The integration of distance learning via internet and face to face learning: Why face to face learning is required in distance learning via internet?


Marsap A., Narin M.

World Conference on Educational Sciences, Nicosia, CYPRUS, 4 - 07 Şubat 2009, cilt.1, ss.2871-2878 identifier identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 1
  • Doi Numarası: 10.1016/j.sbspro.2009.01.510
  • Basıldığı Şehir: Nicosia
  • Basıldığı Ülke: CYPRUS
  • Sayfa Sayıları: ss.2871-2878
  • Gazi Üniversitesi Adresli: Evet

Özet

The distance learning via internet includes an important processing in many fields. The rate and the contribution of face to face learning on e-learning integrate important meanings in this learning process. Because of that reason distance learning is required to use mostly the facilities of face to face learning. Distance learning has a vital role in the process of e-learning's future. By the help of flexibility in e-learning, it includes consistently innovation and development in this approach. Nowadays, the strategy that is required for developing the quality and standards takes over the integration of academic standard, academic supervision and interaction of face to face learning in developing distance learning. It is important to design the academic approaches as a academically, scientifically and as a completion of the dynamic processes. E-learning models are based on the high quality, participation and productivity. By the help of productivity, moving the processes into the e-ambient and saving up the expenses, objectives of e-learning can reach to the level of the basics of modern e-learning. In this study, it is emphasized the importance of face to face learning on developing distance learning via internet for the e-learning environment. For this purpose, firstly it is pointed out the aim and the developing process of distance learning after that it is argued why face to face learning is required in distance learning and lastly it is determined the prudential suggestions and evaluations of this issue. (C) 2009 Elsevier Ltd. All rights reserved