Distance teaching and learning academy

Gosmire, Doreen; Vondruska, Judy

doi:10.1007/bf02763554

Cited by 2 publications

(1 citation statement)

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“…The importance of distance education cannot be overstated, and its use as a medium for course delivery is becoming more prevalent in engineering education (Evans and Murray, 1998). In addition to enhancing the overall classroom experience, Intranets are allowing for Distance Teaching and Learning Academies, along with streaming video capabilities, to reach rural communities, both at the K-12 and college levels (Gosmire and Vondruska, 2001). The survival of rural communities may depend on technology to link members of the broader community, facilitating their education, and thereby increasing the community's ability to attract and keep business (Musial and Kampmueller, 1996).…”

Section: Introductionmentioning

confidence: 99%

Successfully Blending Distance Students Into The On Campus Classroom

Murray¹,

Enke²,

Ramakrishnan³

2004 Annual Conference Proceedings

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As universities are increasingly embracing distance education technology, it is useful to examine the challenges and opportunities of technology in the classroom. This is especially true when the course contains on-campus local students in addition to students learning at a distance. A significant challenge commonly faced is how to remain flexible in presenting course materials while still having notes and other handouts in electronic format available before the lecture. Other challenges include creating and using lecture material that can be viewed at low resolution and low bandwidth, and getting distance students to interact with the instructor, on-campus students, and fellow distance students. Technical challenges include having the proper recording facilities, resolution of the video, clarity of the audio, and syncing of the video and audio for those distance students participating in the live lectures. Fortunately, benefits and opportunities do exist for developing distance education programs, beyond increasing student enrollment. Distance students often bring valuable insight and practical "real world" experience to the classroom discussions. The challenge, of course, both from an organizational and technical perspective, is how to incorporate this experience into the classroom environment. In this paper the authors draw upon their years of experience teaching distance education, educational research, and survey results to highlight the main issues that need to be considered in instructing hybrid class rooms, while suggesting some strategies to be incorporated into the engineering classroom. The development of techniques that can be used to facilitate the education of distance students, without taking away from the quality of the on-campus educational experience, is also a critical concern.

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Section: Introductionmentioning

confidence: 99%