تعبير بالانجليزي عن التعليم عن بعد

سلبيات وايجابيات التعليم عن بعد. التعليم عن بعد (Distance Learning ):

مميزات التعلم عن بعد التعليم عن بُعد التعليم

مزايا وعيوب التعليم عن بعد

التعليم عن بعد بين الرفض والقبول

مشاكل وسلبيات التعليم عن بعد

 مزايا وعيوب التعليم عن بعد مشاكل وسلبيات التعليم

عن بعد معوقات التعليم عن بعد مزايا التعليم عن

 بعد متطلبات التعليم عن بعد اهمية التعليم عن بعد تعبير ع

 ايجابيات سلبيات التعليم عن بعد

معوقات التعليم عن بعد

اهمية التعليم عن بعد

ايجابيات وسلبيات التعليم التقليدي

عيوب التعليم الالكتروني

متطلبات التعليم عن بعد

مميزات التعليم عن بعد جامعة الملك عبدالعزيز

اهداف التعليم عن بعد

مزايا و عيوب التعليم عن بعد

Definitions of E-learning | التعلم الالكتروني والتعليم عن بعد

information about english study | دراسة اللغة الإنجليزية عن بعد

برجراف عن التعليم الخاص بالانجليزي

تعبير بالانجليزي عن التعليم عن بعد

برجراف عن التعليم باللغه الانجليزيه

برجراف عن التعليم عن بعد بالانجليزي

بحث عن e-learning بالانجليزي

بحث عن التعليم الالكتروني بالانجليزي

موضوع عن التعليم الالكتروني

تعبير عن التعليم الالكتروني بالانجليزي

مزايا وعيوب التعليم عن بعد بالانجليزي

الفرق بين التعليم التقليدي والتعليم عن بعد

برجراف عن التعليم باللغه الانجليزيه

بحث عن التعليم الالكتروني بالانجليزي

موضوع عن التعليم الالكتروني

برجراف عن التعليم عن بعد بالانجليزي

تعبير عن التعليم عن بعد بالانجليزي

تعبير عن التعليم الالكتروني بالانجليزي

paragraph about distance learning

الفرق بين التعلم والتعليم الالكتروني

 بحث عن التعليم الالكتروني بالانجليزي

paragraph about distance learning

انواع التعليم الالكتروني

التعليم الإلكتروني

التعلم الالكتروني فوائده ومعيقاته

وسائل التعليم الالكتروني

تعبير عن التعليم الالكتروني بالانجليزي

بحث عن e-learning بالانجليزي

paragraph about distance learning

برجراف عن التعليم عن بعد بالانجليزي

تعبير عن التعليم عن بعد بالانجليزي

برجراف عن التعليم باللغه الانجليزيه

موضوع عن التعليم الالكتروني

بحث عن التعليم الالكتروني

مفهوم التعليم الالكتروني

مزايا وعيوب التعليم عن بعد بالانجليزي

Distance education, distance education, which includes open and / or distance learning (FOAD), refers to all distance learning devices, such as correspondence courses, MOOC or online training. It applies to both continuing education and initial training, both individually and collectively. These courses increasingly use the digital tools and the means of the Internet.
If distance training can respond to situations of remoteness with the desired training, it can also be put forward for situations of disability, training not requiring practical work, unavailability for the person wishing to follow a training, financial constraints, etc. It may concern both pupils, students, persons in periods of inactivity and persons in periods of activity.
Remote formations can be characterized by their flexibility which makes it possible to designate them as "open", in the sense that they do not require any prerequisites other than technical1. The learner can then independently manage the time spent on learning and can choose to enter or leave a device freely. In addition, training is "open" to the extent that it is readily accessible materially. Finally, "open", "flexible" training is meant to be accessible to the greatest number of people, and to anyone who wishes to take part in training, contrary to the lessons learned in a normative academic curriculum.
Tutoring, apprenticeships and traditional classroom sessions can be associated. There are remote tutorials.

Training by correspondence
In correspondence courses, the person must have a mailing address to receive training materials (DVD, books, software) in order to return his / her work for correction using a courier service. The formation is then carried out asynchronously. Sometimes, the student can also study on a dedicated e-learning space. In France, distance training is available through private organizations (European Training Center, Educatel ...), universities on certain diplomas or the French National Center for Distance Learning (CNED), a French public institution specializing in teaching by correspondence.
Online formation
This type of teaching is recent (appeared in the 1990s). It has been allowed by the advances in computing associated with those of telecommunication means (telephony, videoconferencing, Internet and e-mail, discussion forum, instant messaging ...) 2.
Online training allows teachers to send documents to students simultaneously, regardless of distance. Students can download or view various media on-line. The course can offer greater interactivity, allowing students to have live conversations to ask questions or answer questions. Distance learning is therefore a new way to increase student participation and understanding.
Beyond a greater flexibility in the timetable, online training allows a broad appropriation of university time. The fact of benefiting from more innovative and less educational teaching tools allows a learning more personalized and adapted to the needs of each one. On-line training therefore contributes to the decompartmentalization of knowledge and the flexibility demanded today by students who wish, in parallel with their studies, to acquire professional experience through internships in companies.
This requires the use and often the possession of a way to connect to the Internet but allows real-time access to many content depending on the technologies used on the educational platform. Distance education organizations often offer access to videos and offer live devices (chat, voip, videoconferencing) according to a well-defined time slot.
Small face-to-face training
Reduced distance training is done with the majority of distance learning. There is considerable flexibility in the management of learning times: the learner chooses the moments he devotes to training. This is an appropriate formula for employees returning to school, for example: the premises of the training center are used only occasionally, and the rest of the training is done via the Internet, which ease with these tools as well as a great autonomy in the work.
Some risks are inherent in this type of modality where the dominant paradigm is self-training: feeling isolated, discouraged, dropped out and abandoned. Shoring strategies can limit these risks. These include creating a community of learners via an ENT or organizing tutoring:
• Tutoring can take synchronous forms (telephone, videoconferencing, virtual classroom, chat) or asynchronous (mail, discussion forum, virtual office).
• Organizing a community of learners may also limit the risk of dropping out. The community can find itself on an ENT dedicated to learning and trigger phenomena of emulation, stimulation, networking, etc.
• Lastly, some meetings can have several advantages: to energize the community, to insist on essential or difficult points of the course, to check the learning by putting in place concrete situations, tutorials, etc.
The pros and cons
This mode of learning can be a disadvantage or advantage depending on the personality and maturity, autonomy, and sociability of the learner apart from factors related to the budget, the distance and the timetable of the learner, this.
Benefits (for organization and participant)
• Pragmatic approach to training topics;
• Exchanges of experience;
• Set-up of the program à la carte;
• No disturbance due to lack of staff.