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INTERACTIVE TV IN DISTANCE LEARNING.
Term Paper ID:29604
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Elements of distance education.... More...
11 Pages / 2475 Words
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Paper Abstract:
Elements of distance education. Two-way communication and diverse means of instruction delivery. The use of interactive television. Factors involved in policy development and use of this technology. Importance of training teachers in the new technology for instructional purposes that facilitate learning. Instructional support for teachers.
Paper Introduction:
INTERACTIVE TELEVISION IN DISTANCE LEARNING
Introduction
Distance learning, sometimes termed “distance education” is, according to Kerka (1996), a method of education in which the learner is physically separated from the teacher and the institution sponsoring the instruction. Distance education may be used on its own, or in conjunction with other forms of education, including face-to-face instruction.
Kerka (1996) notes that in any distance education process there must be a teacher, one or more students, and a course or curriculum that the teacher is capable of teaching and the student is trying to learn. The contract between teacher and learner, whether in a traditional classroom or distance education, requires that the student be taught, assessed, given guidance a
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Cuffman and MacRae (2 1) state that this extracompensation not is not simply remuneration for instructors time; rather,extra compensation is said to act as a real incentive for others to decideto teach these courses. Faculty need to betrained not only in the use of the technologies but also in how to adapttheir teaching knowledge and style to the technologies. Through the television cameras, the instructor can hear and seethe students at remote sites and they can see, hear and communicate withthe instructor. This means that adjustments haveto be made in their work loads. Conclusions This examination of the use of interactive television for distancelearning demonstrated the need for those involved in planning andimplementing such programs to consider several factors. To this end, instructors need help with a variety of mattersincluding the integration of additional hardware, equality and quality ofthe hardware, accessibility to students, maintenance. (199 ). (l999). Because of the need for these skills as well asthe need for the optimal employment of the skills in the use of aninteractive television system for distance learning, Cuffman and MacRae(2 1) state that instructors need some form of additional compensation. Ostendorf, Inc. Instructional Support Johnson and DeSpain (2 2) have noted that the effectiveness ofdistance learning cannot be achieved without providing instructionalsupport for teachers in terms of utilizing the technology to attain allspecified learning objectives. In their examination andconducted research on policy development as it related to the use ofinteractive television in educational institutions. Distance learning, the internet, and the world wide web. Instructors need help and knowledgeregarding such matters as the integration of additional hardware, equalityand quality of the hardware, accessibility to students, maintenance, and soforth. Issues Related To Policy Development For Interactive Television and Distance Learning DeSpain, Heeney, and Livingston (l999) have noted that while manyschools and colleges utilize various alternative methods of instructiondelivery for distance learning, they often fail to set up a clear method offormal policy and procedures relating to the use of this particular mode ofinstruction delivery. (2 2). Support includes the environment. It also needs to be realized that this type of instructionsometimes requires professors and teachers to undergo a radical shift intheir instructional paradigms. For example,administrators might include combinations of day, evening, and weekendclasses as the needs of the institution require. They also need to understand what components of this equipmenttheir school/college has and does not have. Kunepoints out that adequate training should not only be extensive but itshould include the use of the system in the actual environment whereinstructors are expected to teach in order to engender a strong degree ofconfidence in system use. The authors alsorecommend that ongoing research into training needs be undertaken to ensurethat there is coverage of all components necessary to optimal use ofinteractive television for instructional purposes. The American Journal of Distance Education, 4(2), 21-29.Cuffman, D. Kerka (1996) notes that in any distance education process there mustbe a teacher, one or more students, and a course or curriculum that theteacher is capable of teaching and the student is trying to learn. However, one alternative method of deliveringinstruction, a method that is being used increasingly frequently, isinteractive television. Regarding training, this must help instructors undergo any resistancethey might have to using the interactive system as a result of changesoccurring in their instructional paradigm. Johnson and DeSpain (2 2) also note that if colleges and schoolsare to maximize their use of interactive television they must offer facultystrong instructional support, the type of support which provides bothleadership and assistance to instructors as to the most effective andefficient means of accomplishing both institutional objectives and theshorter-term classroom objectives set for the course through the specificmedium of interactive television. & DeSpain, B. C. Littleton, CO: Virginia A. 17, p. In terms of the overall tone and nature of training given toinstructors using interactive television for purposes of distance learning,Beaudoin (199 ) stated that effective training programs have certain stablefeatures. These factors, therefore, needto be examined in any comprehensive exploration of the use of interactivetelevision in distance learning. The instructor's changing role in distance education. Thus,an overview and orientation to the interactive television system isinsufficient, as is some minimal time practicing with the system. However, institutionsshould not fail to offer extra compensation, this is because the literatureindicated that it operates as an incentive and also builds an increasedsense of commitment to the institution or school. Kerka (1996) notes that in this the two-way communication that ispart of all education, instruction can be accomplished by diverse methodsof instruction delivery. This is because they must learn thetechnology to such a degree that its operation does not interfere withtheir focus on the content of the course which they are instructing. Document available: http://www.westga.edu/~distance/jmain11.html.Kerka, S. What isrequired is a faculty who not only thoroughly understand the interactivetelevision system and its use but also understand various elements andcomponents of the system and how to use each of these to better meetstudent needs. Other considerations might include such factors the use ofinstructional assistance, whether team teaching is being used, theparticular technologies that are employed, special assignments and thedegree of curriculum development required. As aresult, instructors do not always get all of the training required toproperly utilize the equipment, there is a lack of equity from institutionto institution regarding compensation and adjustments for workloads, andoften there is very little monitoring as to whether either instructors orstudents are actually using the system properly. They need tohave access to relevant labs and to understand all possible equipment andtechnology that supports the use of interactive television in theclassroom. Extra Compensation In their discussion of faculty development as it relates to the use ofinteractive television in distance education, Cuffman and MacRae (2 1)note that most institutions expect their instructors that are involved inthese programs to develop a set of important skills. Thecontract between teacher and learner, whether in a traditional classroom ordistance education, requires that the student be taught, assessed, givenguidance and, where appropriate, prepared for examinations that may or maynot be conducted by the institution. (2 2). Policies and practices in the utilization of interactive television and web-based delivery models in public universities. According to the authors, optimal use requiresan examination of various procedures and processes (e.g., training,instructional support, extra compensation, adjusted teaching loads, and soforth) as well as the formulation of policy regarding these procedures andprocesses that is based on said examination. (1996). The paperemphasizes those factors that need to be most considered in policydevelopment and formulation for the use of this technology as it relates todistance education and distance learning. The number of credits andthe number of contact hours during the semester should also be taken intoaccount. They need bothleadership and assistance and an organized and readily accessiblecollection of materials and equipment. Adjusted Teaching Loads Cuffman and MacRae (2 1) have pointed out that in terms of the useof interactive television in distance education, Administrators should also understand that teaching on television requires additional time for preparation and for visiting off-campus sites; they should make adjustments in faculty work loads to compensate. In this regard, the authorsnote that faculty need a proper facility as well as state-of-the artequipment and software related to instructional materials. Further,training needs to encompass lengthy and extensive practice in order to makesure that when instructors are actually using the system they can focus oncourse content and not the hardware. (2 1). This additional compensation can be either an overall salaryincrease, extra money specifically for teaching the given interactivetelevision courses, or extra compensation in the form of promotion andtenure processes. 1)In short, the teaching loads of instructors must be adjusted to accommodateany additional responsibilities required of instructors as a function oftheir position as distance educators utilizing interactive television. Another important element regarding the use of interactive televisionfor distance learning is that instructors often require additional time toprepare, plan and even teach the course. As to instructional support, the reviewed literature indicated thatsupport systems should help instructors to use the interactive televisionsystem in a manner that facilitates the attainment of all learningobjectives. Johnson and DeSpain (2 2) recommend that administrators consider theadoption of formal policies for determining faculty teaching loads fordistance education with interactive television (or any other mode ofdistance education instruction delivery) in the same manner as they developteaching load policy for traditional classroom-based courses. Moreover, it is stated that the extra compensationhelps to instill in instructors a strong commitment to the educationalinstitution. According to Ostendorf (1994), interactivetelevision typically involves an instructor who meets with students (viathe television) while in a classroom at the originating site. Regarding training instructors in interactive television, Kune (2 2)has made the point that instructors need a great deal of practice with thesystem as part of the training process. Instructors also need to be compensated for the time and skillsrequired to effectively utilize the interactive television system.Compensation can be delivered in a variety of ways. E..Johnson, J. In terms of instructional support, Cuffman and MacRae (2 1) statethat what is needed is a strong faculty development program for thoseinstructors involved in the use of interactive television for distancelearning. Training In their discussion of training using interactive television indistance learning, Johnson and DeSpain (2 2), note that any institution oflearning wishing to use interactive television for purposes of distancelearning must consider the cost of not only the technology but also thetraining required for all of those using the system, most especially theteachers. (Cuffman & MacRae, 2 1, p. top administration must provide leadership to overcome resource limitations, remove structural constraints, and combat attitudinal barriers (Beaudoin, 199 , p. ED 395 214).Kune, J. INTERACTIVE TELEVISION IN DISTANCE LEARNING Introduction Distance learning, sometimes termed "distance education" is,according to Kerka (1996), a method of education in which the learner isphysically separated from the teacher and the institution sponsoring theinstruction. ERIC Digest. Training teachers for distance learning using interactive television . This, according to Johnson and DeSpain (2 2), meansthat instructors are quite likely to require extensive training, and evenre-training following the implementation of the system. It is also likely that some re-training may be needed following implementation of the system. Schools need to consider the formulation offormal policies regarding this adjustment, as well as all of the factorsthat were reviewed in this report. (ERIC Reproduction Service No. 27).In other words, training cannot simply be focused on how to use thetechnology, but rather upon how to use the technology for instructionalpurposes that facilitate learning. They needsupportive help as well, help that supports the formal process of initialorganized training. Document available: http://www.taet.org/presentations/2wayDL.pdf.Ostendorf, V.A. Each of these factors is discussed below. Any training given to instructors needs to take this shift inparadigm into account. The studentscommunicate from designated remote sites using the interactive televisiontechnology. Faculty development programs in interactive television.http://www.mtsu.edu/~itconf/96/cuffman.html.DeSpain, B.C., Heeney, M., & Livingston, M. These requirements must beaccomplished by some form of two-way communication. Consequently, the delivery of instruction using themethod is seldom optimized. How deans of colleges of education view service: The tenure and promotion process. Distance education may be used on its own, or in conjunctionwith other forms of education, including face-to-face instruction. M. Finally, they need to be allowed toinstruct in an environment that is adequate to the technological taskrequired of them, an environment with a proper facility and state-of-the-art equipment. These include skillsrelated to: effective course planning, using computer and multimediatechnologies, andevaluating student performance and knowledge of appropriate instructionalmethods; the importance of interaction between faculty and students;students' learning styles, behavior, and motivation; and the roles ofdistance education staff. Johnson and DeSpain(2 2) noted that despite the fact that distance education and learningwere more and more becoming an integral part of educational offerings, manyinstitutions failed to formulate official policy regarding its use. Some examples of these alternative methods are:home-based study, telecommunications using the phone or fax, videotape, CD-ROM, and online instruction. & MacRae, N. (1994). The two-way video classroom. The purpose of this paper is to take an in-depth look at the use ofthe interactive television as a means of distance learning. Specifically, it is noted that such programs, ...must offer convincing, no-nonsense and on-going training that deals with how to teach at a distance, not merely how to manipulate new instructional technology...(Further)... The foregoing point is especially important. Instructors are also said to need an organized and readily accessiblecollection of materials and equipment that will help them better meet thegoals and objectives set for the use of the interactive television system.In this regard, the overall goal of any school or institution should be toprovide a staff that is well qualified, concerned and involved in the useof the interactive television system for instruction delivery. National Forum of Educational Administration and Supervision. ReferencesBeaudoin, M.
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