THE SPECIFIC FEATURES OF THE LONG DISTANCE EDUCATION

1. THE SPECIFIC FEATURES OF THE LONG DISTANCE EDUCATION Lector univ.drd. Robert Gabriel Dragomir Lector univ. drd., Facultatea de Contabilitate şi Finanţe, Câmpulung Muscel, Universitatea „Spiru Haret” Asist. univ.drd. Daliana Ecaterina Tascovici Asist. univ. drd., Facultatea de Contabilitate şi Finanţe, Câmpulung Muscel, Universitatea „Spiru Haret”

2. Abstract: • To answer the requirements of an always changing society, school is required to prepare the students for self education and long life education. Both the new and modern devices and the classic forms of education allow the citizens to participate fully at the knowing society. The long distance education represents a modern form of participating at the educational process. The paper presents its specificity, from both points of view: of the teachers’ and of the students’.

3. IT&C • at distance education • on line education

4. Features of the on line education • The didactic methodology for at distance instruction diversified a lot during the time: from printed courses to on line or video TV transmissions, up to multimedia interactive information, transmitted in real time. • By comparing with the conventional education, the one at distance is more flexible, decentralizing the educational process. • It also represents a step forward to the social dynamics, bringing school to the students, but not the students to school; • It oversteps the bounds imposed by a strict program; the obligation of the daily presence at school being eliminated. • When the students have the necessary free time and the motivation for learning, any restriction connected to time, space or location disappear. • In this case the students have a greater control over the place and time from where they could obtain information; thus they have a higher responsibility on their own study and also, they are more attentive on the information quality. • It allows the students have learning autonomy, develop personal reflections, due to a rapid and personal feed-back.

5. The teacher’s responsibilities • The new type of teacher must be he himself prepared to develop his competences of working with modern instruments, of being instructed and prepared to resolve the problems which can appear in different learning situations. • The teacher also should join their efforts and communicate more efficiently, by forming teams within different departments, so that to integrate, on common platforms, applications which harmonize knowledge in different branches of instruction. • Choosing the digital materials for the students’ activity belongs, also, to the teachers. The resources are various: cases studies and practical applications which include audio and video documents, such as: on line data bases, e-mail, virtual libraries. In order to direct to an efficient learning, the chosen soft must offer the students a high degree of independence towards the teacher.

6. The tutors • belong to the new generation of teachers. • work on line and due to their roles and responsibilities they have, both as teachers and formatters, they must be good leaders. • the roles of the e-learning tutors suppose: strategies for optimizing the learning in the virtual environment; the correct numbering of the summaries and feed-back, proper appreciations over the results of the learning process, the dimension of the new contents.

7. Important aspects: • this type of education, realized rigorously, respecting scrupulously the analytic programs is as efficient as the traditional forms of education; • the segmentation and the diversification of the modules, courses, qualifications, see an affluence of requests, every beneficiary orienting towards what it is necessary for him and also towards what he can cover through his intellectual capacities, individual and financial possibilities; • the need of permanent education; • the experts competences in education; • the structure of the courses respects a sequential and logical order, so that can be assimilated by students in a personal manner, without implying co-presence or the compulsions of the synchronicity; • the doing of the homework and also the learning process take place without the physical presence of the teacher; • it is typically asynchronous and personal.

8. Bibliography • Cristea Dumitru, Adapting the Educational Process to the Technological Development, în vol. eLSE 2008 The 4th International Scientific Conference „eLearning and Software for Education”, University P.H., Bucharest, 2008. • Dodge, B. – A Technique for Internet-based Learning in Distance Education, 1995. • Dragomir Robert, Tascovici Daliana, Modern Techniques for Students’ Assessing through the Use of Exam View and Blackboard Soft,The second International Conference on “Business and Information Technologies.New approaches”, Spiru Haret University, Faculty of Financial Management Accounting, Craiova, nov.2008. • Radu Cătălin, Aprecieri privind evaluarea on-line, Conferinţa Naţională de Învăţământ Virtual, ediţia a IV-a, 2006.