Distance Education

Many of the professional development needs of teachers cannot be met with traditional face-to-face instruction, because of the need to locate instruction centrally in order to accommodate all individuals. Fortunately, with the proliferation of new technologies, needed instruction can be sent to individuals wherever they are.

When selecting a mode of delivery for staff development, it is important to consider the needs of the audience (Schmidt & Faulkner, 1989). Schmidt & Faulkner (1989) discuss nine delivery systems:

correspondence courses
radio
interactive television
preproduced television
audio teleconference
audiographic teleconference
video teleconference
computer conference
audiotext

Based on this discussion of delivery systems, Schmidt and Faulker (1989) offer six points to consider when using distance education for staff development:

A major criterion of the effectiveness of distance education is that it cost no more and is at least as effective as face-to- face instruction.
Be aware of difficulties that may be encountered with the use of complex equipment at both the delivery and receiving sites.
The expertise of others who have had experience planning and conducting programs using various distance education delivery modes can prove invaluable.
To achieve the most effective programs, staff developers can use a repertoire of various distance education and face-to-face instructional modes.
Individuals using distance education delivery modes for staff development must have a focused plan that results in a program that is carefully thought out and organized.
Any mode of delivery used for staff development must be evaluated to determine its relative effectiveness.