The proven value of  ‘distance education’ and a move to provision over Internet /Web

- BUT different things meant by ‘distance education’ and Internet-based or delivered education
 





http://www.cet.sfsu.edu/moving-courses/

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a. Learning unhampered by time and distance
b. Supports the varied needs of autonomous adult learners
c. Redirection of learning from linear format to one of exploration

- or maybe we should deconstruct these a little.

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From Paul Helm - Teaching and learning with the new technologies: for richer, for poorer, for better, for worse ... (in Field, 1997):

Findings from evaluation of projects using new technologies:

Advantages:
 

• most students feel the technology can be helpful addition to traditional systems - liked videoconference guest lectures, Internet as research tool, email to contact tutors - all equivalents of 'real-life' events and actions
• students controlling their own learning (can be very threatening for teachers) - greater flexibility
• learning to use new technologies has knock-on effect on other IT skills
• technology helps students to use their time more efficiently


Disadvantages:
 

• reading from a screen less effective
• simulation of notepads etc not effective - liked paper-based materials too
• worries of navigation - 'lost in hyperspace'
• video-clips often poor and gimmicks.


The overall answer to whether teaching and learning with the new technologies are as good as traditional methods??

- it depends on what they are being used for - the word different occurs time and again in evaluation studies.

So we need to ask questions about what we are trying to do and why.....

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Some Thoughts About How to Offer a Course Over the Internet by The Global Institute for Interactive Multimedia, Inc.  - and other sources
 

QUESTIONS BEFORE STARTING

1. Will the Internet aspects of the course supplement face to face instruction or will the course will be totally offered over the Internet? 

- plus variants such as:

will Internet/Web use subscribe to a 'distance education' model or a time-bound 'classroom' model?

2. What proficiency in the use of which software packages will be needed (by faulty/designers and by students on course). 

In design, can either one of the many integrated packages which are now on the market, eg LearningSpace from Lotus; Web Course in a Box , RealEducation, and Top Class.

Or the same effect can be achieved usually through the use of:

• A word processing package.
• A Web browser.
• E-mail .
• An HTML Editor.
• A computer conferencing package.
• A desktop videoconferencing package (eg CU-SEEME package )
• plus range of other freeware etc.

3. Who will provide technical support for the faculty members and students?

4. Need for e-mail accounts, Internet access, computer access (laptops etc.)  for the faculty member and students.

5. Will material be placed on a specially designed Website for the course?

• Faculty information, including office hours and CV;
• Course outline and schedule;
• Reading and other assignments, including papers and individual and group projects.
• Requirements/expectations re: grading (types of examinations; in-person and/or electronic contribution to the course dialogue);
• Instructions to students re: how to effectively use Internet functions to take the course;
• General material on "netiquette";
• Information about how to properly cite electronic sources;
• Notes tied to the lectures;
• Links to material elsewhere on the Web;
• Short papers on specific topics;
• Sample of outstanding written assignments done by previous students;
• Sample of outstanding student contributions to a forum/dialogue made by previous students.
• Graphics/visual material;
• Audio lecture material;
• Audio interviews of experts;
• Previously recorded audio roundtable discussions;
• Audio recordings of speeches by well known practitioners/experts;
• Information about the students as appropriate; and,
• Statement on academic integrity.

• The assignments should be significant - ie, not trivial.
• Use computer conferencing functions in order to sustain student involvement and to meet course objectives (?essential information only by email).
• Teaching in the "electronic classroom" often requires attention to the basics of SMALL GROUP THEORY. Some of the interaction will be one on one (faculty member to student), much of the interaction will be equivalent to that which takes place in a small group. 
• Carefully set learning objectives - communicate the objectives to all in the group.
• Design and implement instructional strategies to meet the objectives.
• Gather evaluation data on progress towards meeting the learning objectives and make adjustments.

• provides the tools learners need when they need them - or shows where they can be found
• an environment conducive to learning
• educators and learners come together to share information and exchange ideas (assuming educational philosophy)
• provides evaluation mechanisms.