Distance Education Within 21st Century and Its Application to Rehabilitation Education” by Kathryn Dzeken and Doug Man is a really interesting article. The purpose of this study explains how distance education enriches rehabilitation students such as technology and the current models of course delivery. In this paper I will focus on the content by explaining the significance, originality, and interpretation.
The author does a really good job by defining a conceptualize definition of distance education. One significance example the author gives is how it can be impossible for one to participate in traditional education. For example, disabling conditions, family responsibilities, and/or lived in remote locations. In addition, the authors explained because of the different types of course delivery has vary, this help to promote rehabilitation education on a regional, national, and an international basis. One thing the authors failed to explain was “cyber-learning” communities? This help reader
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The first thing the authors did to achieve originality is by explaining the goal of the research which is for distance learning in the 21st century to help form cyber learning communities. This helped rehabilitation education to be enriched through community-based learning or service-learning that helps the students to practice by applying the theory. Secondly, the authors explained the 21st century course delivery modalities and apply it to rehabilitation education by using the DIPCO framework. They explained this by giving literature and did a table of the course delivery models and explains it weakness within distance education. For instance, “C” stands for correspondence which developed in the 17th century or 18th century, according to the authors. This is when students mail their assignment to their instructors. The limitation to this is that cyber-learning requires a little more