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Distance Learning Modalities
Modalities of distance learning and some context
Videoconferencing:
Videoconferencing technology: a brief history.
Videoconferencing overview.
Videoconferencing: the transparent window.
Advantages and Limitations of Videoconferencing
Teaching via Interactive Video
Audiographics:
Audiographics overview.
Audiographic systems
Other systems:
Use of online forums in distance learning.
Self Paced e-learning.
Instructional Television and Distance Learning.
What technology is best?
For Online learning see the section on that subject (Online learning)
Modalities of distance learning and some context.
It is impossible for anyone to anticipate all the combinations of media that can be used in distance learning. Some modalities, however, are more popular or mature. We address some of them in these web pages as samples of what can be done. Mention of modalities here does not constitute an endorsement nor does omission constitute a condemnation. This is simply an effort to introduce concepts and not promote technology.
In the last 30 years distance learning has evolved from being postal-mail based to being high-tech based. This is not to say that mail was not effective. Millions studied via postal mail and large, respected universities were born using the postal system. Such universities include UNED in Spain and UNISA in South Africa, to mention two large systems. However, times change and while the old might be good, there is always room to attempt to improve. Broadcast radio and television were the first ground breaking technological additions. With the birth of the PC new doors were open and the Internet has only expanded those opportunities.
In the early to mid 80 we started adapting broadcast television to something more interactive and by the late 80s videoconferencing was starting to take hold fueled in part by vendors providing CODECs (the technology that allow data compression) and phone networks providing ISDN service (high capacity phone lines). At the same time as videoconferencing was emerging, audiographic systems were being developed. Companies such as Optel packaged a slow modem able to carry voice and data with some input tools to write free hand and speaker phones. The outcomes were effective audiographic systems that performed well in spite of their simplicity and lack of processing power. With the advent of the Internet and more powerful computers and connections, we now have great systems that allow not only the integration of the Internet but the sharing of our desktops with one another. These new capabilities make audiographic use in education and training very effective.
Even before the Internet the idea of having areas for asynchronous exchanged of messages had emerged. In the 80s Bulletin Boards popped up everywhere but later these evolved and joined the Internet revolution. Stand alone machines with modems were replaced by web servers with applications and modems were replaced by Internet routers. While the technology changed the forums remained the same, areas where one can share messages asynchronously. These forums can be used very effectively for teaching in which exchanges are necessary even if with time separation. Many find his media to offer great advantages in flexibility while also providing the benefits of interaction with others.
Self Paced learning can make use of any number of high or very low tech approaches. It is effective and amazingly flexible but it is handicapped by the lack of any interaction with a cohort, for example. It also requires a high degree of motivation.
Videoconferencing technology: a brief history.
In the mid 80s we were still struggling with significant audio feedback issues when utilizing two-way television systems. At the time there were no CODECs (Coder/Decoder used to compress the video) units with built in echo cancellation systems. Connections were uncompressed and very costly requiring setting up your own communication equipment. Multi-point connections were a real headache and often not impossible.
In the 90s came ISDN (Integrated Service Digital Network) which consists of high capacity telephone lines, and CODECs as well as echo cancellers. This made videoconferencing more affordable and much better. Multipoint connections could be made with special equipment but were not rare. Standards were emerging but some older CODECs were only compatible with those built by the same manufacturer.
Today with lower cost lines many businesses and most universities have T-1 lines or use the Internet as a connection. New CODECs accept connection with TCP-IP, the protocol of the Internet. Standards are fully developed and communication is easy among COCECs. Given the integration with the Internet, desktop videoconferencing has also emerged enabling an individual to connect with larger systems from his PC.
The brief history of the technology above is provide to you may be aware of the evolution this technology but also so you may recognize outdated information. Books or web pages produced only a few years ago might not be adequate given today’s technology.
Videoconferencing overview
Videoconferencing, also referred to as IV (Interactive Videoconferencing) provides two-way point-to-point or multi-point video and audio connections.
From all the distance learning modalities videoconferencing is the one that more closely mimics the traditional classroom. With screens taking place of the physical instructor, cameras to replace his eyes, and microphones and speaks strategically located in the room, it is possible to carry on interactions as if one were in the same room. Many of the old technology can also be used avoiding great adaptation, for example, a traditional chalkboard can be used and only minor behavioral changes from the instructor are needed to do so, for example, writing in columns rather than long lines across the board. The instructor can also walk in with an audio or video recording that can be played with ease without major problems and, in fact, the instructor can even observe learner expressions while they are watching a video as he/she would have done if the learner were at the instructor’s physical location. Given all these seminaries with the traditional classroom minimal or no change is required in courses or in curriculum.
Videoconferencing can also be used with “out of the box” equipment or adaptations can be made to meet special needs. Entire lecture halls can be integrated, multiple locations can be connected, and all can be done very efficiently as most equipment including cameras can be controlled remotely if desired. Some interesting adaptations have involved the use of videoconferencing in the performing arts. Audio adaptations allow CD quality audio and special arrangements with the carriers were made to reduce delays to a minimum so that communication was almost instantaneous as needed for music instruction, for example. Maestro Pinkas Zukerman was a pioneer in this area as he continued to teach his students in while he was performing though out the world.
The important thing to remember is that from the distance learning modalities, videoconferencing is the one that mimics the traditional classroom. That includes the advantages and disadvantages of the classroom. Auditory or visual retention rate will not improve, for example, but you are able to bridged the physical distances.
Videoconferencing: the transparent window
In the early days of videoconferencing advice was sought from TV professionals from the broadcast industry. As a result too many classrooms ended looking like TV studios with the technology being intrusive.
Even during the first pilots changes were made so that the technology less intrusive. Later the idea of having videoconferencing feel like a "transparent window" into another location emerged.
To achieve transparency:
Hide away as much of the equipment as possible
Use small cameras strategically located to enable eye contact
Be careful with screen placement to avoid distracter during lectures
Make sure all learners can be easily seen and heard.
If possible keep operators in adjacent rooms rather than in the classroom.
Keep operators nearby so they can assist when needed
Have overhead cameras to show printed materials
Have a fax to transmit documents
Make sure that the instructor can see students at the remote site at all times
Advantages and Limitations of Videoconferencing
Advantages of Interactive video:
Allows live instructor-student and student-student visual contact
Allows the use of traditional classroom media such as blackboards and handouts, while also allowing for the use of audio and video recordings, as well as, slides presentations (PowerPoint) and other.
Allows for brining in videoconferenced guests into the classroom.
Limitations of Interactive Videoconferencing:
Equipment costs vary depending on the set up. Large system are costly, however, good low costs systems are available that are adequate for small groups.
Instructors must adapt teaching style to keep remote learners engaged.
Training is required for the instructor to adequately handle visuals aids.
An camera or system operator is required.
Teaching via Interactive Video
An entire book could be written on this subject so this is not intended to be your main source of information about teaching via interactive video. This is only intended to provide you with a flavor of techniques necessary and the challenges faced.
While interactive videoconferencing mimics is the closest distance learning modality to the traditional classroom it does pose challenges requiring careful preparation. The main challenge is to be able to avoid concentrating on the students at the home site while ignoring the remote students. The instructor need to get used to keeping an eye on the monitors to get visual cues as to how the instruction is being received at the remote locations, and to see if the remote students have questions. The degree of difficulty increases exponentially with the addition on multiple sites to the class.
When preparing the lessons the instructor should insure that activities involve students at the remote locations or even tat they require interaction of students between locations. . Use small group activities are possible even with a group of multi-site students. Such activities were fun and increased students interaction after the activity was over.
Student presentations provide another way to involve students at different sites but I used to use this after the students were used to the system and had developed some rapport with others. Remember that presentations might be stressful to the learner especially in a class with this kind of technology and especially the student is not familiar with those at the remote location.
The lessons should allow for short breaks. Remember that while today’s learners are used to the technology, their familiarity is with a passive form of television so it is easy for them to “tune off”. Change of pace, breaks, can use of different visuals will help keep the students engaged. A change every 10 to 15 minutes is ideal.
When writing on the black or white board, or when trying to show things through overhead cameras, remember that the ration of a television screen is 3 by 4. Long lines of text in a handout or on the board will cause panning the camera back and forth making it difficult to read, for example. Text in columns, newspaper style, is easier to read as the camera can slowly scroll down. Experimenting with this and getting familiar with the technology is essential to the success f the class.
Other difficulties will depend on the set up and whether you have camera operators or not. If you are using a small videoconferencing system there might not be. In a large system with integrations there will be. It is always good to have an operator so the instructor can concentrate in the teaching and less on the technology. I’ve used systems with operators at each site, others with one operator controlling all sites, and even some for smaller classes or tutorials with no operators at all. They all worked well but required very different level of training. The instructor need to be aware of the set up in advanced so they can adapt the teaching accordingly.
Audiographics
Some believe audiographic technology is new. It is not. Some of us were already using this technology in the mid 80s and, even at that time, it was used in the teaching of college courses, to tutor high school students with special needs or wanting advanced placement courses, and it was used by the Army. The early versions consisted on a computer, a graphic tablet in which one could write free hand, and a modem capable of carrying voice and data simultaneously in spite of the slow speed. Later video-phones were added to the mix. The interesting thing is that in spite of the less developed nature of those early systems, many of the lessons learned during the initial pilot projects are just as valid today. Some of the lessons included the fact that these simpler systems could be as effective and often more effective than more costly approaches to distance learning.
We have now evolved and the communication of audiographic based distance learning takes place over the Internet. Systems vary in nature but they tend to offer desktop sharing, typing and freehand drawing, and audio connections. Some still use phone line and teleconferencing bridges for the audio but many put it over the Internet connection. Some do offer video which tends to be of marginal help as it is small in size.
The greatest single benefit of audiographic systems is that one can use and share everything in ones computer. Since people are now very used to the PC and Internet chat, using audiographics is fairly simple for most users. The fact that the medium of connection is the Internet makes these systems very inexpensive to operate. Integrations can be performed in the remote locations so you can talk to a single individual or to an entire lecture hall full of people, as I did lecturing and interacting from my office in New York to an audience in a Hong Kong lecture hall.
Audiographic systems
Early on it was necessary for the user to assemble tools to build the system. Now there are all in one software and services that do the job. Some are more business meeting oriented while others might be more education friendly. Webex, MSNmeeting, and Elluminate are some systems/vendors that I’ve seen used but others might be just as good. Most of the vendors will provide a free orientation. Feel free to enroll and see the differences if your institution has not already decided on what system to use.
Things to look for:
Can the layout be modified?
Can participants raise their hand or flag the instructor?
Can the show of hands be tallied automatically?
Can the learners provide feedback? (thumbs down or clap in Elluminate)
Is voice over IP (the Internet) available?
Is the voice quality good?
Are there delays?
Are the whiteboard tools easy to use? (Writing, erasing, etc.)
Is connection easy? (Are plug ins required and if so are they an easy install?)
How easy is it to share the desktop, microphone, and whiteboard?
As you test make your own list of concerns and questions.
Use of online forums in distance learning
Online forums consist of a world wide web based area where messages can be posted. Other users can access the area, which is usually password protected, read the comments posted and reply with their own posts in the forum. Most systems allow for threading so the discussion can be followed easily.
Online forums can be very effective in teaching and training as they allow for asynchronous communication among multiple individuals. The forums can be supportive of some other teaching modality but they can also be the class itself. The forum becomes "the classroom" where you hear your classmates speak and where you can respond. After teaching course in this manner instructors have concluded that the interaction via forums can be equivalent to that in a traditional class.
My experience is that the interaction, while limited to the typed word, is very effective. Retention is high as students read, think, and then write. It is the ability to read, and then re-read someone's comments, and the time allowed to think about them, as well as thinking while writing the response that improves the quality of the exchanges. Many, including myself, have found that in certain situations this type of interaction has yielded better results than live lecture. In a live lecture learners just don't have time for deep thinking between a comment and the response to it.
Self Paced Learning
This modality is especially appealing to those that have interest in a lecture or course but find they have conflicts or an unpredictable schedule? Self paced learning is also good for those that feel they want or need extra time to digest materials or feel they want to move faster than a regular structured class would allow. Self paced learning can make use of many other modalities, for example, text, online tutorials, downloads, CD ROM content, and audio or video recordings.
The greatest benefit of the self-paced approach is it allows access any time and for as much time as necessary. While the flexibility afforded by this approach is appealing it also poses a challenge. Since the learner is doing things at his/her own pace, it is easy to slip into procrastination. Learners in this modality need to be, over all other things, highly motivated.
The instructor also has challenges with this modality as it requires thinking ahead of time of issues that might arise when the learner is on his/her own. It also requires creativity to overcome the fact that there are no discussions that the learner can engage in as in the forums, for example. Case studies, simulated discussions and other such techniques can help bridge the gap.
Self-paced learning is, however, becoming very popular. Entire companies are dedicated to the medium. From RossettaStone which provides CD ROMs for language instruction, to self paced on the job training, this modality seems to have a lot to offer to busy adults.
Instructional Television and Distance Learning
Instructional television (ITV), can be an effective tool in the delivery of instruction. It has been used extensively, first by broadcasting during off hours and now using educational channels on cable.
ITV had advantages such as:
- Most people are very comfortable with the medium
- Video is of high quality with full motion and audio capabilities
- Can be recorded for later replay affording flexibility to the learner
- It can present the learner with realistic situations and even place him/her in a remote location.
- It used correctly it can be motivating and entertaining.
ITV may have limitations such as:
- The user tends to be passive watching
- Must be professionally designed to be well accepted
- It is very costly to develop
- It is very costly to revise or update
- It is not easily to adapt to special needs
- Video production is time consuming
- Can be expensive to broadcast for small classes
- Requires the instructor be become and actor worrying about such things as expressions, lighting, and dress.
Moving on to ITV goes far beyond other distance learning modalities and must be taken seriously due to the capital and human investment required.
What system is best?
While on this page there has been a lot of discussion about the distance learning systems, the most important elements in any instruction is the focus on the learning objectives. The needs of the learner and the possible constrains must also be taken into account. Those factors must then be reflected in the desired instructional methodology. Only after these issues have been addressed should the instructor address the system of delivery.
Most of the time the best solution to deliver good instruction is not “marry” to a single system or modality, but rather to select a mix that will support every aspect of the instruction and the achievement of its objectives.
Computers are good at bridging time via asynchronous communication or they can be used for live teleconferencing. DVDs are great for true to live video. CD ROMs are great for transfer of data. The Web is good for fast changing content, and print is great for traditional text. Use your imagination to assemble the right mix.
In summary, the best system is that which best supports the learning objectives and that, of course, will vary with each course and training session. While many institutions buy into a system you should remember that with today’s technology it is easy (as easy as a simple link to the web) to incorporate resources outside of that environment.
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