Distance Education at a Glance Guide #6 October 1995

Engineering Outreach College of Engineering University of Idaho

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Guide 10 | Guide 11 | Guide 12 | Guide 13 | Glossary

Guide #6
Instructional Audio

Why?	Conducting Lessons	Enhancing Learning
Advantages	Reducing Interpersonal Distance	References
Limitations	Nurturing Interaction	For Further Information
Designing Instruction	Increasing Feedback

Why Instructional Audio?

Interactive instructional audio tools for the distance educator include the telephone, audioconferencing, and short-wave radio. Audioconferencing can be audio-only or supported by enhanced image or data transmissions - audiographic conferencing. Audio-only conferencing typically utilizes the public telephone system to link together people at two or more locations. To enhance audioconferencing for larger groups, additional devices are used to reduce noise and interference. Technical components of a typical audio-only conference might include: telephone hand sets, speaker phones or microphones; an audio bridge that interconnects multiple phone lines and controls noise; and a speaker device to facilitate multiple interactions.

Audiographic conferencing combines technologies for voice communication with image or data transmissions. While voice remains the principal communication medium, audiographic peripherals provide a visual component. Audiographic peripheral devices include the electronic blackboard, still video technology, and the personal computer.

Passive (i.e., one-way) audio tools include audio tapes and radio. Instructionally, these tools are used much like print. Instead of reading the content, however, the student listens to it. While the absence of interaction is sometimes problematic, both audio tapes and one-way radio can supplement more interactive forms of audio communication.

Advantages of Audioconferencing

• Audioconferencing is comparatively inexpensive to install, operate, and maintain.

• It uses available telephone technology and can therefore reach many students.

• It is a generally familiar technology to teachers and students and is relatively easy to use.

• It is an interactive medium, allowing direct student and instructor participation. Students have many opportunities for give and take with other students, the instructor, and outside experts.

• It can be very effective when used in combination with other media including print, video, and computers.

Limitations of Audioconferencing

• May encounter initial resistance until users become familiar with the equipment and how to use it effectively.

• Can be impersonal because it eliminates nonverbal cues and body language such as smiles, frowns, arm and hand movements, etc..

• Places restrictions on the type of content that can be delivered in an oral format.

Designing Instruction for Audioconferencing

The challenge in designing an audio-based course is to maximize the capabilities of the medium while minimizing its limitations. The major advantage of audioconferencing is its two-way interactive capability. Its major limitation is the absence of visual communication. In designing instruction for audioconferencing consider:

• Using pre-recorded audio tapes instead of audioconferencing when your intent is to present information with little or no interaction. Present content in blocks of 10-15 minutes followed by opportunities for interaction and feedback.

• Using preview, presentation, and review techniques to provide structure to instruction. Make statements that help students see the organizational structure of the content and connect new information with previously presented information. Call attention to the main points as well as the organization and structure.

• Alternating lectures with student interaction. It may be helpful to design instruction so that contact time is devoted primarily to teacher-student and student-student interaction.

• Complimenting audio content with visual information in the form of illustrations, pictures, slides, or videotapes. This information can be distributed ahead of time by mail or electronic means.

• Using materials such as textbooks, course manuals, content outlines, and handouts to give students an organizational framework and save note-taking time.

• Creating a course manual or syllabus that includes supplemental readings, study questions and exercises, hard copies of visuals and other illustrations, and bibliographies.

Conducting Audioconference Lessons

Generally, good teaching techniques are the same, whether the teacher and learner are in the same room or separated by many miles. Still, some teaching techniques are more effective than others when using audioconferencing as an instructional medium particularly considering the absence of visual communication.

To minimize the lack of a visual component, Wolcott (1993) recommends the following strategies for reducing interpersonal distance, nurturing interaction, increasing feedback, and enhancing learning and message transfer.

Reducing Interpersonal Distance

Without visual communication, teachers using audio-based systems must find alternative means of establishing a classroom rapport and an atmosphere conducive to learning. The following suggestions will help reduce the distance between learners and help foster a sense of group cohesion:

• Before the class meets, send a welcome letter, course syllabus, relevant course materials, available resources, contact people, and policies to students.

• Send a photo and a short biographical sketch of the instructor to all students. Also, have students exchange photos and biographical sketches.

• Conduct a pre-course audioconference to discuss the technology and procedures for effective audioconferencing.

• At the first meeting of the class, have students introduce themselves to one another and have them share background information.

• Learn students' names. Taking daily attendance can help the instructor become familiar with individual voices.

• Collect a data sheet on each student that includes biographical information. Collecting information about students will assist in viewing each learner as an individual with unique characteristics.

• Establish a protocol for commenting and asking questions. Students should preface comments and questions with their name and location.

• If possible, meet face-to-face with students at some point during the class. The earlier in the semester this takes place, the better.

• During the class be yourself and speak in a conversational style.

Nurturing Interaction

Teaching with a system that lacks real-time, two-way visual communication may upset the spontaneous dynamics of student-to-teacher and student-to-student interaction. The following suggestions will help foster classroom interaction:

• Encourage student-to-student interaction by engaging students in discussions, debates, or role playing. Assign the responsibility for a particular question, activity, or portion of discussion to a different group or individual. Consider mandating the use of e-mail to increase student-to-student interaction.

• Ask questions. When visual cues are absent, questioning becomes the primary means of obtaining feedback and drawing students into an instructional dialogue. Direct questions to individual students.

• Allow adequate time for responses. Pause a minimum of 10 to 25 seconds before continuing or repeating your request for response.

• Include activities in the course manual or syllabus that encourage independent study and tie into class activities where knowledge and skills are applied and expanded through student-to-student interaction.

• Respond directly to individual questions in a timely manner. Encourage students to telephone or write with questions and comments.

Increasing Feedback

Without visual feedback, teachers may find it difficult to determine if students are paying attention and understanding concepts. To increase opportunities for feedback:

• Request student input through discussion by telephone, e-mail, and mail.

• Make comments on written assignments. Be specific and encouraging.

• Use non-graded quizzes or exercises to gauge student comprehension.

• Have students measure their own progress through self-assessment items such as study questions, checklists, and self-tests.

• Track student interaction through the use of a matrix or checklist. This will ensure that all sites and all students participate in class sessions.

Enhancing Learning and Message Transfer

Because distance teaching requires a great deal of independent learning, teachers need to motivate students and provide them with a framework that facilitates memory and comprehension. To enhance motivation, learning, and comprehension:

• Take a student-centered approach to teaching. Provide students with opportunities to set some of their own objectives and work toward their own goals.

• Emphasize the relevance of information. Encourage the practical application of content and relate subject matter to students’ interests and backgrounds.

• Preview and review instruction. Introduce lessons by overviewing the topic and stating instructional goals and objectives. Review the main points of the previous lesson. At the end of the session, summarize important concepts, and provide a brief preview of material being presented in the next session.

• Emphasize the main points of a lesson by using simple but direct statements such as "This is an important point".

• Be realistic in the amount of content presented and the assignments given. Teaching and learning at a distance takes more time.

References

Sponder, B.M. (1990). Distance education in rural Alaska: An overview of teaching and learning practices in audioconference courses. (Monograph Series in Distance Education No. 1). Fairbanks, AK: University of Alaska Center for Cross-Cultural Studies. (ED 325 276).

Wolcott, L.L. (1990). Audio tools for distance education. In B. Willis (Ed.), Distance education: Strategies and tools (pp. 135-164). Englewood Cliffs, NJ: Educational Technology Publications.

For Further Information

This guide is one in a series developed by Barry Willis and the University of Idaho Engineering Outreach staff highlighting information detailed in Dr. Willis' books, Distance Education - Strategies and Tools and Distance Education - A Practical Guide. Other guides in this series include:

#1 Distance Education: An Overview
#2 Strategies for Teaching at a Distance
#3 Instructional Development for Distance Education
#4 Evaluation for Distance Educators
#5 Instructional Television
#6 Instructional Audio
#7 Computers in Distance Education
#8 Print in Distance Education
#9 Strategies for Learning at a Distance
#10 Distance Education: Research
#11 Interactive Videoconferencing in Distance Education
#12 Distance Education and the WWW
#13 Copyright and Distance Education
#14 Glossary of Distance Education Terminology

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