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Within a context of rapid technological change and shifting market
conditions, the American education system is challenged with providing
increased educational opportunities without increased budgets. Many
educational institutions are answering this challenge by developing
distance education programs. At its most basic level, distance education
takes place when a teacher and student(s) are separated by physical
distance, and technology (i.e., voice, video, data, and print), often in
concert with face-to-face communication, is used to bridge the
instructional gap. These types of programs can provide adults with a
second chance at a college education, reach those disadvantaged by
limited time, distance or physical disability, and update the knowledge
base of workers at their places of employment.
Many educators ask if distant students learn as much as students
receiving traditional face-to-face instruction. Research comparing
distance education to traditional face-to-face instruction indicates
that teaching and studying at a distance can be as effective as
traditional instruction, when the method and technologies used are
appropriate to the instructional tasks, there is student-to-student
interaction, and when there is timely teacher-to- student feedback (see
Moore & Thompson, 1990; Verduin & Clark, 1991).
A wide range of technological options are available to the distance
educator. They fall into four major categories:
Voice
- Instructional audio tools include the interactive technologies of
telephone, audioconferencing, and short-wave radio. Passive (i.e.,
one-way) audio tools include tapes and radio.
Video
- Instructional video tools include still images such as slides,
pre-produced moving images (e.g., film, videotape), and real-time moving
images combined with audioconferencing (one-way or two-way video with
two-way audio).
Data
- Computers send and receive information electronically. For this
reason, the term "data" is used to describe this broad category of
instructional tools. Computer applications for distance education are
varied and include:
- Computer-assisted instruction (CAI) - uses the computer as a
self-contained teaching machine to present individual lessons.
- Computer-managed instruction (CMI) - uses the computer to organize
instruction and track student records and progress. The instruction
itself need not be delivered via a computer, although CAI is often
combined with CMI.
- Computer-mediated education (CME) - describes computer
applications that facilitate the delivery of instruction. Examples
include
- electronic mail, fax, real-time computer conferencing, and
World-Wide Web applications.
Print
- is a foundational element of distance education programs and the basis
from which all other delivery systems have evolved. Various print
formats are available including: textbooks, study guides, workbooks,
course syllabi, and case studies.
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Although technology plays a key role in the delivery of distance
education, educators must remain focused on instructional outcomes, not
the technology of delivery. The key to effective distance education is
focusing on the needs of the learners, the requirements of the content,
and the constraints faced by the teacher, before selecting a delivery
system. Typically, this systematic approach will result in a mix of
media, each serving a specific purpose. For example:
- A strong print component can provide much of the basic
instructional content in the form of a course text, as well as
readings, the syllabus, and day-to-day schedule.
- Interactive audio or video conferencing can provide real time
face-to-face (or voice-to-voice) interaction. This is also an
excellent and cost-effective way to incorporate guest speakers and
content experts.
- Computer conferencing or electronic mail can be used to send
messages, assignment feedback, and other targeted communication to one
or more class members. It can also be used to increase interaction
among students.
- Pre-recorded video tapes can be used to present class lectures and
visually oriented content.
- Fax can be used to distribute assignments, last minute
announcements, to receive student assignments, and to provide timely
feedback.
Using this integrated approach, the educator's task is to carefully
select among the technological options. The goal is to build a mix of
instructional media, meeting the needs of the learner in a manner that
is instructionally effective and economically prudent.
Without exception, effective distance education programs begin with
careful planning and a focused understanding of course requirements and
student needs. Appropriate technology can only be selected once these
elements are understood in detail. There is no mystery to the way
effective distance education programs develop. They don't happen
spontaneously; they evolve through the hard work and dedicated efforts
of many individuals and organizations. In fact, successful distance
education programs rely on the consistent and integrated efforts of
students, faculty, facilitators, support staff, and administrators.
The following briefly describes the roles of these key players in the
distance education enterprise and the challenges they face.
Students - Meeting the instructional needs of
students is the cornerstone of every effective distance education
program, and the test by which all efforts in the field are judged.
Regardless of the educational context, the primary role of the student
is to learn. This is a daunting task under the best of circumstances,
requiring motivation, planning, and an ability to analyze and apply the
instructional content being taught. When instruction is delivered at a
distance, additional challenges result because students are often
separated from others sharing their backgrounds and interests, have few
if any opportunities to interact with teachers outside of class, and
must rely on technical linkages to bridge the gap separating class
participants.
Faculty - The success of any distance education
effort rests squarely on the shoulders of the faculty. In a traditional
classroom setting, the instructor's responsibility includes assembling
course content and developing an understanding of student needs. Special
challenges confront those teaching at a distance. For example, the
instructor must:
- Develop an understanding of the characteristics and needs of
distant students with little first-hand experience and limited, if
any, face-to-face contact.
- Adapt teaching styles taking into consideration the needs and
expectations of multiple, often diverse, audiences.
- Develop a working understanding of delivery technology, while
remaining focused on their teaching role.
- Function effectively as a skilled facilitator as well as content
provider.
Facilitators - The instructor often finds it
beneficial to rely on a site facilitator to act as a bridge between the
students and the instructor. To be effective, a facilitator must
understand the students being served and the instructor's expectations.
Most importantly, the facilitator must be willing to follow the
directive established by the teacher. Where budget and logistics permit,
the role of on-site facilitators has increased even in classes in which
they have little, if any, content expertise. At a minimum, they set up
equipment, collect assignments, proctor tests, and act as the
instructor's on-site eyes and ears.
Support Staff - These individuals are the silent
heroes of the distance education enterprise and ensure that the myriad
details required for program success are dealt with effectively. Most
successful distance education programs consolidate support service
functions to include student registration, materials duplication and
distribution, textbook ordering, securing of copyright clearances,
facilities scheduling, processing grade reports, managing technical
resources, etc.. Support personnel are truly the glue that keeps the
distance education effort together and on track.
Administrators - Although administrators are
typically influential in planning an institution's distance education
program, they often lose contact or relinquish control to technical
managers once the program is operational. Effective distance education
administrators are more than idea people. They are consensus builders,
decision makers, and referees. They work closely with technical and
support service personnel, ensuring that technological resources are
effectively deployed to further the institution's academic mission. Most
importantly, they maintain an academic focus, realizing that meeting the
instructional needs of distant students is their ultimate
responsibility.
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Moore, M.G. & Thompson, M.M., with Quigley, A.B., Clark, G.C., &
Goff, G.G. (1990). The effects of distance learning: A summary of the
literature. Research Monograph No. 2. University Park, PA: The
Pennsylvania State University, American Center for the Study of Distance
Education. (ED 330 321)
Verduin, J.R. & Clark, T.A. (1991). Distance education: The
foundations of effective practice. San Francisco, CA: Jossey-Bass
Publishers.
Willis, B. (1993). Distance education: A practical guide. Englewood
Cliffs, NJ: Educational Technology Publications.
This guide is one in a series developed by
Barry Willis and the University
of Idaho Engineering Outreach staff highlighting
information detailed in Dr. Willis' books, Distance Education -
Strategies and Tools and Distance Education - A Practical Guide.
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