Introduction:

The influence for Curriculum design

Second, distance teaching can invite many specialists from a distance to teach and discuss synchronously (Findley & Findley, 1997). For example, teachers can invite a person who is relative with the class materials to discuss with students.

Third, it also can integrate courses to teach like combining animation, sounds, and picture. Not only does it enhance the context of lecture, but also intrigue the study motive of students. Forth, it offers special courses whose instructors are lack or are far to us (Findley & Findley, 1997). Teachers and students don't need to travel long distance. For example, like learning different languages, you don't need to go abroad to study.

But the distance teaching
still has some problems for curriculum needing to be solved. First, some
special situations are not suitable to use distance teaching to teach.
For instance, science courses requiring students do experiment are not
suitable for the distance learning. Of course, instructors can do before
cameras, but as Greenbowe & Burke (1995) noted, "Students taking sciences
via distance education may be deprived of these critical educational experiences.
Other courses, like music, sports (physical education) have the same limitation
on distance teaching. There is also a problem like above. When students
discuss and deliver assignment after distance teaching, it is a little
difficult for mathematics assignment because it is hard for students to
use most e-mail systems to write the special mathematics signs (Jackman
& Carter, 1998).

Second, the programs of distance teaching need distance instructors
to spend much more time to design distance course then face to face (Findley
& Findley, 1997; Laney, 1996; Greenbowe & Burke, 1995). Otherwise,
the distance teachings might become straight lecture. It also will reduce
the feedback and interactivity between teachers and students.

Third, the problem of copyright, "Some materials that can be used in
a traditional classroom may not be permitted in a distance -learning setting"
Martin & Taylor pointed out (1997).

Distance learning environment
is more powerful than the traditional teaching and more effective when
the curriculum is designed well but it is different than traditional teaching
for teachers and students. Teachers should research how to use technology
of potential to develop curriculum for students in order to attain the
original teaching goals

The influence on teachers

But, there are some problems on online teaching for teachers. First, the copyright for distance teachers is a problem. “What arrangements have been made to protect faculty creative rights?” There are two questions for this reason: “1.Can lecture tapes be used again? 2.If recorded lectures are used for more than one semester, how will faculty workload be counted?” Martin & Taylor said (1997).

Next, if students who are not full time students have different background, it is difficult for students asked the same as background before taking a course. Hence, teachers will feel it difficult to help each student (Cheung & Yiu, 1998).

Third, distance educators said the distance-teaching teachers should change the teaching methods used in face-to-face traditional teaching (Wolcoot, 1995). They should avoid using the materials and experiences used in traditional classrooms to teach students in distance teaching, the distance teaching might fail. So, distance-teaching teachers should accumulate, research, and develop the strategies of teaching in distance in order to teach effectively.

Although to being familiar with using technology on teaching is not easy for teachers, it is a trend to use technology on next generation education. Teachers should prepare the knowledge about using technology soon.

The influence on students

According to Sullivan (1998), both male and female teachers usually pay more attention on male students in f2f teaching. And when people talk each other, they will be according to some factors, like gender, closes, and so on. But in distance teaching, this situation will be improved. The students just have name and e-mail address for teachers and the distance-teaching environment increases the frequency of students’ participation and discussion. These are helpful for the female students. “… are more likely and more willing to open up than in face-to face situations”, Sullivan (1998) said.

There is no limitation on the capacity of students. On traditional classroom, it may be crowed if many students study at the same class. Through distance teaching, an instructor can teach more than on a classroom. Hence, it can reduce the average cost of each person of education. It will be helpful for the poor countries.

It is helpful to create a lifelong educational environment for graduated students like adult continuing education and other learners individual (Cheung & Yiu, 1998). In the next decade, the lifelong learning will be one of important educational issues. It offers an opportunity to reach the students who are too far from school, too busy or too poor to return school to study.

It combines different classes students who are not in the same place to discuss and help them learn better (Findley & Findley, 1997, Laney, 1996). They can share different information in real time. For example, they can discuss the effect of altitude on the pressure if they live in different places like one from the plains and one in the mountain. They will learn not only from instructors. Due to the communication of words, it will also help the literature ability, like grammar, of the students. Because of communicating with other country people, students will use clear and correct sentences to exchange their ideas.

Although there are many advantages for students from distance teaching, there also are some problems needing to be solved. First, some students said they do not like new technology. Not all students like to learn in front of screens. Some students think technology is too cold. It will not make a warm sense like the face-to-face teaching. Second, it also lets students feel they are studying alone and do not belong to the bigger group (Wolcoot, 1995). In this method, students cannot talk and see others in the same classroom like the traditional style.

The influence between teachers and students

The feedback is limited because teachers and students cannot see each other. It is not the same as the traditional classrooms where the teachers can get the feedback instantly from the reflection of students like asking questions. For example, in online teaching, students just look at the screen, so the instructors do not have the connection of nonverbal with students like eye contact. Students may not regard teachers as a "real"person. (Martin & Taylor, 1997). Hence, the feedback is quite different and difficult to do like traditional teaching. The change of conveying message results in the loss of information like lack the nonverbal communication, eye contact, facial expression, and body language. More, this situation may result the misinterpreted between teachers and students.

However, the interactivity is the key point of distance teaching (Chen, 1997; Findley & Findley, 1997). When students can participate more, then they can study more and better. Depending upon the courses, the teachers should choose what kind of interaction is needed, like two-ways, multi-ways, in order to keep teaching the most effectively. The method needs skills. Teachers had better accept some training programs, and then know to keep the interaction most

Although schools can deliver the education through new technology, this trend doesn’t mean that the campus will be replaced. After all, human beings are sociable. We still need a traditional campus in order to form a small society for students because of sociological, psychological, and educational reasons.

The influence of hardware for distance teaching

Conclusion

Although the online teaching is still not perfect in some situations, the progress of technology will be accepted and improved because its benefits are more than the cost. We should prepare and develop policies like copyright, censorship, teaching and learning modules, and relationship between instructors and learners as soon as possible in order to be sure that this educational tool will be suitable for the next century in education.

Reference:

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