This document discusses technologies used for distance education. It begins by introducing the cone of experience taxonomy for classifying how well different media can convey information. It then outlines various distance education technologies including correspondence study, prerecorded media, audio, and video technologies. It also discusses selecting technologies based on learning outcomes and experiences. The document also briefly discusses the internet architecture and how it enables distance education. It notes that while MOOCs and some online courses still use a teacher-centered model, distributed learning implements a more learner-centered approach. In the end, it discusses advantages like flexibility and accessibility of online learning but also limitations like lack of access to technology.

1. Chapter 4
Technologies, the Internet,
and Distance Education.
By Jett Even

2. Cone of Experience
A long-standing method of categorizing the
ability of media to convey information is the
cone of experience. Introduced by Edgar Dale
(1946).

3. Taxonomy of Distance
Education Technologies
A variety of techniques will be needed to
provide equivalent learning experiences for all
students:
• Correspondence Study
• Prerecorded Media
• Two-way Audio
• Two-way Audio with Visuals
• One-way Live Video
• Two-way Audio,One-way, Video

4. Classroom Technologies for
Online Instruction
Selecting Appropriate Technologies for Online Instruction
Step #1: Asses Available Instructional
Technologies
Step #2: Determine the Learning Outcomes.
Observable, measurable behaviors that are a consequence of
online instruction.

5. Classroom Technologies for
Online Instruction (Continued)
Step #3: Identify Learning Experiences and
Match Each to the Most Appropriate Available
Technology.
Step #4: Preparing the Learning Experiences for
Online Delivery.

6. Architecture of the Internet
A brief look at the architecture of the internet
will help one understand the way the internet
works and help illustrate the gigantic potential
of the internet for distance education.

7. Student-centered Learning
Teacher-centered model (Teachers and
textbooks two primary sources of course
content) continues today in many courses
delivered to distant learners via todays’
synchronous, video-based technologies.
Massive Open Online Courses (MOOCs) are a
recent approach for offering instruction over the
internet, and many, even most, MOOCs are
presentations of prerecorded lectures.

8. Distance Learning Versus
Distributed Learning
Distributed learning illustrates how the learner-centered
educational model is being implemented in today’s school
and colleges.
Not all online learning is distance learning.
Distributed learning is a broader term that can be
associated with face-to-face instruction that incorporates
some form of technology-based learning experience.
Either inside or outside the classroom.

9. Advantages and Limitations of
Online Learning
Advantages
• Students can participate from anywhere with interest access
essentially.
• Available 24 hours a day, can work at own pace.
• Technology is easy for students to use.
Limitations
• Many students, even if they have internet available, may not
have ready to access powerful, modern computers. May not
know how to use.
• Online courses may emphasize the technology rather than the
content and learning opportunities.

10. Resources of Information
Simonson, M. R., Smaldino, S. E., & Zvacek, S.
(2019). Teaching and learning at a distance: foundations
of distance education. Charlotte, NC: Information Age
Publishing, Inc.
The End