[LS 534 paper submitted by Travis Henderson]
The American education system is challenged with providing increased educational opportunities without increased budgets due to rapid technological change and shifting market conditions. Many educational institutions are now developing distance education programs.
Distance education takes place when a teacher and student are separated by physical distance, and technology is used to bridge the instructional gap.
At its most basic level, distance education takes place when a teacher and student are separated by physical distance, and technology is used to bridge the instructional gap. Distance education systems are usually interactive and are becoming a highly valuable tool in the delivery of training and education to widely dispersed students. One of the benefits of distance education is that it can reach remote locations in instances where the instructor cannot travel to the students' site. These programs can also 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.
Distance education is not a new phenomenon. Distance education has been a mode of teaching and learning for countless individuals for many years. Educators used printed materials and the postal service for what became known as correspondence education before the widespread use of electronic communications.
Distance education has been used to bring about change in stagnant and rigid organizations.
Distance education has been used to bring about change in stagnant and rigid organizations. Distance educators, as change agents, have been in an advocacy role within their organizations. Until recently, distance education has been peripheral to main stream education. Institutions of higher education, business and industry, and the armed forces have used videoconferencing to teach and train learners at a distance.
The adoption of distance education has been driven by social change more than other factors. Establishment of the Open University (OU) in Great Britain in 1971 was a direct response to an increased demand for an alternative means of access to higher education. Many developing countries who lacked the means to provide campus-based education to their youth, readily adopted the British OU as a model to expand educational services (Saba, 1996).
In the 1990's, the higher costs of education combined with new policies made it necessary to look seriously at distance education. With dwindling resources, California among other states gradually imposed new tuition and fees, which increased the cost of education. Between 1980 and 1993, the cost of higher education grew at a rate of 242% (Saba, 1996). The rising costs of education caused policy makers to look to distance education as a more cost-effective alternative.
This civilizational change has made its mark on education. In the agricultural society, formal education was limited to a few. Schools were scarce, and far in between, books were not readily available, and children were needed as farm hands. The mass production of books brought education to all, and provided a means for the system of mass education. The technologies of the information age have the potential to bring education to everyone by allowing individuals to take more responsibility for their learning. With the technology-based environment, education will tend to be more learner-centered.
Today, videoconferencing is used for formal education, continuing education and employee development. Instruction is conducted in real-time group learning environments.
There are currently two common ways to videoconference. It can be accomplished either by satellite or by sending compressed video and audio signals over telephone lines. Instructors need to know what the other site possibilities are and how to schedule the sites.
Videoconferencing systems resemble the traditional classroom environment in many ways. It is important that educators see videoconferencing as more than just a way to extend classes off campus locations. Emphasis should be given to ways to gain attention, maintain attention, encourage participation and structure the learning context for the remote learners.
The real question facing many educators now is if distance students learn as much as students receiving traditional instruction. Research comparing distance education to traditional instruction indicates that distance learning 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 (Distance Education at a Glance, 1995).
An issue that some professors now have with distance learning relates to correspondence. Universities are now offering courses through distance learning very similar to those correspondence courses and "mail order" courses that they have fought against for years. They now ask, what is the difference between what we are doing with distance learning and a "mail order" degree from non-accredited sources?
COURSE PLANNING
Distance learning is widely recognized as a viable training for corporations, universities, and the medical community. In today's hectic environment, it provides the ability to deliver more training to more people with higher impact, and in a more cost-effective way.
A good instructor in a classroom can be a good instructor over a distance.
Successful implementation of interactive videoconferencing will require innovative technology, but also the creative energy of human instructors. It is important to remember that a good instructor in a classroom can be a good instructor over a distance. It is equally important to remember that a boring presentation is even more boring over a videoconference. The videoconferencing technology is simply another teaching medium. The teaching profession remains the same, having the ability and knowledge to reach people so that learning takes place.
Some adjustments will have to be made while preparing the course for this type of delivery to help ensure success from the beginning. The first item that must be done for videoconferencing is to prepare lectures beforehand. Many professors know their course material so well that they often lecture from memory. Videoconferencing delivery makes this type of lecture much more difficult. With multiple sites and students, and new technology, the more prepared a lecture is, the more successful it will be. The technology can actually help organize classes through the use of its many capabilities.
Once the sites have been decided, the rooms must be reserved. This task should be taken care of long before the class begins, but it is not a bad idea to follow up and find out where each of the sites are located and that they are reserved for the proper times. The times of the broadcast must also be scheduled at each of the sites.
All printed material to be used in the course will have to be mailed or faxed to students at remote locations. It is important that everyone have the necessary materials for each class session, which requires more advanced planning but allows the class to flow and helps everyone to feel like part of the class. If a textbook is needed for the course, the order should be placed with the bookstore just as for the traditional classes. The order must be placed early enough to allow students additional time to order the text and have it mailed to them by the bookstore.
2. Start using a multi-level evaluations approach.
3. Keep the technology transparent.
4. Market your distance learning program internally and externally
5. Determine your needs upfront
6. Use on-site coordination.
7. Obtain local field manager commitment.
8. Make sure instructors are well trained.
9. Design programs for distance learning.
10. Use reliable equipment and attend distance learning seminars
A method of receiving and returning assignments must also be decided upon. Assignments may be sent via computer, and grades sent them back in the same manner. This is a fast, effective way of grading assignments, but could take a longer period of time. A method for administering tests also needs to be considered. Regularly scheduled classes may be used for tests and arrange for a proctor to be at each location.
Technologies associated with distance education can enhance courses and add to the educational value. These technologies are not intended to take the place of instructors as the giver of information. Technology can bring people of different cultures, backgrounds, and experiences together to enhance the conversations and make students aware of differing aspects of the world that surrounds them. The new instructional media may also allow for more creative projects and class assignments than in traditional classroom settings.
Technology does not replace the instructor and their teaching abilities may be more valuable now than ever before.
The instructor must have an understanding of the capabilities and limitations of the technology in order to take advantage of the technology. It is also important for the instructor to understand that the technology does not replace them and that their teaching abilities may be more valuable now than ever before. Just because videoconferencing uses cameras and televisions, instructors do not have to be actors to use distance education. Distance education is designed for instructors and it is important that their personality show on the camera just as it would in the regular classroom.
The more comfortable instructors are with the technology, the more confident they will be with their teaching.
Learning to use technology related to videoconferencing is relatively simple; it just requires training and practice. Training will give a basic understanding, but practice will allow for ease of use. The best practice may be to video the lecture to see where problems in the delivery may lie. The more comfortable instructors are with the technology, the more confident they will be with their teaching.
Cameras should show a comfortable and reasonable view of the participants. It is extremely important that one camera have a good shot of the presenter. This will allow participants to stay focused more easily during the lecture.
Computer generated graphics may also be integrated into the presentation. A computer can be connected to the videoconferencing system and the slides projected directly to the screen. Any software program may be used to provide visual aides, and presentation software such as Microsoft PowerPoint may be used for entire presentations. It is also a good idea to have the slides as handouts for participants to take notes on. It also provides the instructor with a backup if there is a problem with the technology.
A hard copy of handouts may also be projected using the document camera. The hard copy of the handout is simply placed under the camera.
A VCR is also a component of most videoconferencing systems. The VCR may be used by the presenter to show video clips or to record parts of the presentation.
E-mail is becoming more familiar to instructors and students as a means of communication. Many instructors now require e-mail accounts for their students. Once an e-mail is established for all participants, messages may be sent at any time of the day or night and received as soon as the receiver reads their e-mail messages. Using e-mail allows the instructor and students to communicate regardless of their location and the time of day.
To make distance education effective, the key players must all be involved. The key players in distance education are the students, faculty and administration.
Students
The objective of any distance education program is to help the students learn. All distance education programs will be judged on how well they accomplish this task. Helping students learn requires motivation, planning, and the ability to analyze and apply the material being presented. With distance education, there are additional challenges. Students may be separated from others sharing similar backgrounds and interests. Students also have few opportunities to interact with instructors outside of class, and must rely on the technology to bridge the communication gaps.
Faculty
The faculty is the key to success in distance education. As in traditional classroom settings, the instructor must assemble course content and develop an understanding of student needs. With distance education, the instructor must also adapt teaching styles, understand delivery technology, and function effectively as a facilitator as well as instructor.
Administrators
Administrators have typically been instrumental in getting distance education programs started. After the programs are running though, they often turn over the reigns to other staff. In such instances, they may lose contact with the program. Effective distance education administrators are referees, consensus builders, and decision-makers. Administrators also play an extremely important role in maintaining academic focus.
Students who are new to videoconferencing may not be aware of how communication works over distance and with multiple sites. Ground rules should be set at the beginning of the class regarding when it is appropriate to interrupt the lecture. Participants should always interrupt when there are technological difficulties, such as no audio or video. Remote sites should also be instructed to mute their microphones when not involved in a discussion. This cuts down on the background noise and distractions to the lecture.
The manner in which questions and discussion are facilitated differs from the traditional classroom setting. The instructor should follow policies set prior to the beginning of the class to facilitate discussions and conversations in a controllable manner from each of the locations. The instructor can also encourage participation and interaction from all sites by specifically calling on individuals by name. Calling on participants by name makes the participants feel like part of the class and also helps the instructor to maintain control of the discussion.
Having students attention for an hour is a challenge in the traditional setting. In distance education, it is even more of a challenge since the instructor cannot be physically present at all locations. In order to keep the attention and focus of the participants; the class should be broken down into shorter segments. After each short segment, time may be taken to review the material or allow questions. Asking questions after segments helps keep the students alert because they may be called upon to answer.
Videoconference transmissions are not instantaneous and produce some delay when speaking. Transmittal time between verbal exchanges to avoid overstepping incoming audio should be anticipated.
Be sure to speak directly into microphones. Poor audio transmission causes participants to lose interest or spend their energies trying to hear, instead of learning. The instructor must set the example for talking into the microphones, and then the students will follow.
Choose clothes that flatter when preparing for videoconferencing. Since the video is being compressed and there is a slight delay, some patterns and colors should be avoided. Bold and bright colors may take over the screen. Patterns such as herringbone, checks and small plaids will also distract the viewers' attention. The best way to tell what is appropriate is to practice and see what colors or patterns distract. As a more personal note, vertical lines give a thinner, taller appearance, while horizontal lines usually exaggerate size and weight.
"The kind of distance learning that concerns us here is the type that connects people with other people via technology, what some experts call interactive distance learning. 'Interactive' is a term associated mainly with computer-based training, but in this case it means getting people - and often video images of people - into the same electronic space so they can help one another learn something" (Filipczak, 1995, p. 1).
The technology of videoconferencing is still fascinating today. However, the discussions are now turning away from the technology and more toward the usefulness of multi-point delivery.
Distance learning has typically relied on the classroom model for course preparation, delivery and content. With the spread of distance education, more models will become available.
As the novelty of the videoconferencing technology fades, it becomes hard to ignore that distance education is basically several rooms full of people sitting in chairs and watching somebody lecture on a television screen.
The buzz phrase in distance education circles is learner-centered instruction, as opposed to content centered or instructor centered learning. The key is getting the learners actively involved in the training experience, giving them something to do besides listen to somebody else talk. Asking questions and interacting with learners in a classroom is not something that instructors can be counted upon to do naturally and may have to be forced. This especially applies to distance learning.
"The very term "distance learning" connotes the physical separation of students and instructors. However, the distance need not be a barrier to good communication" (Videoconferencing, 1996, p. 37). There are several methods to help distance educators overcome distance and the distance barrier.
Tips for overcoming distance
An instructor's gesture should convey a one-on-one relationship with the students. Points may be reinforced with slow, deliberate hand movements. Any body movements should be done slowly, as not to distract. Fidgeting or rocking will also cause distractions. Friendly facial expressions, such as a smile, convey a friendly and personal tone. Clear speech with a varied tone helps keep attention. Humor is always a great way to establish good relations. Each class may need to start with a joke or humorous story. Using ice breaker activities are another way to get participants involved and comfortable at all sites from the beginning of the course.
Review of material is still important once the class begins in order to help overcome the distance. Frequent reviews may help students at remote locations feel they comprehend the material and gives the opportunity to ask questions. Reviews done before exams allow everyone to have a chance to ask questions about material they do not understand. Allowing reviews will help the students overcome the feeling that they may have missed something because they were not always in the same physical location as the instructor.
Breaks are more important in distance courses than in the traditional setting. The distance may affect the concentration and attention span of the distant participants. Regularly scheduled breaks will help the students know they will be going for a certain amount of time and then will be given a break. This helps the students and helps cut down distractions.
Some students may feel intimidated by the technology and be afraid to ask questions. Having set office hours for phone calls well allow students to know when they can contact you.
When creating visual aides for videoconferencing use, they must be legible by everyone. Most visuals should be created in landscape due to the aspect ratio. All television screens are wider than they are high by a ratio of 4 to 3 (Videoconferencing, 1996).
A common mistake is not leaving a safe area around the edge of the pages. Some monitors may not have the capability to show all the information projected.
When making visual aides with text, the number of words on a page or slide should be limited to seven per line and seven lines per page. If other visuals accompany the text, use less text. Type size should be at least 24 point for visuals.
Fonts that have straight, clear lines without any additional fancy strokes are preferable. Choose fonts that are regularly spaced between letters rather then those that have very narrow or wide spacing. Examples of good fonts to use are Arial, Futura and Avant Garde.
Choose a style that matches what the presenter is trying to say. Too much excitement on the screen can become distracting and should be limited. All upper case letters are difficult to read and should be avoided.
Library Support
Library services for distance education students have become more of an issue as the technology expands. Universities and colleges are now looking at the resources available to distance students and trying to make their resources known to the students. The following are issues that libraries face:
The impact technology has had on copyright abuse is just being recognized by distance educators, publishers, lawyers, and the courts. Now that communications technologies are a part of distance education, copyright violations which may have been hidden behind closed doors during traditional classroom instruction are more visible. In addition, actions that may have been considered fair use in the traditional classroom may be considered public performance in the distance education setting (Videoconferencing, 1996). There is still a gray area when it comes to copyright and distance education, but there are many things one can do to make honest efforts to comply with the laws protecting copyright holders.
Educational institutions and organizations are not exempt from copyright laws. Copyright goes into effect the minute something is created, regardless of whether it is registered with the official Copyright Office. Copyright laws provide protection for literary works, musical works, dramatic works, pictoral works, motion pictures and sound recordings.
Fair use of copyrighted material for use in teaching, research and criticism is defined by the following four criteria:
In order to be successful in a distance education program, there are issues that must be addressed. There must be appropriate training for instructors and trainers. The equipment must be reliable and there must be a buy-in from all involved, instructors, participants and administrators. The increasing technology combined with rising costs of education will lead more higher education institutions using distance education. Those institutions that lag behind the leaders very well may be left behind when students begin to look for courses.