Distance Education or Traditional Education
Traditional education can also be referred to as fundamental, habitual and conservative education as it denotes to long, well-known customs initiated in schools that community traditionally practiced(Edwards, 2011). Some methods of education modification stimulate the implementation of progressive education, performance, a universal approach that emphasizes on distinct students’ desires and self-expression. On the eyes of improvers, traditionally centered instructor approaches, skills focus on memorization and repetition learning. Traditional education is well organized as compared to distance education because the teaching techniques applied in distance learning are borrowed from traditional education.
The principal business of customary education is to convey to a subsequent generation, those facts,standards and skills of social and moral behavior that grown-ups ponder to be essential for the following generation’s materials and social achievement. As legatees of this system, which informs progressivism that John Dewey (2010) outlined as being executed from beyond and from external, the apprentices are anticipated to obey, receive and believe these fixed responses. Instructors are the tools by which awareness is docilely converted and values of which behaviors are imposed.
A mere fact, the chief educational method of customary education was an unpretentious oral or recital, though in the distance learning students pay for the course but, you cover the syllabus on your own. In a classic approach, learners sat soundlessly at their dwellings and one learner after another narrate his or her experience. The instructor’s principal task was listening and assigning to these recitals; learners studied and remembered the assignments at home just as the same as distance learning where you carry coursework, assignments and projects at home to handle them on their own.
An oral test examination might be given at the completion of a unit, and the procedure that was known as the assignment of oration test was recurrent. In tally to it’s over pressure on unwritten responses, depending on routine memorization with no energy at appreciating the significance, disengaged and unconnected assignments. It was also an exceptionally unproductive use of the learner’s and instructors’ time as opposed to distance learning. This custom approach also asserted that all apprentices be trained the same resources at the same distance, learners that did not study rapidly adequately failed, rather than being permitted to flourish at their natural promptness. This technique, which had been introduced from Europe, conquered American education till the termination of the 19th century when the transformation movement of study introduced an advanced education method from Europe.
Distance learning is different from apprenticeship only in a way that the students follow a written course instruction that they receive from their tutors. But, there is less difference in terms of mastery of the concept because it is personal efforts that counts. Most students waste their time going for distance education, but they usually learn on their own. To make the matters worse some students are forced to pay full school fees only study without a teacher.
Traditional education as perceived from the study is well established than distance education. This is because it is cheap and convenient and is learned at the student convenience and content is covered at your rate. Hence, instead of applying for distance learning, it is better to go for traditional studies because you learn at your pace, and even the tests and examinations are oral.Therefore, traditional education is well organized as compared to distance education, because the teaching techniques applied in distance learning are borrowed from traditional education.
Edwards, C. H. (2011). Educational modification: From traditional education to learning communities. Lanham, Md: Rowman & Littlefield Education.
John, Dewey, G. (2010). Emergence in distance education. Edmonton: AU Press.
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