**4.1 Input**

	- cognitive and social Constructivism theory and metacognition
	- Independence theory of Moore & Wedemeyer and the interaction and communication theory of Moore & Garrison
	- ICT based Education Concepts

The model lays emphasis on the learner and fulfillment of his/her requirements. It situates the learner at the center of the learning environment. The model rests on the assumption that there is more variety among learners as compared with their traditional counterparts. To be successful, the learner should be capable of establishing communications and interactions with the teacher, other students and content via technology, flexible learning and access to the learning environment in any place and any time.

The learner should follow the learning activities in accordance with the course structure and goals. He / she should believe in learning on every occasion and every where. Likewise, she/ he should be willing to and able to learn deeply and participate actively in learning activities taking charge of her / his own learning. The learner's motivation and views are also of paramount importance in her/ his success (Colakoglu & Akdemir, 2010; Watson, 2010; Cutshall, 2002). In this regard, the ideal learner should, in this model, possess a positive view of distance education and learning. She/He should have the motivation for learning and be willing to and able to perform group tasks. The Desirable characteristics of distance learner are summarized in (Table 3).

In this regard, upon entering the learning environment, students have to be ready for the learning environment. Learner readiness consists of the following; the first four being performed by the instructor and the teaching of the required technologies are performed by the technical assistant:


The success of the distance learning courses depends to a large degree on the instructor. Instructors involved in distance learning face specific challenges. The change of direction from traditional course to online ones cannot be easily performed a part from clear changes. One of which is technology, education takes new dimensions. In this model the instructor should be actively and tangibly present in the virtual learning environment. For this purpose, she/he should possess the capability and the tendency to establish

 The educational framework for the proposed model: The educational framework enters the system as input and influences the educational process. The basis for the proposed

Independence theory of Moore & Wedemeyer and the interaction and

The model lays emphasis on the learner and fulfillment of his/her requirements. It situates the learner at the center of the learning environment. The model rests on the assumption that there is more variety among learners as compared with their traditional counterparts. To be successful, the learner should be capable of establishing communications and interactions with the teacher, other students and content via technology, flexible learning

The learner should follow the learning activities in accordance with the course structure and goals. He / she should believe in learning on every occasion and every where. Likewise, she/ he should be willing to and able to learn deeply and participate actively in learning activities taking charge of her / his own learning. The learner's motivation and views are also of paramount importance in her/ his success (Colakoglu & Akdemir, 2010; Watson, 2010; Cutshall, 2002). In this regard, the ideal learner should, in this model, possess a positive view of distance education and learning. She/He should have the motivation for learning and be willing to and able to perform group tasks. The Desirable characteristics of

In this regard, upon entering the learning environment, students have to be ready for the learning environment. Learner readiness consists of the following; the first four being performed by the instructor and the teaching of the required technologies are performed by

The success of the distance learning courses depends to a large degree on the instructor. Instructors involved in distance learning face specific challenges. The change of direction from traditional course to online ones cannot be easily performed a part from clear changes. One of which is technology, education takes new dimensions. In this model the instructor should be actively and tangibly present in the virtual learning environment. For this purpose, she/he should possess the capability and the tendency to establish

4. Presenting the advanced organizer to activate the cognitive structure

cognitive and social Constructivism theory and metacognition

communication theory of Moore & Garrison

and access to the learning environment in any place and any time.

The components of this model are as follows:

model rests on the following:

ICT based Education Concepts

distance learner are summarized in (Table 3).

2. Express learning objectives

1. Establishing the level of previous knowledge

3. Expressing expectations from the learner

5. Teaching the required technologies

the technical assistant:

The instructor:

**4.1 Input** 

The Learner:


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 to undertake research.

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

Distance Teaching and Learning in Higher Education: A Conceptual Model 27

Technology- based teaching falls down into two categories: online and offline communications. Online communications of the student with the instructor, other students and other learning materials prepare an environment for she/he that will lead to make him/her feel the community spirit and membership for better. She/he can benefit by the prompt and timely feedback via the instructor and the classmates such that s/h can keep abreast of curriculum in coordination with others (Boils& Bradly, 2001. Nguyen & Kira, 2000). On the other hand, offline connections also assist students to have access to the curriculum in accordance with their job and family status on any occasion. Using these facilities, students have more time for thinking, participating in discussion, designing questioned, responding and performing the assignments. They can apply their acquired

Technological support and design play an important part in distance learning based on Technology. This assists the learner in the course of learning activities and removes his/her technological difficulties. It assists the teacher in designing and producing electronic

The teaching – learning process comprises of design and regulation of evaluation and learning activities. Learning activities refer to the set of opportunities which solidify and deepen learner's acquired knowledge in the course. Of the curriculum (Ajorgren and Fay, 2002) . Teaching- Learning activities and process in this model are based on an educational framework. These include: active learning, interactive learning and flexibility. This will provide feedback to promote the system at all stages of evaluation. In case students fail to do something, learning does not take place (Strauss, 2002). Thus active teaching-learning approaches are employs in individual and group fashion. In the active process, learners needs to act rather than study. The needs to write, discuss, solve problems and get involves in higher level activities such as analysis, synthesis and evaluation of thoughts. The more time learners spend on active learning, the better the learning will be. In the period of a course, there must be enough time for learners to search for concepts and fundamentals and hidden principles to explore their relations with previous experience and knowledge. If students lack the relevant previous experience, introducing the concept and principles will be far more difficult. Thus, the other issues emphasized in this model are consideration of previous knowledge, preparation of advance organizer and focusing on the learner and the main learning style. In addition, this model aims at creating an active learning environment and learner- centered orientation contemplating eight types of interaction which we discussed in earlier sections. Learners follow different learning styles. Research has shown that learning style is from among the design challenges and of distance learning presentation (Draves, 2000). Consideration of individual differences is one of the basic aspects in distance learning. This must be taken into consideration while designing and




knowledge in real situations.

Technology support and design group

**4.2 The teaching- learning process** 

courses, removing his/her technical problems during teaching.


Table 4. Desirable characteristics of distance teacher.

The views, readiness level and eagerness of the instructor for distance learning projects secure the success of the course. Thus, in this model, the distance instructors need to be ready under the following conditions as they enter the learning environment. This readiness can be achieved by the eLearning design and production team:



















and course outcome




The views, readiness level and eagerness of the instructor for distance learning projects secure the success of the course. Thus, in this model, the distance instructors need to be ready under the following conditions as they enter the learning environment. This readiness

prepare learning content in multiple presentation - Ability to investigate student activities via technology


Instructor characteristic

Establishing relations and interactions with students

Encouraging individual active learning

Development of

mutual cooperation and relations among students

Provision of prompt feedback and creation of motivation to the student

E-skills and commitment Variables

atmosphere

feedback

students

course

Table 4. Desirable characteristics of distance teacher.

can be achieved by the eLearning design and production team:

Information and communication technology

Technology- based teaching falls down into two categories: online and offline communications. Online communications of the student with the instructor, other students and other learning materials prepare an environment for she/he that will lead to make him/her feel the community spirit and membership for better. She/he can benefit by the prompt and timely feedback via the instructor and the classmates such that s/h can keep abreast of curriculum in coordination with others (Boils& Bradly, 2001. Nguyen & Kira, 2000). On the other hand, offline connections also assist students to have access to the curriculum in accordance with their job and family status on any occasion. Using these facilities, students have more time for thinking, participating in discussion, designing questioned, responding and performing the assignments. They can apply their acquired knowledge in real situations.

Technology support and design group

Technological support and design play an important part in distance learning based on Technology. This assists the learner in the course of learning activities and removes his/her technological difficulties. It assists the teacher in designing and producing electronic courses, removing his/her technical problems during teaching.

#### **4.2 The teaching- learning process**

The teaching – learning process comprises of design and regulation of evaluation and learning activities. Learning activities refer to the set of opportunities which solidify and deepen learner's acquired knowledge in the course. Of the curriculum (Ajorgren and Fay, 2002) . Teaching- Learning activities and process in this model are based on an educational framework. These include: active learning, interactive learning and flexibility. This will provide feedback to promote the system at all stages of evaluation. In case students fail to do something, learning does not take place (Strauss, 2002). Thus active teaching-learning approaches are employs in individual and group fashion. In the active process, learners needs to act rather than study. The needs to write, discuss, solve problems and get involves in higher level activities such as analysis, synthesis and evaluation of thoughts. The more time learners spend on active learning, the better the learning will be. In the period of a course, there must be enough time for learners to search for concepts and fundamentals and hidden principles to explore their relations with previous experience and knowledge. If students lack the relevant previous experience, introducing the concept and principles will be far more difficult. Thus, the other issues emphasized in this model are consideration of previous knowledge, preparation of advance organizer and focusing on the learner and the main learning style. In addition, this model aims at creating an active learning environment and learner- centered orientation contemplating eight types of interaction which we discussed in earlier sections. Learners follow different learning styles. Research has shown that learning style is from among the design challenges and of distance learning presentation (Draves, 2000). Consideration of individual differences is one of the basic aspects in distance learning. This must be taken into consideration while designing and

Distance Teaching and Learning in Higher Education: A Conceptual Model 29

learning approaches were designed using information technology and communication. These include: writing, discussion, problem solving, and higher level cognitive activities as analysis, synthesis, evaluation and timely feedback. Online and offline connections provide the opportunity for feedback. Student interacts mutually with others, professors and experts. Most of the research and models designed for distance learning focus to a large extent on active – learning approaches (procedures (Miguel Batista & Maria Martinez, 2006, Zarifsanayei, 2010). Education should proceed by more access to information and content. Interaction with others is paramount important in the in the gradual development personal understanding of the learner. Interaction with human and non human factors of the environment is from the integral parts of the high quality educational experiences. Thus, considering the theoretical foundations and the present missions of universities eight types of interaction are designed. This is indicative of the significant of crating learning and group learning communities in the world of information age being supportive of theoretical

For the purpose of effective distance education, it is necessary to allow and accept the individual differences among learners. The proportion between learning styles and teaching methods improves the learning outcome. Therefore, the present model contemplates the inclusion of group and individual activities and educational packages in multiple presentations. From among other issue emphasized in the present model, one can refer to initial, formative and summative evaluation. In the distance learning environment, evaluation should be considers as part of learning process and its feedback should be

Finally, regarding the present study, considering the followings are recommended for the improvement of learning-teaching procedure in educational distance education planning of

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

2. Communication: A key for effective learning that is interaction between students, professors and students, between students and content and participating in learning. 3. Flexibility: In planning a suitable learning environment, it should be independent of

4. Encouraging to active learning: Instead of presenting data, the students should actively participate in high cognitive learning activities such as discussion, problem solving,

5. Regarding individual differences: In planning the learning activities, the styles of learning for students should be taken into consideration and various learning activities and communicative learning sources should be planned by multiple presentations to

Aggarwal, l. & Regina B. (2000). *Web-Based Education. In Web-Based Learning and Teaching* 

*Technologies: Opportunities and Challenges*, edited by A. Aggarwal. Hershey: Idea

curriculum planning should be coordinated with their features and needs.

time and place and help the learner find the learning sources sooner.

6. Using online and offline information and communication technology.

foundations selected in designing the learning model.

applieds for the purposes of improving learning.

the universities:

analyzing.

**6. References**

adjust these different styles.

Group Publishing.

7. Assessment in all the learning-teaching stages.

curriculum planning. Thus, group and independent activities have been considered for students. Likewise, interactive educational packages have multiple presentations which cover most appropriately the various learning styles. Students are capable of stopping lectures, taking notes, reading comprehension. The ability of online students to self- assesses and repeats the educational material, eradicates the course failure rates problem and reducing it significantly. Computer recording and saving allows students to follow the program individually and make progress in this regard. The ability to process responses which is constructs using evaluations and computer- aided education allows students to continuously provide feedback in the course of the program (Grush, 2002). Active learning should also promote learning at the level of metacogniotuion. At this level, the learner is conscious about the learning process. S/h understands the educational goals. She/he can recognize her/his abilities and weakness in the course of attaining the learning goes and is capable of monitoring progress towards these goals. Likewise, evaluation of the learner, in this model, falls down intro three parts: initial, formative and summative evaluation.

#### **4.3 Educational output**

Effective distance learning outputs in the present model include:


## **4.4 Feedback**

Results of the outputs of system provide feedback for review and promotion of teachinglearning processes.
