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Wednesday, 1 June 2011

O9MBA In India

 O9MBA In India

Then the development of postal services and printed materials, for example, allowed the people in remote areas of North America trained in isolation, without having been required to attend traditional, relatively isolated educational institutions, in this way had knowledge at the relevant evaluation systems and Certificates will be formally recognized.

Distance Learning MBA(Distance Learning Briefings) is generally understood as a form of education, which is characterized by the teacher and the student during the educational process space, but also in time, separated. This Distance learning MBA educational format allows participants to gain certain knowledge or even education, without having to cross the doors of any educational institution. Given that one of the basic terms of efficiency and effectiveness of such training, students provide a specially

designed, adapted for self-learning course ware and course appropriate, more or less frequent communication with teachers and with classmates. Distance learning MBA, says Bregarjeva 1, is not new, since according to some sources, the encounter has its origins in the eighteenth century. To a greater extent the distance learning began to emerge in the second half of the nineteenth century in the U.S., Canada, Australia, Sweden, Germany and Great Britain began to successfully

operate such a system of correspondence education, the second In this way, this knowledge had, in appropriate evaluation schemes and certificates, will be formally recognized. Methods of correspondence education were quite dependent on the level of development of education and other education, it is especially influenced the art. The use of mass media is a powerful multiplying channels of transmission of knowledge and information. 
The more evolved educational technology, various forms of  education by using computers, learning in small groups, learning through educational projects., The higher is the distance learning opener and began to take new forms and techniques employed. Thus, distance learning, classified according to Taylor (Bregar, 1998) in the four-generation or typical. period, namely: The first generation, whose characteristics are mailing or models. text, therefore, is based on two-way communication and the writing. mutual correspondence of the

teaching staff and students. The second generation, whose characteristics are multimedia, providing new media for the transmission of knowledge or. learning materials, such as. to supplement the printed materials in audio cassettes, videotapes, materials for computer-Online MBA in IT, interactive video, etc.. Written or. textual sources are therefore only one of the sources, which has lost its central importance in a corresponding model.
  Third generation systems are characterized by distance learning in the real sense, on this form occurs when there are several sources (radio, television, audio-conference, video conference, etc..)
Permitting the transfer of knowledge in the distance and the higher level of external nutrient and interactivity. The fourth generation, are characterized

by flexible learning systems based on interactive multimedia, computer-based communication through the Intranet and Internet and advanced communications technologies. This period reached a significantly higher level of individual interactions, and using a wide range of multimedia training tools that are developed and designed to enable students or. students greater autonomy and flexibility in learning, or. studies.
In the last decade, technological advances, especially in information technology, opening new opportunities and give new dimensions to this education. Distance learning is today engaged in a number of institutions that differ in terms of formal status (from the regular educational institutions that offer this option as an

alternative education study part time or as an aid in regular education or study to a variety of social and private educational institutions, with only this form of education), by type of material (written, multimedia, audio, or video-conferencing system, etc..), the scope and method of consultation and communication with participants, the choice and range of teaching methods and examination - didactic concept, etc.. The latter is extremely important and can be too surface-incorporated, so it will be below (of course only part) touched.

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