It is difficult to carry on a stimulating teacher-class discussion when spontaneity is altered by technical requirements and distance. Without the use of a real-time visual medium such as television, the teacher receives no visual information from the distant sites. The teacher might never really know, for example, if students are asleep, talking among themselves, or even in the room. Separation by distance also affects the general rapport of the class. Living in different communities, geographic regions, or even states deprives the teacher and students of a common community link.
Many teachers feel the opportunities offered by distance education outweigh the obstacles.
In fact, instructors often comment that the focused preparation required by distance teaching improves their overall teaching ability and empathy for their students. In developing or adapting distance instruction, the core content remains basically unchanged, although its presentation requires new strategies and additional preparation time. Begin the course planning process by studying distance education research findings. Before developing something new, check and review existing materials for content and presentation ideas. Analyze the strengths and weaknesses of possible delivery approaches, in terms of learner needs and course requirements, before selecting a mix of instructional technology.