The different forms of communication used to effectively teach a distance course as well as the structure and importance of the Internet.

1. TECHNOLOGIES, THE INTERNET
AND DISTANCE EDUCATION

2. • Communication occurs
when two or more people
wish to share ideas.
• The senders (distance
educators) must relay the
message in an effective
manner to the receivers
(distance learners)
• Effective communication
requires an active
audience.

3. • Edgar Dale
introduced the
cone of
experience in
1946 to
categorize and
organize the
ability of media
used in distance
education
systems.
• As learners
grow older and
have more
experiences, its
possible to
understand less
realistic events
and more
abstract events.

4. DISTANCE EDUCATION
TECHNOLOGIES
• Correspondence Study – the simplest approach
using post office mail or electronic mail to connect
the teacher and learner
• Prerecorded Media – the use of audiotapes or
podcasts to guide the learner to relate to topics
that is easily played in an electronic format and is
stored on a website of other Internet location for
easy access

5. DISTANCE EDUCATION
TECHNOLOGIES (CONT.)• Two-Way Audio – a method that involves direct
interaction between the learner and student;
can be through radio broadcast with live call-in
or telephone hookup
• Two-Way Audio with Graphics – this is very
similar to two-way audio with the addition of a
smartboard or some type of electronic board
that connects the learner to the instructor

6. DISTANCE EDUCATION
TECHNOLOGIES (CONT.)
• One-way Live Video – often referred to as
broadcast distance education, mostly known
through public television stations or early
morning hours by commercial stations
• Two-way audio, One-way Video – the use of
instructional television fixed services or a cable
delivery system to connect students in multiple
locations at one instructor for lectures

7. DISTANCE EDUCATION
TECHNOLOGIES (CONT.)
• Two-way Audio/Video – often referred to as
compressed video which is commonly used in
training in which a special classroom is needed to
capture the sights and sounds of instruction
• Desktop two-way audio/video - broken down into
four categories: analog, high speed, medium speed
and low speed to permit sharing of audio and
video from the instructor’s computer to the
student’s computer

8. STEPSTOSELECTINGAPPROPRIATETECHNOLOGIESFORONLINE
INSTRUCTION
1. Assess available instructional technologies – select the correct media to
maximize efficiency and make more resources available for other learning
experiences
2. Determine the learning outcomes – rubrics are a great way for the student and
instructor to have an organized method from these predetermined strategies for
how assignments are to be graded
3. Identify learning experiences and match to appropriate technology – divide the
material into modules or units, organizing content around themes or ideas
4. Preparing the learning experience for online delivery – linear program
instruction, branched-program, hyper-programmed and student-programmed

9. STRUCTUREOFTHE
INTERNET
1. Backbone networks and exchange
points – framework of the Internet
that meet and transfer data at
junctions called Internet exchange
points
2. Regional Networks – operate
backbones on a smaller scale,
connecting to one or more national
or international backbones
3. Internet service providers –
companies that provide
Internet access to schools,
businesses, private homes and
other community entities
4. Organizational and home networks – local area
networks that interconnect computers within an
organization

10. ADVANDTAGES AND LIMITATIONS
OF ONLINE LEARNING
• Students can work at their own pace
• The technology is relatively easy for students to use
• The Internet promotes active learning and provides a variety of learning
experiences
• Online courses require students to take more responsibility, some find
challenging
• Feedback might be delayed for hours or even days in an online situation
• Some topics may not adapt well to delivery by computer