This document discusses the structure and functions of the internet for distance education. It describes how the physical infrastructure of the internet allows for delivery of distance education to learners in various locations. The document discusses how the internet relates to transformations in teaching and learning paradigms. It identifies typical components of course management systems and how third-party products can enhance them. Trends in internet-based distance education and their implications are also described.

1. Walker, Christopher

2. The purpose of this chapter is to discuss the structure and
functions of the internet and describe the many ways it can
be used in a distance education environment

3. Describe how the physical structure of the internet facilities the
delivery of distance education to learners in a wide variety of
locations and at varying educational levels
Discuss why the internet relates well to transformations taking place
in the general paradigms for teaching and learning
Discuss the advantages and limitations of internet based learning
Discuss the evolution of the internet and its functions that most
directly relate to distance education, such as electronic mail, mailing
list and the world wide web

4. Identify the typical components of a course management system and
their functions in internet-based distance education
Describe ways in which a course management system can be
enhanced with third-party products
Select course activities that maximize active learning opportunities
Describe the potential of web 2.0 for promoting learning in a
distance education setting
Describe trends in internet based distance education and their
implications for educational programs

5. Distance education was
started back in the 1800’s
Its main way of getting
learning material to the
student was the mail service
Near the 20th century they
began to go toward
synchronous courses

6. Its not a single or clearly
defined entity
TCP-IP
It has no main address
It has no headquarters
It has no stockholders

7.  Tier 1 – Backbone Networks and Internet Exchange Points
 Tier 2 – Regional Networks
 Tier 3 – Internet Service Providers
 Tier 4 – Organizational and Home Networks
 Is the internet and world wide web interchangeable? NO

8. Lecturing to coaching
Taking attendance to logging on
Distribution requirements to
connected learning
Credit hours to performance
standards
Competing to collaborating
Library collections to network
connections

9. Course work always available unless the internet is down
Asynchronous course components available 24 hours
Students can work at their own pace
Course work and course material is available via the web
Technology is relatively easy for students to use
Learning material us always available across the entire web
Course material can always be updated to be current

10. Digital divide is real
Online course may emphasize the technology rather than the
content of learning
Well-designed internet-based courses may be quite intensive
Some instructors have difficulty adjusting to the students
Copyright violations on course web pages
Some students still use dial-up connection

11. Course management
Readings
Content presentations
Course communications
Group projects space
Student assessment
Digital drop-box for assignment submission
Course evaluation tools
Course and system statistics

12. Walker, Christopher