There are many different vehicles for transferring educational information to students studying via online distance education. There are the traditional tools of offline distance education with the added bonus of more interactive multimedia services enhanced by the Internet. ‘Distance education is growing very fast because the development of telecommunications technologies have enabled its applicability.’ (http://www.tojet.net/e-book/ebook.htm)
The typical tools of distance education have traditionally been print material. Print material encompasses resources like course notes, manuals, study guides and textbooks. These have been, and continue to be important in distance education due to the inexpensiveness to produce and reproduce these works. Online distance education students still rely on textbooks and course notes in a paper-based form. These are important to the idea of online distance education in the way it is asynchronous and does not require the audience to access the materials at a particular time. The process of ordering these print materials has changed through the use of the Internet. Students are now able to buy textbooks online and have them delivered right to their door.
The next two major technologies used in distance education are radio and television. The quality of these two communication media has also been improved by the rapid rise of Internet technology. Both of these systems are now available over the Internet. Students can log on and watch a live television feed of current news or listen to their favourite radio station. This new technology has been incorporated into some cutting-edge new online distance education courses. Channels are now dedicated to educational services in order to provide a cost-effective and convenient service to students.
The major disadvantage of television broadcasts for educational purposes, is that ‘broadcast delivery encourages passive viewing rather than active participation. (Therefore) Students lack control over the medium and are unable to stop the flow of information to ask questions and enhance understanding'(http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html). The Lack of interaction is one of the main issues with all forms of asynchronous communication.
One of the newest forms of technology used in distance education is that of teleconferencing. This technology overcomes the previous lack of interactivity between students and teachers. Falling under this major heading there are four forms that teleconferencing can take. These are audio, audiographic, video, and computer teleconferencing. (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html)
‘Audio conferencing is most common and least expensive form of teleconferencing,’ (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html). This form of conferencing is done over the telephone. It involves having students all ringing a certain number to join the conference so that all students involved in the conference can talk to each other.
‘Audiographic teleconferencing systems involve the use of computer or facsimile technology to transmit visuals to support the audio’ (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html). This form of teleconferencing uses a second piece of equipment that transmits visuals to the students while also being connected to the audio conference. This is used in online distance education courses that involve a high number of visuals.
‘Videoconferencing allows learners and instructors to interact face-to-face. (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html). This form of conferencing employs the use of compressed video and audio technology and is transmitted to students in a number of ways. These include ‘via satellite, cable, or standard telephone lines’ (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html). Videoconferencing ‘allows students to be perceived as persons rather than a student ID number, as the instructor can call on them by name and make eye contact ‘(Dean, in http://www.tojet.net/e-book/ebook.htm).
The form of conferencing that has received the greatest impact of the technological revolution is Computer Conferencing. It ‘allows students and instructors to interact via a computer network. This interaction can be through e-mail messages, file transfer, chat rooms, real audio and video’. (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html). Out of all of these types of teleconferencing, computer conferencing is the best quality and most cost-efficient way for students of online distance education to interact with each other. ‘The world wide web is a new promising medium for distance learning. With the enormous number of resources available online, and the increasing number of people who have access to the Internet, web-based instruction is considered one of the fastest media for teaching and learning’ (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html).
Courses are being designed based on educational programs to be taught completely by CD-ROM. This is known as Computer-Based Instruction (CBI). This is a cheap and easy way to transfer information. It is also one of the most convenient ways to learn. However, this method once again fails to provide any level of interaction between the actual teacher and the student. (http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html).
There are many new technologies that have been included to improve the distribution, convenience and efficiency of distance education. This is just a short overview of the technologies present at this point in time. As with all technologies and information this information will soon be super-ceded and will require updating.
===References===
Isman. A., Barkan. M. & Demiray. U. (n.d) Online Distance Education Book. http://www.tojet.net/e-book/ebook.htm (accessed October 1, 2004).
Mohammed Ali Habash, 1998. Technologies and Media for Distance Education. http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finalmh.html (accessed September 9, 2004).
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