**3.4 Mission of higher education**

The most important mission of higher education from the beginning has been to give information, knowledge and skills to the students (Morss & Murray, 2005, p.5). But higher education is at the beginning of a revolution regarding information and communication power. Nowadays, the universities should educate those who have the ability for grouping, analyzing and combining information, problem solving & communicative skills, discussions, talks, technological and management skills instead of preserving and saving data, to be able to adjust themselves to rapid social and industrial changes (Miguel & Mc Pherson, 2004, p.78). Also, the results of the previous studies (Wegerif, 1998; Vonderwell, 2003) on distance learning environment emphasize that a distance university contributes more than the learning environment with the students' presence to raising objectives such as getting problem- solving skills, critical thinking, and management and make a decision in difficult situations, lifetime learning, and discussion and make the social communications.

Therefore, universities should currently emphasize on the importance of the promotion of learning and the learner, try to provide an environment which is learner- based and increase the feeling of the learner's responsibility toward learning. Moreover, they should reinforce learning at high cognitive levels in the learners and prepare an active learning environment. Finally, universities should undertake the learner's success.

#### **3.5 Advantages and disadvantages of distance learning**

For determining the features of effective Distance learning, its advantages should be raised and there should be an attempt to eliminate its disadvantages. Distance learning provides access to a learning independent from time and place and it has the potential to provide an educational environment which is based on the learner and individual and personal communication (Institute for Higher Education Policy, 20007). On the other hand in traditional distance education, since the students act independently and learning is individual, they hardly understand learning activities and follow a special time table. Although it reduces the anxiety and stress in the students, it decreases their challenge and effort (cho, 2002). One of the other shortcomings of distance education is that there is not enough class discussion. In education that students must participate and their presence in class is obligatory, to show the importance of learning activities, a model of social expectations is presented which determines the significance and quickness of learning activities. These expectations are mostly disregarded in distance education which decreases the price of completing the course compared to normal traditional education (American Federation of Teachers, 2000). As a result, in desired distance education, the objectives should be clarified, the quickness of learning should be suitable and group activities should be provided. By using high capabilities and right planning for the course, most of the traditional distance education shortcomings will be removed.

#### **3.6 Case studies**

18 International Perspectives of Distance Learning in Higher Education

makes new models. Consequently, new models with different pedagogies and features are presenting. These models share the features of an education based on technology and suggest modern educational and learning approaches in which the learner plays an important role and

Regardless of whether learners learn individually or in groups, distance or with presenting, it is widely known that individuals learn differently. Individual learners think and perceive differently. Therefore, knowing learning theories for getting a better understanding of distance learning is necessary. Through studying various schools of thought, the cognitive constructivist theory and social constructivist theory can be regarded as the foundation of

Constructivist theory recognizes the learners as an active individual. The learner is central to learning and the instructor has the role of a facilitator and counselor. The learner should be open to form knowledge himself rather than acquire it through education. Constructivism teachers believe in an educational programming that is based on cooperative and group learning and reinforces active learning in the learner. Active learning, cooperation and working in the group are also important features of learning through technology. As a result, combining these features in distance learning determines an effective learning

The most important mission of higher education from the beginning has been to give information, knowledge and skills to the students (Morss & Murray, 2005, p.5). But higher education is at the beginning of a revolution regarding information and communication power. Nowadays, the universities should educate those who have the ability for grouping, analyzing and combining information, problem solving & communicative skills, discussions, talks, technological and management skills instead of preserving and saving data, to be able to adjust themselves to rapid social and industrial changes (Miguel & Mc Pherson, 2004, p.78). Also, the results of the previous studies (Wegerif, 1998; Vonderwell, 2003) on distance learning environment emphasize that a distance university contributes more than the learning environment with the students' presence to raising objectives such as getting problem- solving skills, critical thinking, and management and make a decision in difficult situations, lifetime learning, and discussion and make the social communications. Therefore, universities should currently emphasize on the importance of the promotion of learning and the learner, try to provide an environment which is learner- based and increase the feeling of the learner's responsibility toward learning. Moreover, they should reinforce learning at high cognitive levels in the learners and prepare an active learning environment.

For determining the features of effective Distance learning, its advantages should be raised and there should be an attempt to eliminate its disadvantages. Distance learning provides access to a learning independent from time and place and it has the potential to provide an

emphasize on self-directed, independent, flexible and communicative learning.

**3.3 Learning theories** 

effective learning.

environment mentioned in this study.

Finally, universities should undertake the learner's success.

**3.5 Advantages and disadvantages of distance learning** 

**3.4 Mission of higher education** 

Many organizations have distributed guidance for effective distance learning. These are a reflection of various viewpoints in diagnosing effective factors and better distance education performance. In table 1, the features of effective distance education and their theorists makers of them have been presented.



Distance Teaching and Learning in Higher Education: A Conceptual Model 21

4. Flexibility: In planning a desired learning environment, you should select an environment independent from time and place and assist the learner to acquire the

5. Encouraging active learning: Distance education should support an active learning environment and allow the learners to share their ideas actively. Consequently, the learner becomes acquainted with the others opinions and ideas and learning from each other encourages (Devoy, 2006, p.80, Farajollahi et al, 2009). For making a successful learning, there should be the right pedagogy and an educational plan coordinated with the learning method. Hitlz (2004) states that instead of representing all the answers and solutions to the students, we should plan an environment for asking the student, motivating him for finding and sharing the answer to the others and the role of a professor should be to facilitate learning. Another important element in planning educational materials for encouraging active learning is an environment that asks the student to relate the concepts with real situations and experiences. The activities of the course should be planned in such a way that they can reinforce the active role of the learner. In an active process, the learners need more to do something rather than to read something. They need to write, discuss, solve the problem and get involved in the high level of cognitive abilities such as analyzing, combing and evaluating. Active learning should also encourage learning in a learner. In this level, the learner is aware of his learning process, understands educational goals, knows his capabilities and weaknesses in attaining to the learning objects and is able to control the progress toward the objectives. Bransford (2002) suggested that the activities of learning along with selfassessment and feedback encourage the learner in educating and learning and the

6. Using capabilities of information and communication technology: ICT based education is divided into online and offline communication. Online communication of the student with the instructor, other students and through other learning materials, reinforce a spirit of belonging to a group, use exact and early feedbacks of the classmates and progress in coordination with others in the curriculum ((Mendenhall, 2003). On the other hand, an offline electronic communication also helps students access to the curriculum any time in proportionate to their family or occupational situation. By using these facilities, the students have much more time to participate in discussions, raising questions, answering and doing the homework's and thinks about them and they can

7. Evaluation: Evaluation provides relevant information for further developments and expansions of any program. For any project, or initiative, evaluation provides useful data and information on the degree to which the initiative/project is meeting the objectives. Evaluation, therefore, is conducted to "examine and report on the strengths and weaknesses of programs, policies, personnel processes, products/outcomes, and

learning sources as soon as he can (Aggarwal and Bento, 2000).

learners can actively get involved in learning activities.

use what they have learned in real situations.

adapt with various learning methods.

is not possible without regarding individual differences and not considering them in education will lead to the traditional model of learning. In planning learning activities, the learners' educating style should be notified and various learning activities and communicative learning sources should be programmed by a multiple presentation to

With respect to the common elements in effective distance education guidelines and principles, and fundamental learning theories and for removing present barriers and lacks of current distance education, the following features of distance education should be considered in order to improve the learning:

	- Learner- content: Communication of the learner, content is as a cognition interaction which is associated with the content that leads to the learner and learning constructive-cognitive changes (Moor, 2003, P.20).
	- Teacher-learner: Communication of the learner and teacher is an important factor in preserving interest and motivating the learner (Moor, 2003, P.22).
	- Learner-learner: This type of interaction is a new dimension in Distance education and points out the learner centric in learning. The learners' interaction is necessary for making deep learning and constructing knowledge. The relation and sharing the opinions and ideas with other students increase the learners' motivation and interest (Brown & Dugu, 2000; Anderson, 2003).
	- Content-content: In this type of interaction, the content updates automatically through different entrances of receiving data and learning sources constantly develop through the learner's communication with intelligence factors (Moore & Anderson, 2003).
	- Learner-content: Content development and planning is one of the important roles of the instructor. Educational planning process has a significant role in the communication of the learner and content. This procedure should continue duration the course and the instructor should be able to communicate content regularly based on the learners' need or updating of the subjects (Tuovinen, 2000).
	- Instructor-instructor: This type of communication and interaction form the learning societies of the instructors. Moore and Anderson (2003) recognize the close instructor coworkers and not the experts as the first and most important source of information and are helpful for encountering technical and pedagogical problems. These problems occur much more when the instructors do not communicate with each other. As a result, there must be a group of instructors who can support other instructors.
	- Learner-technical supporter: Technical supporter has a significant role in ICT based education; it supports learners during the learning procedures and solves their technological difficulties.
	- Instructor-technical supporter: The supporter assists the learner in planning and production of electronic courses and removes his technical difficulties during the instruction.

With respect to the common elements in effective distance education guidelines and principles, and fundamental learning theories and for removing present barriers and lacks of current distance education, the following features of distance education should be

2. Interaction: The key of learning is the exchange of information between the students, professors and students, students and content and participation in learning. For learning effectively, by evaluating the types of interaction and regarding their fundamental schools of thought, eight types of interaction in educational environment








3. Paying attention to individual differences of the learners: If we generally define education as providing an area for development in various dimensions for learners, this

1. Learner- centered: The learner should be at the center of the learning environment.

learning constructive-cognitive changes (Moor, 2003, P.20).

interest (Brown & Dugu, 2000; Anderson, 2003).

in preserving interest and motivating the learner (Moor, 2003, P.22).

considered in order to improve the learning:

planning were considered in this study:

Anderson, 2003).

instructors.

instruction.

technological difficulties.

is not possible without regarding individual differences and not considering them in education will lead to the traditional model of learning. In planning learning activities, the learners' educating style should be notified and various learning activities and communicative learning sources should be programmed by a multiple presentation to adapt with various learning methods.


Distance Teaching and Learning in Higher Education: A Conceptual Model 23

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.

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


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 learning stages(Table 2).


Table 2. Principles for Effective distance learning.
