The document discusses the evolution of distance education technologies over three models: correspondence (mail-based), tele-learning (broadcast media like radio and TV), and information/networking (computers and the internet). It analyzes these technologies according to their ability to support interaction, learning styles, instructional design, cost, and other organizational factors. While earlier technologies fulfilled few criteria, the internet and web meet all criteria by combining multimedia and facilitating interaction between students and content, teachers, and each other.
Integrating multimedia into malaysian classroomAli Yah
1) The document discusses integrating multimedia into Malaysian classrooms to engage students in interactive learning. It focuses on using a multimedia design process to transform traditional educational materials into an interactive, media-rich learning environment.
2) Traditionally, teaching involved a "chalk-and-talk" method with the teacher providing content. But multimedia allows content to be presented interactively using multiple media like text, graphics, sound and video. This shifts learning away from passive listening toward a more productive student-centered approach.
3) Integrating technology and multimedia into classrooms impacts education by allowing non-linear, self-paced learning and two-way interaction between students and content. It generates new paradigms for educational
This document provides a literature review on the emerging use of communication technologies (CTs) in higher education. It summarizes that CTs, especially Web 2.0 tools, are increasingly being adopted in higher education to support teaching and learning. Popular tools include social networking sites, wikis, media sharing, virtual worlds, and personal learning environments. While CTs are disrupting traditional teaching methods, their integration into higher education is still a work in progress, with gaps in infrastructure and teacher training remaining barriers to adoption. The review aims to understand which CTs are used and how to inform the ongoing TRACER project analyzing CT adoption in Portuguese universities.
Distance education provides flexible access to education for students who are unable to attend traditional in-person classes. It can be delivered synchronously, with all participants attending online classes simultaneously, or asynchronously through self-paced learning materials. Distance education offers several benefits, including expanding access to education, being as effective as face-to-face learning when instructors are skilled, and increasing communication among students. It can also save students significant costs on transportation and textbooks compared to traditional education. When designed and implemented well to meet students' needs, distance education can lead to high student satisfaction and improved learning outcomes.
Distance education is teaching students who are not physically present in a traditional classroom setting. It focuses on delivery methods using technology to teach remotely. Early forms included print materials, audio/video cassettes, radio, and television. More advanced methods are teleconferencing using audio, graphics, video, and computers. The internet allows web-based instruction through tools like videoconferencing and learning management systems. Distance education aims to provide accessible learning to those not enrolled in traditional schools or to supplement campus-based education.
The document discusses developing converged learning environments that allow both on-campus and off-campus students to participate in the same learning activities. It proposes using problem-based learning and computer-mediated communication over the World Wide Web. A system called CWEST is planned that will allow instructors to quickly set up collaborative learning activities through templates. Templates may include debates, discussions, and concept mapping. The goals are to create flexible and consistent learning experiences for all students. Preliminary uses of collaborative tools have provided promising early results.
1. The document discusses the evolution of distance learning and e-learning in Hungary from the 1990s to present day. It traces how distance learning progressed from correspondence-based methods to utilizing various media like radio, television, and early internet technologies.
2. It describes how e-learning began as a supplement to traditional education but has increasingly become a popular approach on its own. Blended learning models now combine online and offline elements.
3. The emergence of Web 2.0 allowed for more interactive, user-centered e-learning environments where learners can both consume and produce content. Connectivism is discussed as the learning theory underlying these new digital approaches.
Distance education provides flexible access to education for students who are unable to attend traditional in-person classes. It utilizes various technologies to deliver instruction either synchronously, with all participants attending at the same time, or asynchronously, allowing students to access materials on their own schedule. Distance education expands access to education, can be as effective as in-person learning when done well, and increases communication among students. It also has financial benefits by reducing transportation and textbook costs. Studies show that high student satisfaction with distance education courses is correlated with improved performance, as motivated students learn more effectively. When implemented thoughtfully, technology can extend educational opportunities and support learning for both students and teachers.
Integrating multimedia into malaysian classroomAli Yah
1) The document discusses integrating multimedia into Malaysian classrooms to engage students in interactive learning. It focuses on using a multimedia design process to transform traditional educational materials into an interactive, media-rich learning environment.
2) Traditionally, teaching involved a "chalk-and-talk" method with the teacher providing content. But multimedia allows content to be presented interactively using multiple media like text, graphics, sound and video. This shifts learning away from passive listening toward a more productive student-centered approach.
3) Integrating technology and multimedia into classrooms impacts education by allowing non-linear, self-paced learning and two-way interaction between students and content. It generates new paradigms for educational
This document provides a literature review on the emerging use of communication technologies (CTs) in higher education. It summarizes that CTs, especially Web 2.0 tools, are increasingly being adopted in higher education to support teaching and learning. Popular tools include social networking sites, wikis, media sharing, virtual worlds, and personal learning environments. While CTs are disrupting traditional teaching methods, their integration into higher education is still a work in progress, with gaps in infrastructure and teacher training remaining barriers to adoption. The review aims to understand which CTs are used and how to inform the ongoing TRACER project analyzing CT adoption in Portuguese universities.
Distance education provides flexible access to education for students who are unable to attend traditional in-person classes. It can be delivered synchronously, with all participants attending online classes simultaneously, or asynchronously through self-paced learning materials. Distance education offers several benefits, including expanding access to education, being as effective as face-to-face learning when instructors are skilled, and increasing communication among students. It can also save students significant costs on transportation and textbooks compared to traditional education. When designed and implemented well to meet students' needs, distance education can lead to high student satisfaction and improved learning outcomes.
Distance education is teaching students who are not physically present in a traditional classroom setting. It focuses on delivery methods using technology to teach remotely. Early forms included print materials, audio/video cassettes, radio, and television. More advanced methods are teleconferencing using audio, graphics, video, and computers. The internet allows web-based instruction through tools like videoconferencing and learning management systems. Distance education aims to provide accessible learning to those not enrolled in traditional schools or to supplement campus-based education.
The document discusses developing converged learning environments that allow both on-campus and off-campus students to participate in the same learning activities. It proposes using problem-based learning and computer-mediated communication over the World Wide Web. A system called CWEST is planned that will allow instructors to quickly set up collaborative learning activities through templates. Templates may include debates, discussions, and concept mapping. The goals are to create flexible and consistent learning experiences for all students. Preliminary uses of collaborative tools have provided promising early results.
1. The document discusses the evolution of distance learning and e-learning in Hungary from the 1990s to present day. It traces how distance learning progressed from correspondence-based methods to utilizing various media like radio, television, and early internet technologies.
2. It describes how e-learning began as a supplement to traditional education but has increasingly become a popular approach on its own. Blended learning models now combine online and offline elements.
3. The emergence of Web 2.0 allowed for more interactive, user-centered e-learning environments where learners can both consume and produce content. Connectivism is discussed as the learning theory underlying these new digital approaches.
Distance education provides flexible access to education for students who are unable to attend traditional in-person classes. It utilizes various technologies to deliver instruction either synchronously, with all participants attending at the same time, or asynchronously, allowing students to access materials on their own schedule. Distance education expands access to education, can be as effective as in-person learning when done well, and increases communication among students. It also has financial benefits by reducing transportation and textbook costs. Studies show that high student satisfaction with distance education courses is correlated with improved performance, as motivated students learn more effectively. When implemented thoughtfully, technology can extend educational opportunities and support learning for both students and teachers.
This document discusses the roles of computers and information and communication technology (ICT) in education. It outlines how ICT provides amplified learning through tools like computer-assisted instruction, which allows for self-directed and self-paced learning. ICT also enables communication through media like email, chat rooms, and news services. Audiovisual media like multimedia presentations and educational software are discussed. Common computer programs that support education like Microsoft Office, PowerPoint, Excel, and internet browsers are also listed.
Multimedia involves integrating various media like video, audio, graphics and text into an interactive presentation. It is characterized by the combination of different media to make teaching and learning more effective. Multimedia approaches incorporate various mediums to enhance the teaching-learning process. Some benefits of multimedia include making learning more engaging, providing flexibility and variety, allowing individualized instruction, and helping students retain information longer. It can also provide hands-on experiences and motivate students to learn.
The document discusses four types of interactions that can occur in distance education: learner-content, learner-learner, learner-instructor, and learner-interface. Learner-content interaction involves how students engage with course material. Continuous interaction with clear and consistent content design can enhance learning. Learner-learner interaction is impacted by the lack of physical interaction online; collaborative learning and peer feedback are important. Learner-instructor interaction helps clarify material and is a strong predictor of perceived learning. Learner-interface interaction depends on students' computer experience, views of the technology used, and technology access.
Eeveloping Interactive Logbook A Personal Learning Environmentjiali zhang
The document describes the development of an Interactive Logbook (IL) which is a personal learning environment designed to address limitations of traditional virtual learning environments. The IL allows students to manage learning activities from both formal educational settings and informal settings. It provides tools for note-taking, knowledge sharing, learning management and personal development planning that can be accessed on both desktop and mobile devices. The IL was developed according to specific criteria including supporting lifelong learning, interoperability with other tools, and being owned by the student. It provides an integrated interface for accessing documents, email, web content and allows logging of learning activities.
Estonia E-Learning Conference 2011 - TartuTerry Anderson
Terry Anderson presented on the three generations of distance education pedagogies: behavioral/cognitive, social constructivist, and connectivist. The first generation focuses on self-paced individual study using direct instruction. The second generation emphasizes group learning and social construction of knowledge. The third generation involves networked learning where knowledge is distributed and emergent through connections in networks. Each generation is enhanced by new technologies and builds upon the previous ones, with skills and knowledge becoming more advanced and suited to lifelong learning in complex contexts.
Distance Learning-Strengths, Weaknesses and Future Applicationsmhonjo1
Distance learning has existed since the 1800s but saw improvements in the 1960s-1980s with the introduction of audio/visual technologies. A SWOT analysis reveals strengths like flexibility and accessibility but also weaknesses such as high costs and limited interaction. The document discusses characteristics of successful distance learners and educators, and opportunities/threats regarding new technologies and engagement.
The document discusses the availability and utilization of e-learning infrastructures for teaching and learning at the University of Ibadan, Nigeria. It finds that e-learning infrastructures are generally inadequate, with most items like internet services, digital library access, computer availability, and educational materials online rated as disagreed by both lecturers and students. While lecturers can use the internet and refer students to it for assignments, their proficiency in using other e-learning tools for teaching is limited, with most items rated as disagreed. Factors inhibiting use of e-learning include inadequate infrastructure to support it. The study aims to investigate these issues to encourage better use of e-learning and foster teaching/learning.
This document provides an overview of videoconferencing in education, including benefits, drawbacks, and examples of applications. Key points include:
Videoconferencing can provide meaningful learning experiences, increase interaction, and access outside resources, but also requires resources, training, and reliable technology. Examples of uses include research collaboration, virtual field trips, telementoring, and telecollaborative projects between classes. Transactional distance theory and transactional presence are discussed as frameworks for understanding videoconferencing pedagogy.
Preliminary reading: pp 2-7 of Noss (2012).
Focus question: What is gained or lost as learning moves from the real to the virtual?
Lecture: Opportunities for independent learning. Social learning and collaboration. Meaningful learning revisited. The distinct contribution of ICT. ICT and theories of learning.
Task: For a chosen ICT resource, identify specific characteristics which would support learning in your chosen foundation subject. Develop an outline lesson plan in which the resource is used.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Students were surveyed about their views on a blended learning environment that combined online and face-to-face instruction. The results showed that students had a positive view of the blended learning environment overall. Specifically, students rated face-to-face interaction highest. This suggests that social interaction and being able to get answers to questions in person were important aspects of the blended learning experience. Achievement levels and participation in online forums were also found to influence students' perceptions of the blended learning environment.
Here are potential responses to the questions:
Broadcast media refers to one-way transmission of audio or video content to a mass audience simultaneously via radio waves or cable/satellite. It includes television and radio.
Broadcast media is a one-way transmission from sender to receiver. It allows for widespread dissemination of information to a large, dispersed audience but does not enable direct interactivity between participants.
Some key characteristics of broadcast media include its one-way communication, ability to reach a mass audience simultaneously, and use of public airwaves or cable/satellite to transmit content.
Radio can be utilized to promote distance education in Pakistan by producing and broadcasting educational programs, lectures
The Disability Office of the Spanish National University for Distance Learning (UNED) manages an online community for students with disabilities. The purpose is to offer an interactive student community where information on projects, approaches, methods, accomplishments, and proposals can be exchanged...
This document discusses integrating multimedia, graphics, and text in education. It defines multimedia, graphics, and text, and describes the evolution of graphics and different types of each. The document notes that multimedia uses a combination of content forms like text, audio, images, and video. It explains that multimedia applications can deliver learning resources to students effectively, as people retain more through multiple senses. The document also discusses how graphics, text, and multimedia can each benefit and be used in education for both teachers and students.
The utilization of virtual learning environment (vle) to improve mathematics ...STEPHEN ONUH OLA
TITLE PAGE
THE UTILIZATION OF VIRTUAL LEARNING ENVIRONMENT (VLE) TO IMPROVE MATHEMATICS EDUCATION STUDENTS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS IN FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI
BY
OLA STEPHEN ONUH
(UE/24294/12)
A RESEARCHWORK PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI, BENUE STATE.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE EDUCATION DEREEIN BSC(ED) MATHEMATICS/STATISTICS.
Theory Of Learning For The Mobile Age - Leicester April 2007Mike Sharples
1. The document proposes a theory of learning for the mobile age, where mobility and continual movement are central concerns.
2. It defines mobile learning as learning through conversations across multiple contexts among people and personal technologies.
3. Key aspects of this theory are that learning is seen as an active, social process of coming to know through discussion; it occurs both formally and informally, bridging classroom and everyday environments.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
This document provides an overview of Massive Open Online Courses (MOOCs) and the Coursera platform. It discusses that Coursera was founded in 2012 by computer science professors from Stanford University to offer online courses from top institutions for free worldwide. It provides details on Coursera's mission to provide universal access to education, philosophy of online learning, the hundreds of courses offered across many fields, learner supports, use of technologies like Scala programming, quality assurance protocols, and management systems to develop and deliver online courses at scale.
The document discusses the increasing use of information and communication technologies (ICT) in distance learning. It notes that ICT has replaced direct teacher-student interaction and allows various strategies to actively engage students. The paper focuses on the role of ICT in open and distance education, and explores technology-based media which is important for distance learners. It provides examples of technologies used like audio/video media, computers, and the internet. Factors to consider in technology selection include learning objectives, subject matter, learner characteristics, and available resources. Effective use of ICT enhances the quality of distance learning.
ICT is defined as computer-based tools used by organizations to process information and communication. ICT literacy involves the ability to identify, search, and present information to build knowledge and critical thinking. While ICT has revolutionized education, this impact is not widespread and needs strengthening to reach more people. Distance learning uses technologies like computers and phones to provide instruction to students separated by location. ICT faces challenges for distance learning in Nigeria like a shortage of equipment, high costs, and need to integrate new ICT skills into academic programs.
This document discusses the roles of computers and information and communication technology (ICT) in education. It outlines how ICT provides amplified learning through tools like computer-assisted instruction, which allows for self-directed and self-paced learning. ICT also enables communication through media like email, chat rooms, and news services. Audiovisual media like multimedia presentations and educational software are discussed. Common computer programs that support education like Microsoft Office, PowerPoint, Excel, and internet browsers are also listed.
Multimedia involves integrating various media like video, audio, graphics and text into an interactive presentation. It is characterized by the combination of different media to make teaching and learning more effective. Multimedia approaches incorporate various mediums to enhance the teaching-learning process. Some benefits of multimedia include making learning more engaging, providing flexibility and variety, allowing individualized instruction, and helping students retain information longer. It can also provide hands-on experiences and motivate students to learn.
The document discusses four types of interactions that can occur in distance education: learner-content, learner-learner, learner-instructor, and learner-interface. Learner-content interaction involves how students engage with course material. Continuous interaction with clear and consistent content design can enhance learning. Learner-learner interaction is impacted by the lack of physical interaction online; collaborative learning and peer feedback are important. Learner-instructor interaction helps clarify material and is a strong predictor of perceived learning. Learner-interface interaction depends on students' computer experience, views of the technology used, and technology access.
Eeveloping Interactive Logbook A Personal Learning Environmentjiali zhang
The document describes the development of an Interactive Logbook (IL) which is a personal learning environment designed to address limitations of traditional virtual learning environments. The IL allows students to manage learning activities from both formal educational settings and informal settings. It provides tools for note-taking, knowledge sharing, learning management and personal development planning that can be accessed on both desktop and mobile devices. The IL was developed according to specific criteria including supporting lifelong learning, interoperability with other tools, and being owned by the student. It provides an integrated interface for accessing documents, email, web content and allows logging of learning activities.
Estonia E-Learning Conference 2011 - TartuTerry Anderson
Terry Anderson presented on the three generations of distance education pedagogies: behavioral/cognitive, social constructivist, and connectivist. The first generation focuses on self-paced individual study using direct instruction. The second generation emphasizes group learning and social construction of knowledge. The third generation involves networked learning where knowledge is distributed and emergent through connections in networks. Each generation is enhanced by new technologies and builds upon the previous ones, with skills and knowledge becoming more advanced and suited to lifelong learning in complex contexts.
Distance Learning-Strengths, Weaknesses and Future Applicationsmhonjo1
Distance learning has existed since the 1800s but saw improvements in the 1960s-1980s with the introduction of audio/visual technologies. A SWOT analysis reveals strengths like flexibility and accessibility but also weaknesses such as high costs and limited interaction. The document discusses characteristics of successful distance learners and educators, and opportunities/threats regarding new technologies and engagement.
The document discusses the availability and utilization of e-learning infrastructures for teaching and learning at the University of Ibadan, Nigeria. It finds that e-learning infrastructures are generally inadequate, with most items like internet services, digital library access, computer availability, and educational materials online rated as disagreed by both lecturers and students. While lecturers can use the internet and refer students to it for assignments, their proficiency in using other e-learning tools for teaching is limited, with most items rated as disagreed. Factors inhibiting use of e-learning include inadequate infrastructure to support it. The study aims to investigate these issues to encourage better use of e-learning and foster teaching/learning.
This document provides an overview of videoconferencing in education, including benefits, drawbacks, and examples of applications. Key points include:
Videoconferencing can provide meaningful learning experiences, increase interaction, and access outside resources, but also requires resources, training, and reliable technology. Examples of uses include research collaboration, virtual field trips, telementoring, and telecollaborative projects between classes. Transactional distance theory and transactional presence are discussed as frameworks for understanding videoconferencing pedagogy.
Preliminary reading: pp 2-7 of Noss (2012).
Focus question: What is gained or lost as learning moves from the real to the virtual?
Lecture: Opportunities for independent learning. Social learning and collaboration. Meaningful learning revisited. The distinct contribution of ICT. ICT and theories of learning.
Task: For a chosen ICT resource, identify specific characteristics which would support learning in your chosen foundation subject. Develop an outline lesson plan in which the resource is used.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Students were surveyed about their views on a blended learning environment that combined online and face-to-face instruction. The results showed that students had a positive view of the blended learning environment overall. Specifically, students rated face-to-face interaction highest. This suggests that social interaction and being able to get answers to questions in person were important aspects of the blended learning experience. Achievement levels and participation in online forums were also found to influence students' perceptions of the blended learning environment.
Here are potential responses to the questions:
Broadcast media refers to one-way transmission of audio or video content to a mass audience simultaneously via radio waves or cable/satellite. It includes television and radio.
Broadcast media is a one-way transmission from sender to receiver. It allows for widespread dissemination of information to a large, dispersed audience but does not enable direct interactivity between participants.
Some key characteristics of broadcast media include its one-way communication, ability to reach a mass audience simultaneously, and use of public airwaves or cable/satellite to transmit content.
Radio can be utilized to promote distance education in Pakistan by producing and broadcasting educational programs, lectures
The Disability Office of the Spanish National University for Distance Learning (UNED) manages an online community for students with disabilities. The purpose is to offer an interactive student community where information on projects, approaches, methods, accomplishments, and proposals can be exchanged...
This document discusses integrating multimedia, graphics, and text in education. It defines multimedia, graphics, and text, and describes the evolution of graphics and different types of each. The document notes that multimedia uses a combination of content forms like text, audio, images, and video. It explains that multimedia applications can deliver learning resources to students effectively, as people retain more through multiple senses. The document also discusses how graphics, text, and multimedia can each benefit and be used in education for both teachers and students.
The utilization of virtual learning environment (vle) to improve mathematics ...STEPHEN ONUH OLA
TITLE PAGE
THE UTILIZATION OF VIRTUAL LEARNING ENVIRONMENT (VLE) TO IMPROVE MATHEMATICS EDUCATION STUDENTS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS IN FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI
BY
OLA STEPHEN ONUH
(UE/24294/12)
A RESEARCHWORK PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI, BENUE STATE.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE EDUCATION DEREEIN BSC(ED) MATHEMATICS/STATISTICS.
Theory Of Learning For The Mobile Age - Leicester April 2007Mike Sharples
1. The document proposes a theory of learning for the mobile age, where mobility and continual movement are central concerns.
2. It defines mobile learning as learning through conversations across multiple contexts among people and personal technologies.
3. Key aspects of this theory are that learning is seen as an active, social process of coming to know through discussion; it occurs both formally and informally, bridging classroom and everyday environments.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
This document provides an overview of Massive Open Online Courses (MOOCs) and the Coursera platform. It discusses that Coursera was founded in 2012 by computer science professors from Stanford University to offer online courses from top institutions for free worldwide. It provides details on Coursera's mission to provide universal access to education, philosophy of online learning, the hundreds of courses offered across many fields, learner supports, use of technologies like Scala programming, quality assurance protocols, and management systems to develop and deliver online courses at scale.
The document discusses the increasing use of information and communication technologies (ICT) in distance learning. It notes that ICT has replaced direct teacher-student interaction and allows various strategies to actively engage students. The paper focuses on the role of ICT in open and distance education, and explores technology-based media which is important for distance learners. It provides examples of technologies used like audio/video media, computers, and the internet. Factors to consider in technology selection include learning objectives, subject matter, learner characteristics, and available resources. Effective use of ICT enhances the quality of distance learning.
ICT is defined as computer-based tools used by organizations to process information and communication. ICT literacy involves the ability to identify, search, and present information to build knowledge and critical thinking. While ICT has revolutionized education, this impact is not widespread and needs strengthening to reach more people. Distance learning uses technologies like computers and phones to provide instruction to students separated by location. ICT faces challenges for distance learning in Nigeria like a shortage of equipment, high costs, and need to integrate new ICT skills into academic programs.
This document discusses the use of information and communication technologies (ICTs) in distance learning. It defines ICT literacy and explains how ICTs have revolutionized education methodology. It describes different types of distance learning technologies, including synchronous technologies like video conferencing and asynchronous technologies like message boards. The document also discusses the relevance and challenges of using ICTs in distance education, noting that they provide more flexible access to learning but face issues like lack of infrastructure in some areas.
This document discusses modern instructional materials and their importance in teaching and learning. It defines modern instructional materials as any device with instructional content that is used for teaching, including audiovisual materials, scripts, computer programs, and more. The document outlines several types of modern materials, including radio, tape recorders, computers/internet, projectors, and their advantages and disadvantages. Some problems with modern materials are that they require teacher retraining, intellectual property is difficult to protect, and they are not always available or in good condition in schools due to issues like lack of funds, proper storage, and time constraints.
Communication technologies consist of hardware, software, networks, and media for collecting, storing, processing, transmitting, and presenting information such as voice, data, text, and images. ICTs can be divided into information and communication components, with ICT referring to both physical telecommunication systems and networks like broadcast, cable, satellite, wireless, and postal, as well as the services that utilize those systems like the internet, voice, mail, radio, laptops, cell phones, videos, and television. Emerging communication technologies in higher education can influence how students are taught by enabling collaborative and knowledge creation skills through technology-enabled education, with potential to democratize access to education.
Logistical Needs For Distance EducationGodfrey Mwewa
The document discusses the logistical requirements for implementing distance education programs based on the University of Zambia's experience. It outlines six pillars of distance education: study materials, assignments, personal contact programs, personal guidance, study centers, and audio-visual aids. It also discusses the future of distance education at the University of Zambia, which emphasizes the use of information and communication technologies and expanding partnerships.
Multimedia and hypermedia in teaching dr minae mwangiIsaac Mwangi
The presentation is a resource for teacher educators on how to integrate multimedia and hypermedia tools in creating constructivist learning environments.
Distance Education Technologies for Students with Special Educational Needsjagannath Dange
Distance technologies provide new opportunities for students with special educational needs. Three generations of distance education have emerged, beginning with correspondence courses using print materials, then incorporating radio and television, and now utilizing digital technologies and the internet. While these technologies increase access to education, they can also present barriers for students with disabilities if not designed accessibly. Standards and guidelines from organizations like the W3C aim to promote accessibility of distance education content, platforms, and technologies for people with diverse abilities and needs.
E Learning National Presentation Latest 25 Nov#2Godfrey Mwewa
This document discusses unleashing the capabilities of universities through information and communication technologies (ICTs) in distance education. It defines key concepts such as distance education and ICTs. It identifies various ICT platforms and their capabilities for delivering university education. It analyzes opportunities for providing ICT access to learning communities and proposes strategies for universities in Zambia to break barriers to education through ICT, including establishing ICT hotspots and reducing taxes on ICT equipment.
CHALLENGES OF INSECURITY IN INFORMATION AND COMMUNICATIONS TECHNOLOGY BASED L...Shehu Abdullahi Ringim
There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.
1) The document discusses the evolution of distance learning and e-learning from traditional media like correspondence courses to modern networked and community-based approaches using Web 2.0 tools.
2) It describes a study conducted at Eszterházy Károly College where students took an online course using blogs, bookmarks, documents, wikis and video annotations to collaborate.
3) A survey found students were highly motivated by these new tools and their technology skills improved, showing the value of integrating modern networks and media in education.
Distance education is teaching students who are not physically present in a traditional classroom setting. It focuses on delivery methods using technology to teach remotely. Early forms included print materials, audio/video cassettes, radio, and television. More advanced methods are teleconferencing using audio, graphics, video and computers. Computer-based instruction and web-based instruction are now common through programs and online resources. Distance education connects learners to educational materials using a variety of technologies across distances in real-time or asynchronously.
This document discusses the use of podcasting in higher education. It notes that universities now face increasing competition, more diverse student populations, and students who expect flexibility and see themselves as customers. Podcasting allows education to become more portable and accessible to students anywhere through devices like phones and MP3 players. Podcasting can be used to deliver lectures, provide feedback and assessment, and promote student engagement through a blended learning model that combines online and in-person resources. The document advocates for universities to embrace new technologies like podcasting to better reach today's digital native students.
ICTs like radio, TV and computers have been used in education in several ways:
1) For direct class teaching or as teaching resources to supplement teachers.
2) For general educational programming to provide informal learning opportunities.
3) Universities have extensively used radio, TV and online resources for courses accompanied by printed materials.
4) Teleconferencing allows interactive communication between people in different places using audio, graphics, video and web-based tools.
5) Computers and the Internet can be used for learning about technology itself, using technology to facilitate other subjects, or integrating technology skills with curriculum.
Role of ict in education a case of indira college 2IAEME Publication
This document summarizes a research paper about the role of information and communication technologies (ICT) in education, using Indira College in Pune, India as a case study. The paper is divided into four sections. Section 1 defines ICT and reviews literature about its use in education. Section 2 discusses how ICT enhances teaching, learning, quality and accessibility of education. Section 3 outlines advantages of ICT such as supporting competency-based learning and information literacy. Section 4 describes ICT tools provided at Indira College, such as an ERP system, WiFi, and presentation software to enhance the learning experience.
This document discusses the role of information and communication technologies (ICT) in education, using Indira College in Pune, India as a case study. It is divided into four sections. The first section defines ICT and reviews literature on its use in education. ICT is shown to improve the flexibility and accessibility of education by allowing learners to access knowledge anytime, anywhere. The second section explores how ICT enhances teaching, learning, and motivation by supporting student-centered learning. The third section outlines advantages like supporting competency-based curricula. The fourth section examines ICT's role at Indira College specifically. In summary, the document analyzes how ICT improves education through increased flexibility, accessibility, and support for
The document discusses the development of educational technology and the shift from teacher-centered to learner-centered approaches. It provides background on how educational technology has evolved from focusing on audiovisual tools, to instructional systems, vocational training, and computers/computer-based systems. It compares teacher-centered and learner-centered paradigms, highlighting how the latter focuses more on active student involvement, real-world applications, and collaborative/supportive learning environments. The document also covers definitions and scope of information and communication technology (ICT) in education, including its role in teaching/learning, publishing, evaluation, research, and administration.
Ed.tech. 2 computer as ict batle,batulan & bernatDivinaBatulan143
This document discusses the use of computers and information and communication technology (ICT) in education. It describes how ICT allows for individualized and interactive learning, and how its uses have evolved from computer-assisted instruction to transforming education through technologies like personal computers, the internet, and multimedia capabilities. The document also outlines several ways that ICT can help expand access to education and improve its quality by making learning more motivating, collaborative, creative, integrative, and evaluative. Finally, it discusses different approaches to using radio/TV broadcasting, computers, and the internet for teaching and learning across the curriculum.
The document discusses how computer technology has transformed into an information and communication technology (ICT) that can be used in education to enhance learning experiences. It provides examples of how computers and the internet can be utilized for communication, multimedia presentations, and interactive learning activities. The uses of different ICT tools like radio, television, and computers in education are also examined.
Distance education provides educational opportunities without increased budgets by using technology to bridge the gap between teachers and physically distant students. It takes various forms including online courses, videoconferencing, and correspondence courses. Research shows distance education can be as effective as traditional instruction when appropriate methods and technologies are used to enable student-student and teacher-student interaction and feedback. Effective distance education programs require careful planning and selecting the right mix of media like video, audio, and print to meet student needs.
This document contains a hierarchical outline with three main titles - Title 1, Title 2, and Title 3 - where Title 2 has three sub-titles and Title 1 and Title 3 each have two sub-titles, with all sub-titles indented under their respective main titles.
PresentationTube is a desktop application and video sharing website that allows users to record PowerPoint presentations with audio narration, integrate other multimedia elements, upload the finished video, and then share the video by link, embed code, or social media to help effectively share presentations online.
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...Alaa Sadik
The document summarizes a study that developed and evaluated a standards-based grading tool called RealGrade for faculty at Sultan Qaboos University in Oman. The tool aimed to streamline grading practices and facilitate standards-based assessment. Researchers conducted interviews and focus groups to determine faculty needs, then developed RealGrade to automate grading, enable qualitative assessment, and generate reports. 116 faculty tested the tool and completed a questionnaire finding RealGrade effective, efficient, and satisfactory overall, with more computer-experienced and less experienced instructors viewing it most positively. Interviews provided additional insights. Researchers concluded RealGrade supports standards-based assessment but report cards need improvement and more research is needed to address instructor differences.
RealShow: A New Way for Producing and Communicating Virtual Conference Presen...Alaa Sadik
RealShow is software that allows presenters to create virtual conference presentations by recording narration and slides. It was developed based on principles from cognitive load theory and multimedia design. The software captures a presenter's PowerPoint slides, drawings, writings, and video to create a self-running presentation. This allows virtual presenters to apply best practices for multimedia learning and receive feedback by publishing their presentations online. The software aims to provide an accessible option for individual presenters to create effective virtual presentations.
The document discusses effective presentation skills. It covers the main points of types of media and multimedia, principles of message design, types of presentation technology, designing effective presentations using PowerPoint, and practicing using PowerPoint and the web. The document provides information on Dale's Cone of Experience model and principles of effective presentation like the signaling, segmenting, modality, multimedia, and coherence principles.
The document defines and describes 15 types of instructional images: line drawings, illustrated drawings, kroki, sequenced drawings, comparative drawings, cartoons, caricatures, photographs, maps, posters, charts, flowcharts, hierarchical diagrams, geometrical figures, and screenshots. Each image type is used to explain concepts, show relationships, simplify ideas, tell stories, or provide visual representations for teaching purposes.
This document provides an introduction and overview of the Instructional Computer TECH2111 course. It discusses the instructor's background and credentials. It also introduces the Educational Technology Standards (NETS) for students, which are divided into six categories describing what students should know and be able to do with technology. The first lecture will cover the NETS standards in more detail.
Usability Evaluation in Educational Technology Alaa Sadik
The document discusses different methods for evaluating the usability of educational technology. It defines usability as measuring the effectiveness, efficiency and satisfaction of users completing tasks with a tool. There are three main methods: user-based involves testing users on tasks; expert-based uses experts to examine interfaces; and model-based applies models to predict usability based on task sequences. Each method has advantages like user-based providing realistic estimates, and disadvantages like expert-based being affected by expert variability. Choosing a method depends on needed information and the development stage being evaluated.
Evaluation of Computer-Based Instruction Alaa Sadik
The document discusses various perspectives on teaching and learning with computers including behaviorism, constructivism, cooperative learning, multiple intelligences, perception, and assessment. It provides examples of how these perspectives can be applied to computer-based instruction and evaluates different dimensions such as pedagogical aspects, technical aspects, navigation, presentation, and accuracy. Workshop examples are given for evaluating aspects like navigation, presentation, accuracy, and teacher guides.
This document discusses instructional simulation and its use in education. It defines simulation as the imitation of a real process or system. Simulations allow students to be actively involved in learning, compress time, save resources, and repeat experiments safely. The document outlines different types of simulations including physical, interactive, constructive, and computer simulations. It provides examples of simulation software used in different subject areas and discusses the benefits simulations provide for student learning.
عصر الثراء البصري و تطبيقاته التكنولوجيةAlaa Sadik
The document discusses different online tools and software for photo editing, video downloading, and digital art creation. It mentions websites like Flickr and YouTube as well as photo editing programs like PaintShop and Photoshop. It also references drawing programs like SmartDraw and Microsoft Office tools.
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This document provides an overview of instructional media and technologies that can be used in higher education. It discusses different types of instructional media including images, audio, and multimedia. It also covers commonly used media and technologies in higher education like whiteboards, models, and software applications. The document then discusses utilization of Web 2.0 tools for educational purposes, including wikis, blogs, social bookmarking, and file sharing. It provides examples of how these tools can be used for collaborative learning activities.
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The document summarizes the costs associated with developing and delivering an online wired class. It breaks costs down into capital costs, development costs, tuition/maintenance costs, and server costs. Fixed costs make up 48% of total costs and variable costs 52%. While initial per-course costs are high, the unit cost per course decreases as more courses are added due to sharing of fixed infrastructure costs.
1. Distance education emerged in response to advances in technology that allowed for new ways of delivering education outside traditional campuses.
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3. Effective distance education requires two-way interaction between learners and teachers, in addition to well-designed learning materials.
3. The Effectiveness and Costs of Distance EducationAlaa Sadik
The document discusses the effectiveness and costs of distance education. It presents opposing viewpoints on whether the medium of delivery impacts learning outcomes or just delivery efficiency. Most studies agree that the medium only affects efficiency, not outcomes. It also examines costs, finding they depend on factors like technology type, support level, and number of students. Costs include production, delivery, and support, with fixed costs for equipment and variable costs scaling with use. Formulas are provided for calculating average, marginal and total costs of distance education technologies and systems.
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1. TECH4101: Distance Education & the Internet [Document #6]
A theory of development and evaluation of distance education
technologies
Dr. Alaa Sadik, Sultan Qaboos University
alaasadik@squ.edu.om
The review of distance education technologies shows that the development in
technologies has focused on production and distribution of instruction using audio-and video
to reach a wide range of learners. This development began with no or minimum interaction,
less possibility to access instruction and low cost, allowing it to be more accessible (e.g.,
radio and television, audio- and video-cassettes). Accordingly, technologies were developed
to enrich presentations, individualise instruction, speed transmission and provide multimedial
content. Examples of these technologies are audio-graphic systems, audio-video conferencing
and computer programs.
These technologies enhanced learner-control over instruction and allowed real-time
interaction between the tutor and students and, for the first time, between the learner and
others on the course. More recently, a dramatic development in computing and networking
has occurred. This development in computing and networking technology has shaped a
unique paradigm of access to instruction, characterised by easy and unlimited access to
information, real-time or delayed interaction, flexible learning and learner-based instruction.
The development in distance education media and technologies is characterised by three
models: the correspondence model, the tele-learning model and the information and
networking model.
The correspondence model (1890s-1960s)
This is the earliest model of distance education and used to package and deliver
instruction for isolated students. Basically, ‘correspondence study has meant the exchange of
lessons by mail. […] however, there are many new approaches to course work and although
the mails are still the prime means of exchanging lessons, technological advances are being
introduced’(The Dominion Bureau of Statistics, 1971, p. 287). However, the correspondence
model does not mean simply delivering textbooks with other media. Perraton (1982) indicated
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2. TECH4101: Distance Education & the Internet [Document #6]
that correspondence education is distinguished by three features: the use of a variety of
different media, its structure and its system for feedback. In this model, ‘two-way
communication between students and teachers separated by distance only became practicable
with the advent or railways, and a relatively fast and efficient postal service ’ (Powell et al.,
1999, p. 86). Mail was used by students to send their questions and assignments and receive
feedback and comments from the tutor. Due to the low speed of interaction, particularly for
students at a long distance, interaction between the tutor and students was scarified in many
cases.
The Tele-learning model (1960s-1980s)
In the correspondence model, the aim is to make instruction easily accessible in a low-
cost and efficient manner. However, distance education is ‘more than an efficient method of
making information available to learners’ (Garrison, 1989, p. 64). Therefore, the tele-learning
model aims to distribute on-campus instruction using one-way media (e.g., broadcasting radio
and television) with two-way communication technologies (e.g., telephone and
teleconferencing). Radio was the first technology that characterised this model.
Following radio, television broadcasting brought about a revolution in distance
education by transmitting face-to-face style of instruction to homes and schools. In addition,
the availability of satellite has increased accessibility and reached far locations in a cost-
effective way (Wisher and Priest, 1998).
Although broadcasting is a very popular and appropriate technology for developing
countries (Keegan, 1988), the most important problem of broadcasting, as realised by the
Planning Committee of the British Open University, is that ‘the amount of learning materials
required to meet the needs of a full range of degree courses would be too great to cover by
broadcasting alone’ (Bates, 1988, p. 228). The real development in this model occurred when
communication, as the ‘second element’ of distance education, was enhanced by using audio
and video tele-conferencing (Holmberg, 1990).
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3. TECH4101: Distance Education & the Internet [Document #6]
The information and networking model (1990s-)
The lack of convenient and effective interaction for independent learners has always
been a weakness of the tele-learning model of distance education (Bates, 1991) while access
to course-related information and resources is a common problem facing distance students in
the model (Kirkwood, 1998). The potential of information and networking technologies is that
they combine media (e.g., text, hypertext, images, video, etc.) and technologies (e.g.,
interactive CD-ROMs and the WWW) to represent knowledge and facilitate interaction
effectively between the learner and the content and with others (Westera, 1999).
This model implies ‘a more generic approach to teaching and learning, in contrast to
the largely one-way flow of packaged knowledge and instruction from teachers to learners’
(Kirkwood, 1998, p. 231). For example, interactive CD-ROMs have the power to
individualise learning as they allow the learner to explore, search and interact with the content
and user-interface effectively. Moreover, the Internet provides access to a vast amount of up-
to-date information, offers the ultimate interactive learning experience and encourages
collaboration and discussion among distance students (Rose, 1999).
The WWW, specifically, has become the most popular and easy to use service of the
Internet and provides access to most Internet services (e.g., e-mail, desk-top conferencing,
FTP, etc) and resources (e.g., text databases, multimedia and hypermedia archives, etc.) with
no limit to the number of students. Currently, the WWW is increasingly used in distance
education for communication, conducting discussion, delivery of courses, searching for
course-related information and evaluation of students.
Considering the characteristics, advantages and disadvantages of distance education
models, it can be said that many key features have been driven the development and
success of media and technologies. These features are categorised into five categories with
their contribution to distance education (see the table below).
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4. TECH4101: Distance Education & the Internet [Document #6]
A framework for describing the features of distance education technologies
Criteria Feature Contribution to distance education
Time of - Asynchronous Distance education can be time-independent
communication - Synchronous (e.g., video-cassettes) or time-dependent (e.g.,
broadcasting television). Both of these two types
are useful and required to deliver instruction and
motivate and support students.
Type of - Student- The ideal distance education technology should
interaction teacher facilitate two-way interaction between the tutor
- Student- and learners, among learners, between the
student learner and the learning materials and between
- Student- the learner and the machine or technology that
content delivers instruction.
- Student-
technology
Learning style - Individualised Often, distance education happens in individual
- Group-based settings. However, recent trends in distance
education encourage social and group-based
learning using on-line discussions and
collaborative projects. Distance education media
need to support both of these two styles.
Instructional - Multimedia Traditional media whether visual only (e.g.,
- Stand-alone printed materials) or audio-visual (e.g., video-
conferencing and TV) have many limitations in
presenting knowledge. Recent technologies
integrate text, audio, animation and video (e.g.,
computer-based multimedia applications and the
WWW) to enhance the learning experience,
allowing them to be used without need for the
support of other types of media.
Cost - Cost The unit cost of a medium is affected by its fixed
effectiveness cost, variable cost, capital cost, recurrent cots,
marginal cost, etc. High variable costs for a
medium, for example, increase the unit cots per
hour and discourage decision-makers from
selecting it and learners from continuing in their
learning.
At the same time, stand-alone media (e.g., the
Internet) avoid both the course provider and the
learner having to pay for communication,
sending and receiving feedback and access to
learning resources.
Organisational - Ease of Media, whether old or new, should be simple
issues delivery enough and available to access at homes or
- Ease of schools, easy to use by educators and students to
access deliver and receive instruction, fast enough in
- Ease of use terms of transmission and updating of content,
- Speed etc.
- Flexibility
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5. TECH4101: Distance Education & the Internet [Document #6]
Applying the above model to evaluate radio, for example, shows that radio:
1. Supports synchronous learning only since students have to attend the class at a
specific time to listen to the programme.
2. Does not support student-student, student-teacher, student-content or student-
machine interaction.
3. Is not suitable for group-based learning.
4. Can be accessed at any place.
5. Is characterised by the speed of development and transmission of programmes.
However, questions and feedback require a long time to be sent.
6. Has very high fixed, capital and recurrent costs. However, variable cost is very low.
At the same time, receiving instruction is less costly.
7. Uses audio only to deliver instruction.
8. Is not a stand-alone medium and should be used with other media (e.g., print and
post).
9. Is not student-centred and students have no control over the transmission of the
programme.
10. Is easy to be installed and used at home or school.
11. Is easy to access at home or schools, since it requires nothing more than a radio
receiver.
This evaluation shows that radio gets 6 points out of 17. This means radio fulfils only
35 per cent of the features that should characterise distance education technology. In addition,
the majority of media (11 out of the 15 revised) meet less than 50% of the features. However,
print and post as traditional media get a relatively high score (53%) in comparison with recent
media. Lastly, this framework shows that the Internet and the WWW meet all the criteria that
should be available in distance education media and technology to be used successfully at a
distance.
This simple analysis reflects that the majority of technologies used in distance
education do not satisfy many of the criteria of distance education technologies, as reflected in
the literature. These media and their characterises are graphed below.
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6. TECH4101: Distance Education & the Internet [Document #6]
Characteristics of media and technologies used in distance education
18
Features of DE technologies
16
14
12
10
8
6
4
2
CYCLOPS
Computer
Print and post
Telephon
Radio
Interactive radio
Television
Teletext
Interactive TV
Networks & Internet
Audio-graphics
Video-ca
Audio-conferencing
Video-conferencing
Audio-cassettes
Media used in DE
This graph shows that:
1. A dramatic development happened in distance education media and technologies to
fulfil the requirements of distance education. This development is not time-based but
depends on the features of media and technologies.
2. Although most of the recent media may seem to be perfect solutions for distance
education or ‘third generation’ technologies, they do not possess most of the
characteristics required of distance education (e.g., flexibility and cost-effectiveness).
At the same time, approaches that are considered as traditional (e.g., print and post)
can be used successfully, since they fulfil more than 50% of these criteria.
3. There is no one medium better than other; every medium and its technology has its
own features and these media should be selected and used according to the need of the
programme, tutors and students (e.g., the needed type of interaction, costs, etc.).
For example, although video-conferencing, in comparison with print and post, is a
two-way interactive medium, encourages interaction between the learner and the tutor and
between the learners and others, is suitable for group-based and collaborative learning and
fast in sending and receiving feedback, it does not facilitate student-content and student-
technology interaction, is not easy to be used by all tutors and students, is not easily to
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7. TECH4101: Distance Education & the Internet [Document #6]
accessed at any time and from any place, needs to be supported by other types of media and is
not cost effective.
Similarly, although the development in computers and CD-ROMs has offered learner-
centred, self-paced and sophisticated multimedial solutions for learners using flexible storage
solutions, a common drawback is the isolation of learners from human tutoring. Therefore, an
important breakthrough in computing has been shaped by the networking and computer-
mediated communications concepts. The unprecedented growth in networking technology has
yielded a wide range of powerful and wide networks and has led to the world-wide
international network known as the Internet.
As the earlier breakthrough in computing has yielded the Internet, the second
remarkable breakthrough in the Internet was the World Wide Web protocol. The World Wide
Web has evolved new channels of delivery that have encouraged educators to present
materials in ways that did not exist a few years ago. In addition, it has offered many tools to
conduct asynchronous/synchronous interaction between the tutor and learners and among
learners themselves.
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