computer Technology, such as the Internet or CD-ROM.
* Video Technology, such as videoconferencing, cable, satellite linkage, and videotapes.
* Audio graphic Technology, such as radio and audiotapes.
* Telephone Technology, such as teleconferencing.
* Support by a tutor, including help with content and assistance with technology, on line, on the telephone, or in person.
Source: DOE Virginia 2014, Virginia (USA)
Education and training imparted at a distance through communication media: books, radio, TV, telephone, correspondence, computer or video
Source: EU commission (NRDC) 2011, Europe
|Organisation: || National Research and Development Centre for adult literacy and numeracy (commissioned by the EU), Europe|
|Source: || European Adult Learning Glossary level 1 (2011)|
|Description: ||This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Two glossaries have been produced in the course of this project. The glossary presented here –the Level 1 glossary –is intended to be a practical reference tool for policy-makers and administrators that will enable better communication between the Member States.[...]|
Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, University of London, and carried out in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE) in Bonn, the Agence Nationale de Lutte congtre L'illetrisme (ANLCI) in Lyon, the University of Sheffield, and the University of Warsaw. pp. 2-3 (About)
Also known as e-learning or online learning, it is a form of education in which teachers and students are physically separated. Various technologies such as Skype allow for teachers and students to interact and communicate. Traditional distance learning focused on individuals in remote areas and it used to be via mail.
Source: OECD (Trends education) 2016
|Organisation: || Organisation for Economic Cooperation and Development, Global|
|Source: || Trends Shaping Education 2016 (2016)|
|Description: ||Trends Shaping Education examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends.OECD Website|
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