Advancing asynchronous distance education using high-speed networks

Harris, Dale; DiPaolo, Andy

doi:10.1109/13.538771

Cited by 29 publications

(6 citation statements)

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“…This means that the most cost effective approach to Web courses could well be an old stand‐by, the telecourse. That is, merely reproducing what goes on in the classroom and putting it on the Web should be as educationally effective as any other approach, but far less costly and far more accessible (Harris and DiPaolo, 1996). This will be especially true if recordings are made and replayed multiple times “on demand” for nontraditional learners at odd hours of the day.…”

Section: The Case For Web Telecoursesmentioning

confidence: 99%

Audiographic Telecourses for the Web: An Experiment

LaRose

Gregg

Eastin

2006

Journal of Computer-Mediated Communication

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Prior research on instructional media effects suggested that an audiographic approach to World Wide Web based courses would optimize educational effectiveness along with cost effectiveness, although with a possible loss of teacher immediacy that could adversely affect student attitudes. An introductory telecommunication course was converted to an audiographic Web telecourse in which students listened to pre‐recorded audio classroom interactions while viewing a detailed course outline and illustrative sites over the World Wide Web. Forty‐nine subjects were recruited from a live lecture class and randomly assigned to either the experimental (Web course) group or a control group that took the class in a traditional lecture section. Analysis of covariance (ANCOVA) showed that the experimental group had test scores and student attitude and teacher immediacy ratings equal to those of the control group after controlling for student gender, class level, grade point average and attendance. Open‐ended interviews were also conducted to assess qualitative dimensions of student satisfaction. The results supported the audiographic telecourse model as a potentially cost‐effective approach to distributing courses over the Web. New directions in research on instructional media effects and teacher immediacy were formulated from an analysis of the unique characteristics of the World Wide Web as an instructional medium.

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Section: The Case For Web Telecoursesmentioning

confidence: 99%

Audiographic Telecourses for the Web: An Experiment

LaRose

Gregg

Eastin

2006

Journal of Computer-Mediated Communication

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“…In Maly et al (1997), an interactive learning system supports twoway video, on-the-fly interaction, and application sharing is implemented on a high speed network. A prototype configuration, based on ATM network, for courses on-demand was developed at Stanford University (Harris & DiPaolo, 1996). Experiences including system integration, educational effectiveness, and economics are also discussed.…”

Section: Communication Technologiesmentioning

confidence: 99%

A Survey of Distance Education Challenges and Technologies

Shih

Antoni²,

Arndt

et al. 2003

International Journal of Distance Education Technologies

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Distance education, e-learning, and virtual university are similar terms for a trend of modern education. It is an integration of information technologies, computer hardware systems, and communication tools to support educational professionals in remote teaching. This chapter presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this chapter includes communication, intelligent, and educational technologies of distance education. Readers of this 2 Shih, Hung, Ma, and JinWith the growing popularity of multimedia and Internet technologies, distance education programs have become popular and thus, importance of the related technologies are realized by educational professionals and information technology researchers. However, distance education is not totally new. The use of computer and information technologies in education has a long history. Ever since Thomas Edison predicted that motion pictures would replace textbooks for learning in 1922, the use of video was popular in training. Especially, in the World War II, the U.S. Army used video tapes to train employees. Shortly after WWII, video technology and television were used for training and demonstration. In this period, instruction was broadcasted in a single direction. There is no interaction between audiences and the instructor. However, the advantage is, the number of participants to the program can be larger than the traditional classroom education, especially when satellite communication was integrated with video broadcasting. Efficiency of video training was the first reason for education to use modern technology. The use of computers follows video technology as the second phase of modern education. Computer-based training (CBT) and computer-assisted instruction (CAI) use information technologies and educational theory to develop interactive software. The solution allows students to interact with their instructor (i.e., a computer) in a limited way. Mostly, CBT was limited to drill and practice. However, CBT and CAI were the first attempt to use computers for teaching, which enrich a new instruction delivery style -the automation. In spite of this advantage, CBT and CAI software had a problem in the '70s and the '80s -lack of stability. In that stage, computer hardware, operating systems, and system programs evolved dramatically and quickly. A CBT program is hardly used for several years due to the change of its supporting environments. Stability was a main consideration for computer-based modern education. Since the early '90s, the third period of modern education was stimulated by the invention of multimedia and Internet technologies. Multimedia presentations as CD ROM titles for education, Web-based distance-learning programs, and even online video conferencing based on ISDN, ADSL, and broadband communication channels became popular. With the new mil...

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“…Other work includes the provision for more or less automated support to the capture of audio and video of the live sessions in order to have the presentation available for later review. This is the case of the ADEPT Project at Stanford [13] and the AutoAuditorium Project [10]. In such implementations, however, the information generated is mostly a linear video-based document.…”

Section: Related Workmentioning

confidence: 99%