**4. An effective distance education model**

The proposed model has been formulated on the basis of studies conducted on different issues related to distance learning and the above- mentioned characteristics. The model has been made in accordance with the systemic theory of distance (Figure: 1). by definition, a system is a set of connected components which are aimed at achieving a specific goal. The basic components should interact with the peripheral environment such that inputs result in


The evaluation of an electronic learner can be divided into three parts:

primarily regulate the learning environment based on the learners' features.

and answering the learning needs of students in the best way.

proportionate to the individual differences of the learners

to use the capabilities of the information and communication technology,

(Thompson & Irele, 2003).

learning stages(Table 2).

to be learner centric to be interactive

to encourage active learning

To evaluate all the learning stages.

Table 2. Principles for Effective distance learning.

**4. An effective distance education model** 

to be flexible



Therefore, from the view points of the researchers, effective leaning environment briefly should contain the following features: to be learner centric, to be interactive, proportionate to the individual differences of the learners, to be flexible, to encourage active learning, to use the capabilities of the information and communication technology, to evaluate all the

The proposed model has been formulated on the basis of studies conducted on different issues related to distance learning and the above- mentioned characteristics. The model has been made in accordance with the systemic theory of distance (Figure: 1). by definition, a system is a set of connected components which are aimed at achieving a specific goal. The basic components should interact with the peripheral environment such that inputs result in

organizations to improve their effectiveness" (Thompson & Irele, 2003). The evaluation of the qualifications of distance education is not different with the evaluation of a class. the expected output subsequent to entering the teaching- learning environment and going through the process of appropriate transform.

Fig. 1. The effective distance learning model.

Distance Teaching and Learning in Higher Education: A Conceptual Model 25

other students

technologies.

learning.

Group Activity - Tendency to undertake group or team work

search. Desirable characteristics of distance teacher are summarized in (Table 4)

Table 3. Desirable characteristics of distance learner.













communications with students via technology. S/H should provide a supporting, warm, welcoming and unofficial atmosphere. The instructor should clearly express learning expectations and goals for students. The instructor should also design and encourage group and individual active learning, with respect to various talents and methods of learning. She/He should provide learning activities at higher cognitive levels and encourage students

She/He should be willing to make innovations in etching (McLaughlin, 2002; Gilbert, 2002; White, 2000). One of the assumptions of the present model is to design an active learning environment for students. Supporting students to take an active part in learning requires the instructors who facilitate learning. The instructor should encourage the learner such that she/he understands and accepts her/his responsibility for learning and informational




any occasion , any where


characteristic Variables

Establishing relations and interactions

Ability to undertake flexible learning

Responsiveness and active participation

to undertake research.

The components of this model are as follows:
