Distance Learning
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The United States Distance Learning Association was the first nonprofit distance learning association in the United States to support distance learning research, development and praxis across the complete arena of education, training and communications.
Response:Distance education1 courses and programs provide students with flexible learning opportunities. These became especially important in the spring of 2020 when the coronavirus pandemic began to disrupt education in the United States.2 In fall 2020, some 75 percent (11.8 million) of all undergraduate students were enrolled in at least one distance education course, and 44 percent (7.0 million) of all undergraduate students exclusively took distance education courses. The number of undergraduate students enrolled in at least one distance education course was 97 percent higher in 2020 than prior to the pandemic in fall 2019 (11.8 million vs. 6.0 million). The number of undergraduate students exclusively enrolled in distance education courses was 186 percent higher in 2020 than in 2019 (7.0 million vs. 2.4 million).
The percentage of undergraduate students enrolled exclusively in distance education courses varied by control of institution (i.e., public, private nonprofit, or private for-profit). In fall 2020, the percentage of students at private for-profit institutions who took distance education courses exclusively (60 percent) was higher than that of students at public institutions (46 percent) and private nonprofit institutions (34 percent). In particular, the percentage of students who took distance education courses exclusively was highest at private for-profit 4-year institutions (73 percent). Despite enrolling only 4 percent of undergraduates, private for-profit 4-year institutions accounted for 6 percent of undergraduates who were enrolled exclusively in distance education courses.
Among postbaccalaureate students in fall 2020, some 2.2 million (or 71 percent) enrolled in at least one distance education course. Some 1.6 million students, or 52 percent of total postbaccalaureate enrollment, took distance education courses exclusively. These were higher than the percentages in 2019. Specifically, 1.3 million students, or 42 percent of all postbaccalaureate students, enrolled in at least one distance education course in 2019 and 1.0 million students, or 33 percent, took distance education courses exclusively.
The percentage of postbaccalaureate students enrolled exclusively in distance education courses varied by control of institution (i.e., public, private nonprofit, or private for-profit). In fall 2020, the percentage of students at private for-profit institutions who took distance education courses exclusively (89 percent) was higher than the percentages of students at private nonprofit (49 percent) and public (48 percent) institutions who took distance education courses exclusively. The percentage of students who did not take any distance education courses was higher for those enrolled at private nonprofit (33 percent) and public (30 percent) institutions than for those at private for-profit (6 percent) institutions.
CTE Submissions: Due to revisions in the standards for all career and technical education (CTE) programs of study, distance learning courses specific to CTE will not be approved until further notice. If you have any questions, please contact Craig Statucki at cstatucki@doe.nv.gov
Canvas is the learning management system (LMS) at Mt. SAC. Some or all of your classes may be hosted within Canvas. Are you looking for information on how to access your Canvas course Or maybe you're looking for help regarding Canvas or your Canvas courses If so please visit our getting started page for this and other great information about Canvas.
The faculty at PA Distance Learning are the heart and soul of how we create a meaningful learning experience for students and families in Pennsylvania. Our credentialed teachers bring robust experience, innovative techniques, and specialized knowledge to their virtual classrooms.
This Activity Matrix captures a sampling of DEQ distance learning content, organized by subject and target age group. We hope you are able to use or modify some of this content to fit your distance learning needs. In each cell, find links to the corresponding activity and to a cover sheet that summarizes the activity and correlates it to DPI Essential Standards. Please contact us with questions or any feedback that will help us support you more effectively.
Distance Learning combines technology with textbooks and printed materials to bring course content, instructor, and students together. With almost 30 years' experience in distance learning, Coastline offers a variety of college-credit course options to meet your educational needs.
As we begin our new distance-learning model, I want to encourage everyone to approach this transition with the same optimism, fortitude, and can-do spirit that makes our John Jay community unique and strong.
Prioritizing the safety and health of the school community, the State Board of Education has suspended all in-school activities for the remainder of the school year in order to contain community spread of COVID-19. Beginning April 6, 2020, districts and schools are to establish distance delivery methods for learning until the end of the school year.
Distance learning is any method of learning that happens outside the traditional school building. The approach to distance learning will be different from school to school and district to district because student and staff access to technology and training will be different.
Whatever makes sense for you and your district is the best approach. How student learning continues is up to you. For those with very young students or whose communities have limited broadband access, that may look like teacher-developed packets of learning materials sent and reviewed at regular intervals.
For others who have already been working with digital learning platforms, it might mean district-wide implementation of an off-the-shelf learning management system or a tool already used by many teachers, such as Google Classroom. For many, it will be some combination of traditional and digital learning, using a number of possible platforms.
We want to stress again, what you develop should make sense for you and your local community. We recognize that those closest to students and their families understand best how to serve them. The frameworks and resources on this page are to support, not dictate, how you should implement distance learning, in the short or longer term.
Engaging families will be essential to successful implementation of distance learning. Partnerships with families will be critical as you work together to make sure learning continues for the remainder of the school year and beyond.
As schools move to distance learning in the wake of COVID-19, families and caregivers are now facing a new role in ensuring their children are taking the necessary steps to finish schoolwork each day at home.
The following surveys will assist districts in determining local access to technology, internet and at-home resources. The information gathered through these surveys will aid districts as they transition to a distance learning environment while ensuring districts are responsive to the needs of local school personnel and households
It's important to note that equitable access does not require districts to offer the exact same content through the same channel for all students. Instead of abandoning a promising digital learning approach because not all students will have equal access to it from home, the plan should include an analysis of alternate deliveries of comparable educational content.
Many communities lack large-scale access to broadband services, and many districts have not yet explored learning management systems to facilitate digital learning. We are including the resources below for your information only. Always do your own research before determining if any vendor product is a fit for your school or community.
During distance learning, it is vital for students to maintain face-to-face interactions with their teachers and peers. Explore the video conferencing options below to help your district staff and students stay connected during school closure.
Teachers should keep in mind that distance learning is providing students with continued learning opportunities at home. It may, or may not, include technology. To support students and families through distance learning, it is important to establish a local district policy and approach for distance learning.
This information is intended to support Oklahoma teachers and districts with general recommendations for distance learning and instruction. More in-depth guidance and resources are available for each grade band and content area at -instruction-support and by reaching out directly to OSDE Curriculum and Instruction staff.
Districts should also consider ways to use distance technology (e.g., Zoom, conference calls) to the extent possible to provide Child Find meetings and hold initial and annual IEP meetings and/or evaluation/eligibility meetings.
In light of COVID-19 and the implementation of distance learning programs across the state, it is imperative that districts address the key questions below in order to uphold the civil rights of the English learner (EL) populations they serve.
Social-emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set positive goals, show empathy for others, establish and maintain positive relationships and make responsible decisions. According to The Collaborative of Academic, Social, and Emotional Learning (CASEL), there are five core competencies of SEL.
Consider enrolling in our Skill Development 10 course, which is designed to help students develop skills for success in the online classroom. It covers: learning styles, time management, study habits, goal setting and motivational techniques; and explores the computer tools used at Sierra College, including Canvas. 59ce067264
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