New Media & Distance Learning
Explaining the term ‘new media’ and how it might
relate to distance learning
.
Steve Mackenzie
Distance Learning Design Team Leader
Postgraduate and CPD Office
16th June 2009

Overview
• Brief History of Distance Learning
• New Media – A Definition
• New Media - its Relationship to Distance Learning
• New Media – Applications to Learning
• The Significance of New Media
• Implications for Distance Learning
• Conclusion - Transitional Strategies

History of Distance Learning
I ndependent St udy
• First Generation (late 19th, early 20th centur y)
Print based correspondence courses.
• Second Generation (1960’s through to the 1980’s)
Radio and TV broadcast technology.
• Third generation (1980’s to early 90’s)
Computer based learning, teleconferencing , videoconferencing, audio/video tapes,
multimedia CD-ROM’s.
• Four th Generation (early 90’s to late 90’s)
Interactive multimedia, Access to Internet resources and computer mediated
communications (e.g. asynchronous discussions).
• Fif th Generation (late 90’s to mid 2000’s)
In addition to fourth generation delivery technologies, this generation includes the use of
automated response systems (e.g. email, online tests) and Vir tual Learning
Environments to access institutional processes and resources.
• Sixth Generation (mid 2000’s – current)
Web 2.0, Mobile and Synchronous technology: Much improved communications. A
diverse set of tools to facilitate more active, participatory and collaborative learning.
Connectivity
Act i ve Par t i ci pat i on

New Media – A Definition
PCMAG.COM (2008) define new media as:
“A generic term for the many different forms of electronic [digital]
communication that are made possible through the use of computer
technology. The term is in relation to “old” media forms, such as print
newspapers and magazines, that are static representations of text and graphics.”
PCMAG.COM (2008)
Content Communication – Multimedia, Interactive Multimedia
Human Communication – Interaction, collaboration, co-operation
Cutting Edge New Media – Web 2.0, Social Software

New Media -its Relationship to Distance Learning
New Media facilitates Active Learning - Active Learning is
preferable to isolated independent study.
Palloff and Pratt (1999) suggest that:
“for distance learning that an active learning model is the model of choice especially
given the separation between teacher and student. They suggest also that the
teacher’s role is to devise learning activities that promote interaction and
collaboration, facilitate active discussion, promote the development of critical
thinking and research skills”

New Media – Applications to Learning
Social Bookmarking
Blogs Connections to useful websites
and other online resources
Social Networking
Connections to people and
Reflection resources
Wikis
Online Media
Interaction with multimedia
content . Examples include
youtube (video), flickr
(photos), itunes (podcasts)
Collaboration plus self produced media
We b 2.0 S o c ial S o ftware Re ad / Write We b

The Significance of New Media!
Can improve student- Can promote participation,
student, student-staff and collaboration and active
staff-staff communication learning
Can enhance student
motivation, enjoyment and
learning
A c o mbinatio n o f s ync hro no us o r as ync hro no us s trate g ie s

Implications for Distance Learning
There is still a place for ‘old’ media. Opportunity to Build on current good
practices.
Great opportunities, but it is a time for transition. There is a need to
experiment in order to progress. New media needs to be introduced
gradually.
For students more emphasis on active learning, participating and
collaborating could be scary – guidance and time to orientate to a new
approach is essential.
For teachers – it’s new too, they will need support to decide how best to
use ‘new media’ and how to change teaching strategies.
Cutting edge ‘New media’ technology is not controlled by the institution,
this could be an issue at times. Best alternatives within current
institutional online spaces may need to be found.

Conclusion - Transitional Strategies
• Consideration of economic, logistical, instructional, technological, historical and
political factors.
• Consideration of each particular student cohort and their needs.
Strong explanation as to why new online ways of
learning (contributing, participating) are beneficial
Clear Expectations
and Ground Rules Teacher Facilitation,
Encouragement and
Leading by example Good Quality
Student Inductions
Staff Training Introductory tasks
for students

Extra 1: Explanations, Ideas and examples
• Campus Based Programmes
– Normal face to face teaching
– Blackboard for additional support
• Distance Learning Programmes
– Minimal face to face contact
– Block teaching Weeks
– Blackboard for core support
– Additional Postal Correspondence
– Additional Administrative phone support
– Additional Teacher Phone Support
• Blended Learning Programmes
– in theory 25-50% delivered via e-learning technology
– Block teaching weeks
– Blackboard for additional/core support
– May include additional Administrative phone support
– May include additional Teacher Phone Support
• E-Learning
– Different needs for different programmes