Internet-based distance education

1. Jordan Amerson

2.  Chapter Vocab
 Internet
 Advantages
 Limitations
 Web 2.0 applications

3.  Meta-network of interconnected networks that share a common language
 Protocol is an electronic language that computers use to communicate with one
another and exchange data
 No international headquarters or mailing address, no chief executive officer or
board of directors, no stockholders, and no toll-free numbers

4.  Tier 1: backbone networks and internet exchange
 Tier 2: regional networks – operates backbone on a smaller scale
 Tier 3: internet service providers – the most important component for distance
educations.
 Connected to regional networks and provide dial-up, or direct, high-speed access to the
internet at the local level
 Tier 4: organizational and home networks.
 Local area networks that interconnect computers within an organization, such as a
school, college, or a company and provide internet access to individuals

5.  Growth of the Internet -the evolution of this highly sophisticated, extremely reliable
global network, that now extends to almost every school and more than half the homes
in the United States.
 Course management components- include a syllabus, course calendar, announcements,
assignment instructions, learning objectives, a student roster, and a glossary.
 CMS- (course management systems) normally provide a tool for naming all the
required and recommended course readings. It is a collection of software tools
providing an online environment for course interactions.
 Content Presentation- by providing outside links like audio and video graphics, slides,
power point presentations, and embedded media, assist students outside the
classroom.
 Group Project Space- when it comes to self-contained space for groups in the course
site has become evident to vendors in CMS. The system is able to allow the instructors
to create groups and assign different students to these groups.

6.  Digital Drop-box for Assignment Submission- Many course management systems
contain digital drop-boxes for student submission of assignments within the CMS.
 Course evaluation tools- paper or electronic questionnaire, which requires a
written or selected response answer to a series of questions in order
to evaluate the instruction of a given course
 Electronic Gradebook- a teacher's online record of their students' lessons,
assignments, progress and grades.
 Electronic testing- Teachers can construct their own questions on a database and
then distribute them to their learners. Students can download the tests, take
them in a secure environment, and then submit them back to the teacher by
uploading them.

7.  Students can participate from school, home, office, or community locations,
asynchronous course component are available 24 hours.
 Students can work at their own pace and corporate training programs conducted
via the internet can yield significant saving in employee time and travel costs, and
training can be conducted on a “just in time” basis

8.  Emphasize technology rather than the content and learning opportunities
 Well designed internet-based courses may be labor-intensive to develop, requiring
time and personnel resources not available to many instructors
 Instructors have difficulty adjusting to the learner-centered model of instruction

9.  Blogging- form of online reporting and journaling that gives anyone an
opportunity to publish on the internet
 Wikis – an online writing space designed to be created and edited by groups of
persons
 Podcasting – process of recording and storing audio and or video content on the
internet for downloading and playback