How can it write a seminar based on distance of caste in hindi?
Answers
The Telecommunications Revolution of the last two decades of the Twentieth Century has changed all aspects of life, public and personal. The Internet truly has cast a worldwide Web of almost instantaneously active, fiber optic strands that bind together the practical worlds of business and commerce, and facilitates the exchange of views in the various academic and non-academic disciplines. In response to this burgeoning exchange of ideas, education systems (mainly in the industrialized countries and at higher levels) have pursued new methods of delivering education.
Distance education
From time immemorial, teacher-lecturing/ student-listening was the primary mode of traditional academic education. The delivery system for higher education has been a classroom setting with a professor giving a lecture and students listening and writing notes. Interaction between the professor and student has been viewed as an essential learning element within this arrangement (O’Malley and McCraw, 1999), often referred to as the “sage on the stage.”
Technological improvements such as printing machines, postal services, telephone, radio, television, and more recently the Internet, have been a driving force yielding new delivery methods and platforms. These new learning methods used to deliver distance education (DE) are proliferating exponentially in various learning programs, and leading some experts to predict that the “residential based model,” in the form of students attending classes at prearranged times and locations, will disappear in the near future (Blustain, Goldstein, and Lozier, 1999; Drucker, 1997, as cited in O’Malley, 1999). Although an expensive option today, video conferencing may create a virtual feeling that we are “back in the classroom.” Some forms of DE has progressed in concept and practice from an “anywhere,” to an “anytime,” to an “any pace” delivery method.
Academic and training communities have been continuously examining, assessing, criticizing, hallowing, and demonizing these new delivery methods as they appear. Without doubt, DE is of the highest relevance and importance to educators, students, and all other stakeholders. It is changing the physical face (i.e., massive buildings) of academic establishments. Students can now learn from the comfort of their homes or offices with no need to commute to campuses. Cutting-edge data are easily accessible on compact discs (CDs), portable personal computers (PCs), and have taken the place of instantly obsolete books. Online classrooms and libraries are replacing traditional campus facilities. Rather than requiring students to travel to a specific physical classroom or library, the Internet has facilitated the delivery of (nearly) unlimited learning resources to students.
Another facet of this change is evident in the increased accessibility of DE curricula and expert training and educational staff available at convenient venues for businesses and professional organizations. The need to train and develop employees on all levels has coincided with advances in new educational options. Organizations are continuously weighing the merits of in-house training versus sending candidates off-site to observe and train at other facilities. With the guidance of outside academic institutions specializing in DE training and development programs, human resource managers are implementing in-house DE programs. Access to courses, coaching, rotational assignments, and professional programs such as the American Management Association seminars, and university-sponsored Executive MBA programs, are now commonplace (Mondy, Noe, and Premeaux, 1999; Dessler, 1997; Westwood, 2001).