There are two primary forms of communication utilized to deliver instruction--synchronous and asynchronous. The main distinction between the two is whether teachers and learners are participating at the same time or not. Distance programs based on asynchronous methods use recorded instructional materials. These types of technologies allow participants to be separated in time and distance from the delivery of instruction. Thus, telecommunications systems, such as broadcast television (including cable), or electronically stored media such as video, audio, and computer software are among the technologies that utilize asynchronous communication.
The National Survey on Distance Education Practices (1992) reported that broadcast television was the most widely used technology in postsecondary distance education. Of the community colleges that responded to a 1990 survey of distance education, 63% relied on public television broadcasts and 49% used educational channels, while 4% offered videotape checkout (Brey, 1991). Examples of other distance education technologies that are asynchronous in nature include fax machines, voice mail, computer networks and bulletin boards, and e-mail.
Distance education programs of a synchronous nature use technologies that offer live interactive instruction. Instructional Television Fixed Service (ITFS) and point-to-point microwave are among the most common live interactive systems. These systems provide learning classrooms that are linked within the regional area surrounding an institution. "The system is interactive because the instructor can see and hear the students at all of the sites. The students are also able to see and hear one another, as well as their instructor" (Blakesley & Zahn, 1993). Other examples of synchronous communications include audio conferencing and real-time computer communications.
As the scope of distance education expands, institutions will use a variety and combination of recorded and live technologies. This is already evident in some community colleges. For example, in 1991, during its second year of operations, the Community College of Maine (CCM) provided 40 courses to 3,655 students in over 75 different locations. According to the Community College of Maine Annual Report (1990-1991), the interactive television system (ITV) was the primary means to broadcast courses, but computer conferencing, videodiscs, fax exchange, audioconferencing, and electronic mail were increasingly being used.
Read more: http://www.educationatlas.com/the-future-of-distance-learning.html#ixzz1jsROruCF
The National Survey on Distance Education Practices (1992) reported that broadcast television was the most widely used technology in postsecondary distance education. Of the community colleges that responded to a 1990 survey of distance education, 63% relied on public television broadcasts and 49% used educational channels, while 4% offered videotape checkout (Brey, 1991). Examples of other distance education technologies that are asynchronous in nature include fax machines, voice mail, computer networks and bulletin boards, and e-mail.
Distance education programs of a synchronous nature use technologies that offer live interactive instruction. Instructional Television Fixed Service (ITFS) and point-to-point microwave are among the most common live interactive systems. These systems provide learning classrooms that are linked within the regional area surrounding an institution. "The system is interactive because the instructor can see and hear the students at all of the sites. The students are also able to see and hear one another, as well as their instructor" (Blakesley & Zahn, 1993). Other examples of synchronous communications include audio conferencing and real-time computer communications.
As the scope of distance education expands, institutions will use a variety and combination of recorded and live technologies. This is already evident in some community colleges. For example, in 1991, during its second year of operations, the Community College of Maine (CCM) provided 40 courses to 3,655 students in over 75 different locations. According to the Community College of Maine Annual Report (1990-1991), the interactive television system (ITV) was the primary means to broadcast courses, but computer conferencing, videodiscs, fax exchange, audioconferencing, and electronic mail were increasingly being used.
Read more: http://www.educationatlas.com/the-future-of-distance-learning.html#ixzz1jsROruCF
Nice
ReplyDeleteNice.....
ReplyDelete