 |
Distance Education at a Glance
Guide #7
October 1995 |
Engineering
Outreach
College of Engineering
University of Idaho
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4 | Guide 5 | Guide 6 | Guide 7 | Guide 8 | Guide 9
Guide 10 | Guide 11 | Guide 12 | Guide 13 | Glossary
Guide #7
Computers in Distance Education
In recent years, educators have witnessed the rapid development of computer networks,
dramatic improvements in the processing power of personal computers, and striking advances
in magnetic storage technology. These developments have made the computer a dynamic force
in distance education, providing a new and interactive means of overcoming time and
distance to reach learners.
Computer applications for distance education fall into four broad categories:
- Computer Assisted Instruction (CAI) - uses the computer as a
self-contained teaching machine to present discrete lessons to achieve specific but
limited educational objectives. There are several CAI modes, including: drill and
practice, tutorial, simulations and games, and problem-solving.
- Computer Managed Instruction (CMI) - uses the computer’s
branching, storage, and retrieval capabilities to organize instruction and track student
records and progress. The instruction need not be delivered via computer, although often
CAI (the instructional component) is combined with CMI.
- Computer Mediated Communication (CMC)- describes computer applications
that facilitate communication. Examples include electronic mail, computer conferencing,
and electronic bulletin boards.
- Computer-Based Multimedia- HyperCard, hypermedia, and a
still-developing generation of powerful, sophisticated, and flexible computing tools have
gained the attention of distance educators in recent years. The goal of computer-based
multimedia is to integrate various voice, video, and computer technologies into a single,
easily accessible delivery system.
- Computers can facilitate self-paced learning. In the CAI mode, for example, computers
individualize learning, while giving immediate reinforcement and feedback.
- Computers are a multimedia tool. With integrated graphic, print, audio, and video
capabilities, computers can effectively link various technologies. Interactive video and
CD-ROM technologies can be incorporated into computer-based instructional units, lessons,
and learning environments.
- Computers are interactive. Microcomputer systems incorporating various software packages
are extremely flexible and maximize learner control.
- Computer technology is rapidly advancing. Innovations are constantly emerging, while
related costs drop. By understanding their present needs and future technical
requirements, the cost-conscious educator can effectively navigate the volatile computer
hardware and software market.
- Computers increase access. Local, regional, and national networks link resources and
individuals, wherever they might be. In fact, many institutions now offer complete
undergraduate and graduate programs relying almost exclusively on computer-based
resources.
- Computer networks are costly to develop. Although individual computers are relatively
inexpensive and the computer hardware and software market is very competitive, it is still
costly to develop instructional networks and purchase the system software to run them.
- The technology is changing rapidly. Computer technology evolves so quickly that the
distant educator focused solely on innovation "not meeting tangible needs" will
constantly change equipment in an effort to keep pace with the "latest"
technical advancements.
- Widespread computer illiteracy still exists. While computers have been widely used since
the 1960's, there are many who do not have access to computers or computer networks.
- Students must be highly motivated and proficient in computer operation before they can
successfully function in a computer-based distance learning environment.
The Internet is the largest, most powerful computer network in the world. It
encompasses 1.3 million computers with Internet addresses that are used by up to 30
million people in more than fifty countries. As more and more colleges, universities,
schools, companies, and private citizens connect to the Internet either through
affiliations with regional not-for-profit networks or by subscribing to information
services provided by for-profit companies, more possibilities are opened for distance
educators to overcome time and distance to reach students.
With access to the Internet, distance educators and their students can use:
- Electronic mail (e-mail) - Like postal mail, e-mail is used to exchange
messages or other information with people. Instead of being delivered by the postal
service to a postal address, e-mail is delivered by Internet software through a computer
network to a computer address.
- Bulletin boards - Many bulletin boards can be accessed through the
Internet. Two common public bulletin boards on the Internet are USENET and LISTSERV.
USENET is a collection of thousands of topically organized newsgroups, covering everything
from supercomputer design to bungee cord jumping, and ranging in distribution from the
whole world to single institutions. LISTSERV also provides discussion forums on a variety
of topics broken out by topic or area of special interest.
- World-Wide Web (WWW) -The WWW is an exciting and innovative front-end
to the Internet. Officially WWW is described as a "...wide-area hypermedia
information retrieval initiative aiming to give universal access to a large universe of
documents" (Hughes, 1994). The WWW provides Internet users with a uniform and
convenient means of accessing the wide variety of resources (pictures, text, data, sound,
video) available on the Internet. Popular software interfaces, such as Mosaic and
Netscape, facilitate navigation and use of the WWW. The central organizing feature of the
WWW is the "home page". Every organization and even every individual user of the
WWW can create a home page that contains whatever information they want to present. The
hypertext capabilities of the WWW facilitate linking of information within your own home
page and with all other home pages on the WWW.
Distance educators can use the Internet and WWW to help students gain a basic
understanding of how to navigate and take full advantage of the networked world into which
they will be graduating. Some instructional possibilities of the Internet include:
- Using e-mail for informal one-to-one correspondence. Feedback from the instructor can be
received more quickly than messages sent by mail. Students can read messages at their
convenience and easily store them for later reference.
- Establishing a classroom bulletin board. Distant students often work in isolation
without the assistance and support of fellow students. Setting up a class bulletin board
can encourage student-to-student interaction. With a class computer conference, individual
students can post their comments or questions to the class, and every other individual is
free to respond. The conference can also be used to post all modifications to the class
schedule or curriculum, assignments/tests, and answers to assignments/tests.
- Engaging students in dialogue with other students, faculty, and researchers by
encouraging them to join a bulletin board(s) on topic(s) related to the class.
- Developing a classroom home page. The home page can cover information about the class
including the syllabus, exercises, literature references, and the instructor's biography.
The instructor can also provide links to information on the WWW that would be useful to
students in the class (e.g., real research data on agricultural markets, global climate
change, or space missions). Other links could access library catalogs or each student's
individual home page.
When incorporating the Internet into a distance delivered course, remember that:
- All students in a course must have Internet and WWW access to ensure equal opportunities
for computer interaction and feedback. Also, convenient access to a computer at home or
work may influence student success.
- Students may face the concurrent challenges of learning basic computer skills, new
software, and appropriate online communication skills. Trouble-shooting student computer
problems will probably become a part of normal instructional responsibilities. Setting up
a specific classroom conference for ongoing discussions of specific hardware and software
problems may help students to work through these problems on their own.
- Some students might hesitate to contribute to computer conferences or to send e-mail
because of a lack of familiarity with the proper protocols. Encourage students to use
e-mail, classroom conferences, electronic bulletin boards, and the WWW early in the course
so they overcome inhibitions. Specifying a minimum number of e-mail communications per
week will encourage active participation.
- Using e-mail can help the instructor provide feedback more quickly than surface mail or
telephone. Prompt response generally increases student motivation and performance.
- Prompt responses might not always be appropriate. Computer conferences can foster
student-to-student interaction. To ensure that this interaction is sustained, work towards
a facilitative role. It might be appropriate to delay response to a query in a classroom
conference in order to allow students to respond to the issue and to each other.
- Becoming familiar with the resources available on the Internet and the most effective
ways to use them will be part of the instructional challenge. A number of helpful guides
to the Internet and WWW are available (see Kochmer, 1995; Hughes, 1994).
Kochmer, J. (1995). Internet passport: Northwestnet's guide to our world online.
Bellevue, WA: NorthWestNet and Northwest Academic Computing Consortium, Inc. (http://info.nwnet.net/passport)
Huges, K. (1994). Entering the World-Wide Web: A Guide to Cyberspace. Enterprise
Integration Technologies (http://www.acu.edu/userhelp/guide.61.html/guide.toc.html)
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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University of Idaho
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Why Computers in Distance Education?