|
Distance learning, where students are distanced from a traditional classroom, has been around a long time. Interactive distance learning (IDL), on the other hand, is a relatively recent development. The Internet has helped IDL blossom as an alternative to traditional classroom learning. Distance Learning First, for background purposes, let's look at distance learning. In it's most traditional form, distance learning consisted of self-study courses where the textbooks, manuals and workbooks were provided via mail or parcel delivery to a student's home or office. Students took tests and exams themselves, graded them themselves, mailed them in for grading, or went to a testing center to take a proctored exam. In the early days, self-study courses in this manner were provided by general correspondence schools like LaSalle College and International Correspondence School. Colleges and universities also provided distance learning the same way, but most of what they provided was continuing education, not mainstream courses toward earning a degree. Specialized schools like the College for Financial Planning and the American Gemological College, to name a few, also specialized in distance learning. Their programs were only offered for self-study, and these organizations did not have classrooms for traditional education. Audio, Video and Cable TV As technology advanced beyond "ink on paper," distance learning was embellished with audio tape, video tape and CD-ROM. These media enhanced the learning experience by supplementing printed texts with audio and video delivery systems. Ultimately, closed circuit television became a fairly popular delivery method, especially for coursework toward a certificate or a degree. Subscriber cable television is also used for distance learning, but usually not toward earning a degree. Mind Extension University and Knowledge TV are perfect examples of cable TV for education. Tele and Video Conferencing Interactive distance learning comes closer to replicating the classroom experience by allowing the student to interact with the instructor and other classmates, but from a distance. Teleconferencing which uses ordinary telephone conferencing for instruction was the earliest form of IDL. Of course, this modality only provided for audio interaction and it was soon followed by video conferencing. The latter provides both audio and visual effects for learning. However, video conferencing is fairly expensive and is not readily available to students. If a student does not have access to video conferencing at their workplace, then they need to find a video conferencing center that provides a service. Kinko's is one place where students can go to participate in video conferencing. Aside from cost, a major disadvantage of teleconferencing and videoconferencing is that students must schedule a specific date and time to join the conference. The World Wide Web The Internet, which is readily accessible from work and home, has emerged as the rapidly growing medium for delivering IDL. It is ideal in that it is very low cost compared to the other alternatives. And, students can sign on and take lessons when it is convenient for them. More and more organizations and educational institutions are experimenting with IDL. Some are well beyond the experimentation stage and are delivering serious coursework via IDL on the Internet. Some of the easiest things to deliver via the Internet are lectures, presentations and meetings. These are simply videotaped sessions which can include instructor slides and written materials from white boards or chart pads. However, this is not generally interactive and it is more or less using the Internet primarily for the delivery of lectures, presentations or meeting information. Simulating the Classroom The real challenge in IDL is to simulate the classroom experience as close as possible. Designing a traditional classroom course for IDL delivery is far more involved and costly. However, the learning experience is significantly enhanced when the student can not only learn on-line by reviewing materials on their computer screen, but also send feedback that can alter the delivery of instructional information to them. For instance, when a student is viewing a lesson on their screen, they reach a point where they are asked to answer several questions. If they do not answer enough questions correctly, they will be taken back to review previously presented material before they can advance. Another form of interaction is provided by chat sessions where a student can join other students on-line with or without an instructor at an appointed time. Oftentimes, IDL is supplemented with audio tapes, video tapes or printed texts. A big advantage of using the Internet for distance learning is not only its interactive capabilities, but the fact that the student is not entirely on their own as they usually are with traditional self-study courses. The ability to receive affirmation that they are learning as they go, coupled with the ability to interact with instructors and other classmates, greatly enhances the learning experience. Research with control groups has shown that some IDL students score an average of 20% higher than those instructed with the same material in a traditional classroom environment. Recent college enrollments in the past few weeks show that students enrolling in on-line classes at U.S. colleges and universities has shot up as much as 117% compared to a year ago. Clearly, interactive distance learning is on the increase, not only as an alternative to traditional self-study, but also, in some cases, as an alternative to traditional classroom study. |
