Social Isolation and Learning Effectiveness in Distance Education. ZIFF Papiere 71.

Autor/in	Krajnc, Ana
Institution	FernUniversitat, Hagen (West Germany). Zentrales Inst. fur Fernstudienforschung Arbeitsbereich.
Titel	Social Isolation and Learning Effectiveness in Distance Education. ZIFF Papiere 71.
Quelle	(1988), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Distance Education; Educational Attitudes; Foreign Countries; High School Equivalency Programs; Interpersonal Competence; Participant Satisfaction; Postsecondary Education; Program Effectiveness; Social Influences; Social Isolation; Teacher Student Relationship; Yugoslavia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Interpersonale Kompetenz; Post-secondary education; Tertiäre Bildung; Sozialer Einfluss; Soziale Isolation; Teacher student relationships; Lehrer-Schüler-Beziehung; Jugoslawien
Abstract	Several studies of distance education in Slovenia (Yugoslavia) have been conducted. Questionnaires and individual in-depth interviews were the most frequently used tools. In the studies, the relationship between social isolation and efficiency in distance education was observed through three sets of variables: (1) two different concepts of education and learners' perception of social isolation; (2) types, quality, and quantity of social relations and impact of social isolation on distance education; and (3) individual psychological characteristics in relation to the impact of social isolation on the effectiveness of distance education. Although the studies are not directly comparable, they lead to several basic findings (which cannot be generalized). For example, review of the studies showed that the learners' approach to education can predetermine their expectations. Learners who feel they must be taught are more likely to feel deprived of social relations if they study at a distance, whereas learners who have self-confidence and believe they can get the knowledge by themselves function effectively. Learners who lack good social relationships also may not function effectively in distance education. Finally, learners with low self-confidence appreciate distance education because they do not have to perform in front of peers. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC