Economic Importance of the Distance Education Expert

Economic Importance of the Distance Education Expert

Mediha Tezcan (Anadolu University, Turkey)
DOI: 10.4018/978-1-4666-8119-4.ch009


The communication and information technologies are undergoing a major innovation process in our day. The new education technologies have had positive reflections on the traditional and distance education systems and are being used extensively in these areas. In the global competition environment, knowledge has become an important commodity for the distance education institutions. The intellectual capital stocks to create and protect knowledge and to develop it into a competitive element are equally important as the physical capital stocks for the distance education institutions. In this chapter, the job skills, workplace effectiveness, economic and environment friendly actions, personal capital, intellectual capital, personal well-being of the distance education expert and his/her contribution to economic growth and human development are discussed.
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Distance education is less a philosophy and more a method of education. Students can students can study in their own time, at their chose (home, work or learning centre), and without face-to-face contact with a teacher (Bates, 2005). During the period from the past to our day, the technologies utilized in the distance education systems have changed (Simonson, Smaldino, Albright, Michael, & Zvacek, 2009).

The innovations in the communication and information technologies are influencing the education sector and the distance education systems, as is the case in all other sectors. The first application of the distance education systems has been open learning. Open learning is an education given through letters. The first applications date back to the 18th century. Open learning has provided education through letters, radio and telephone until the 1970’s. With the inclusion of the television into the field of education in the 1970’s, education programs have started to be broadcasted on television. In the 1980’s, interactive television broadcasts and computer-based education have been included in distance education. Upon the entrance of the internet in the field of education in the 1990’s, the e-learning era has started. And, in the 21st century, through the use of the Web 2.0 technologies in the distance education systems, M-learning and V-learning applications have been started in the rich media environment (Bates, 2008; Bramble & Panda, 2008; Caladine, 2008; Connolly & Stansfield, 2006).

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