Distance Education Models and Best Practices

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ACADEMY ADMINISTRATION PRACTICEJUNE 2011Distance Education Technologies and ImplementationTable 1: Summary of Major Distance Education TechnologiesTechnology Advantages DisadvantagesPrintVoicemailAudio files/CDAudioconferenceE-mailOnline ChatWeb-basedEducationVideotape/DVDSatelliteVideoconferenceInternetVideoconferenceCable/BroadcastTelevisionMaterials InexpensivePortableHigh comfort levelReadily availableLow costEasy to useIncreases interactionsInexpensiveEasily accessibleEasily duplicatedInexpensiveEasy to set upFlexibleInteractiveConvenientReal-time interactionsInstant feedbackMay incorporate multimediaWorldwide accessInteractiveInexpensiveEasily accessibleEasily duplicatedAudio and visual elementsHigh realismMay be interactiveHigh realismMay be interactiveRelatively inexpensiveEasy to useEasily accessibleMay be videotapedIncludes audio and visualNo interactionsLimited sensoryinvolvementRequires reading skillsTime delayLength may be limitedNo visual cuesMay involve toll chargesNo visual cuesNo interactionNo visual cuesRequires hardwareRequires hardwareSoftware variationsRequires similar softwareMust be scheduledRequires hardwareRequires computerRequires Web accessMay be slowComplex to recordNo interactionRequires hardwareExpensive hardwareMust be scheduledUsually one-way onlyMust be scheduledSmall windowsMay be slow, jerky videoHigh production costsRequires hardwareNo interactionMust be scheduledSource: 2009. “A Teacher’s Guide to Distance Learning.” http://fcit.usf.edu/distance/default.htmThe earliest forms of distance education were little more than self-taught courseswherein course materials were delivered to students via postal mail and assignmentswere returned to instructors along the same route. Correspondence courses of this© 2011 Hanover Research ‐ Academy Administration Practice6
ACADEMY ADMINISTRATION PRACTICEJUNE 2011type still exist and are an option for students that do not have a reliable access tointernet or telephone. However, even they can now be delivered on a CD-ROM(containing either audio files or some other computer-based media, such as PDF orPowerPoint). Given the importance of technology in modern distance education, it isimportant to understand the strengths, weaknesses, and potential of technologiescurrently in use. Such comprehension will enable administrators to make moreinformed decisions when it comes to course design and implementation.Print MaterialsThough there are numerous new options available to educators in distance education,print remains a significant component of most courses. In 2004, it was reported thatonly 24 percent of distance students had high-speed internet at home. 5 While thisnumber has number has certainly increased in the last six years, open and distanceeducation programs could exclude potential students if they move entirely away fromprint material.There is potential for print material to serve as either the primary source for courseinstruction or as a supplementary source – i.e. textbooks or other printed requiredreadings. In this case, communication via email or other electronic means could beutilized for student questions, assignment submissions, and instructor feedback.Printed study guides have been identified as a key resource for distance educationcourses even if other forms of media are primarily used to deliver the content.Supplemental print materials such as these may be disseminated via regular email oreven via a course website. 6Advantages of Print Materials Extremely portable. Print materials can be used in any location. High comfort level. Most students are very comfortable using print materialsto learn. Cost effective. Print materials can be created and duplicated with littleexpense. Readily available. Many distance learning courses can take advantage ofexisting textbooks, thus saving the time and expense of creating custommaterials. 7There are several advantages to print media that are likely related to why it hasremained, and will continue to remain, an important resource for distance education.Once printed or distributed, students are able to bring these hard copies with them5 Gunawardena, C., and McIsaac, M. Op. cit., 1.6 2009. “A Teacher’s Guide to Distance Learning.” http://fcit.usf.edu/distance/default.htm7 Ibid.© 2011 Hanover Research ‐ Academy Administration Practice7
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