Review of literature of distance learning OL and Interactive video and use them in higher education

Introduction According to Reed Woodruff (1995) mankind has not been sleeping since his creation as he seeks to make his life better and enjoyable; throughout that desire, computer came into limelight. From then hence forth we have experienced rapid innovations in information technology resulting to development of Web, internet which have impacted on our daily way of life and the entire society.Advertising We will write a custom dissertation sample on Review of literature of distance learning OL and Interactive video and use them in higher education specifically for you for only $16.05 $11/page Learn More Following this a number of studies have proved beyond any reasonable doubt that advancement in technology has seen to it that the way several issues and aspect in human life from economic, social, environmental and political are handled has tremendously changed over the years. The rise of globalization mostly characterized by free movement of people, ca pital, goods and services has made the world a global village (Roberts, 2004). One notable aspect where innovation is evident is in education sector (Allen, 2003). E-learning came to light thanks to advancement in technology that sow to it that personal computers, CDs, Web, internet. Several organization in government and out of government have employed in various degree of success e-learning to impart new skills and knowledge to their workforce and make other relevant stakeholders aware of what transpires within the organization. According to Bannan-Ritland (2002) it is worth noting that the incorporation of such technological innovation in education was necessitated by the desire to counter the effect of geographic distance that hinder knowledge acquisition, provide convenience, beat the problem of inadequacy of resources, cut down on traffic jam in educational institution, and augment traditional teaching methods among others (Coventry, 2002). Distance learning and e-Learning Dis tance learning also known as e-learning or on-line learning refers to a system of imparting knowledge through teaching in which technology are used in most cases the student being physically absent from classrooms as well as virtually interacting with the instructors, tutors and teachers (Warschauer, 1997). Generally speaking distance learning provides access to learning in situations where the source of information and the recipient usually the student are estranged by time, distance or both. Historically, the concept is assumed to date back in 1728 when an advertisement run in Boston Gazette that a shorthand teacher was looking for student to take the lesson on a weekly basis. Postal services were the tool used to carry out the initiative throughout the 19th century. The University of London believes it was the first university to offer distance learning course (Garrison, 1990). In United States, a concept of extended training was developed by university of Chicago first president which was later put into action by university of Columbia. In 911, the University of Queensland followed suit (Meredith, 2002). It is worth noting that since then, uncountable institutions of higher learning have incorporated the concept into their system.Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Sloan consortium (2006) slightly above 95% of large institutions of higher learning offers online degrees or courses. Surprisingly, as at 2005 close to 3.5 million United States of America students were enro0lled in at least one on-line course. Currently, numerous public, private, profit and not for profit organizations have embraced e-learning throughout all levels of education. The sharp increase in rate of adoption of such innovation leaves us with no or little doubt that the perceptions and attitudes of the relevant stakeholders are positive towards it (Papert, 1993). The nota ble approaches to e-learning include computer-based learning (CBL) where computers are used as basic and key components of fostering education and training. In this context, it not only refers to use of computers in classrooms but also to they are used in a structured setting to enhance teaching. Due to advanced technological innovations, computers have also changed from heavy and cumbersome ones to light, portable handheld ones (Panagiotes, 2011). This can be used in classroom or at home with or without internet connection Computer based training (CBT/WBT) refers to self paced form of learning usually accessible through computers or other handheld device. Basically, this approach can be thought from the context of reading literature material online. Web Based Training (WBT) is different from WBT on the basis of how information is delivered, with WBT; internet is exclusively used in conveying the information while in WBT CD-ROM is what is employed to deliver information (Chapelle, 2 001). The concepts employed in CBT include use of multiple choices, drag and drop, simulation, radial button. It provides user friendly environment that brings satisfaction as it supplements traditional training form. Interactive video conferences or ITV ROOMS Interactive video conferencing also known as interactive televideo is a mode of IP transmission as well as reception that gives more than two location and individuals an opportunity to share audio as well as video information that is real time (Commeaux, 1990). Initially, it was developed for business purposes but later incorporated in education systems as a measure to counter the drawbacks of distance learning characterized with lack of interaction between learners and tutors. The whole initiative saves money, time and gives participants an opportunity to meet ‘face to face’.Advertising We will write a custom dissertation sample on Review of literature of distance learning OL and Interactive video and use th em in higher education specifically for you for only $16.05 $11/page Learn More The rooms used for ITV or IVC need at all times students and facilitators as well as ITS technician for it to be operational (Wileman, 1993). The role of the facilitator is to ensure that the presenter and learners are fully connected and can not only hear but see each other. The two-way communication systems as well as the need to interact ‘physically’ between and among the participants are what propelled the adoption of this mode of learning. As suggested by Pepper (2003) there are three broad categories of videoconferencing systems that can be used in classroom; smalls room videoconferencing which is crafted to support a small group of between 1-12 individuals sitting around a conference table. Secondly, desktop videoconferencing is a system that uses personal computers and software for IVC. The system is cheap but provides restricted resolution thus good to be us ed with small groups. Lastly classroom videoconferencing is characterized by use of high quality AV equipment, codec and allows all those taking part to be seen and heard (Riel, 2000). It is worth remembering that through multiple-point control unit, IVC can be used to connect individual from more than two remote areas (Nunan, 1989). Among the advantages of employing this mode in distance learning include; provides participants to acquire real-time information where students and instructors interact as well as among students, it supports adoption of various media in disseminating information, allows connection with real experts which could have been just a dream due to geographic separation/limitation and it offers additional access to learners in remote areas. When using IVC in classroom, there is need to follow some instructional strategies. These include setting class expectation as some learners might take the whole concept as entertainment rather than a learning initiative; thi s has been done by fostering a learning interaction between instructors and learners. More importantly is to reduce distractions, encourage dialogue or active participation of students and instructors, training instructors as well as student bias of paramount (Harasim, 1990).Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Technologies used to deliver information It is worth to note that distance learning entails use of certain technologies in transmitting and sharing of information. Such technologies are broadly categorized into synchronous and asynchronous. The later is whereby all participants are literally present at a given time (Tufte, 1990). It looks less like a tradition learning methods although learners are in different remote locations. With this kind of technology, a timetable is drafted and given to the relevant participants. As suggested by Winograd Flores (1988) the most used media are web conferencing as well as video conferencing. Others include internet radio, telephone, and direct-broadcast satellite. As noted by Woodruff Mosby (1996) other kind of technology, asynchronous is a mode of sharing knowledge in which those taking part access learning materials at different times based on their convenience hence a flexible teaching method. With this type of technology, learners are not required to be available together at the same time. Among technologies that support this iniative include message board, video, e-mail, audio recording, fax, voice mail and print material to mention but a few (Touchstone Allison, 2003). These two teaching modes can be used in combination and the synergy generated has seen to it that education especially distance learning is being embraced not only in developed countries but also in developing counties at an alarming rate. This mode of teaching has the potential of reducing the spontaneity that impede interaction between learners and tutors and among learners (Smith, 1990). Variables affecting attitudes and related to the study The study just like any other does have both independent and dependent variables. Among the independent variables include age, gender, and importance of using distance learning, level of education, and mode of learning (synchronous vs asynchronous) difference counties, major skill of internet and training and experience. On the other hand, dependent variables are found the relationship between faculty and student attitude towards applying or using online learning and interactive video conference in higher education in Arab universities. Thus two main dependent variables are faculty student and their attitudes. According to Caspi, et al (2005) student who preferred synchronous believed more in the positive attributes of interactions brought about by the learning approach. This is because they are of the view that it supports convenience. The level of skills acquired by an individual definitely has been proved to impact one’s ability to adopt DL. A study by Tanner (2007) established that individual who were well acquitted with internet as well as computer use were better placed in adopting DL, hybrid learning with ease while those with minimal skills and knowledge on the same were not better placed to quickly adopt such innovation in their learning. Blended or highbred distance lea rning According to Dziuban et al. (2004) blended learning has been thought to refer to a combination of the synergy brought by utilizing both traditional form of training also known as classroom learning and online learning, e-learning. There are various types of learning and include virtual/class focused, scheduled/self paced and formal/informal. Class-focused learning is where both students and the instructors need to be physically present so that training can be carried out (Skehan, 1999). On the other hand virtual learning does not need the two to be physically present at the same time in a classroom. Formal learning is linked to obtaining a credit, certificate or a degree. Schedule type of learning calls for following a strict laid down time table while self-paced has no tight schedule to be adhered to. All the mentioned type makes it possible to develop a variety of learning combinations that can be employed in training learners. The possible combinations include formal class schedule, physical class learning and course schedule (traditional learning), formal, class schedule, on line learning and course schedule (distance learning), formal, course scheduled, face to face interaction between the learner and the instructor and no physical class, informal unscheduled on line learning, formal course schedule on line learning and informal class scheduled, physical class learning and course scheduled (Dziuban, et al. 2004). It is worth also to note that this learning approach has been adopted and gained popularity thanks to the quest of increasing learning effectiveness, increase convenience. Additionally, cost cutting, enhanced image for learning institution, saving the limited class room spaces and reducing traffic as well as parking problems in learning institutions did necessitate embracing of blended learning. Characteristics of blended learning Most of the learning and other institutions see the approach as educational which links socialization and effec tiveness opportunities that are obtained from classrooms with IT enhanced opportunities brought as a result of online learning (Dziuban, et al., 2004). In order to ensure success and effectiveness of the program the approach should not only be temporal construct but also essential revamp of the instructional model. The characteristics include a change from lecture to student focused way of teaching where the learners actively participate in the entire process of learning. Another important characteristic of blended learning approach is it makes it possible for student and instructors to interact more, increased student to student, student to outside sources and student to content interactions. Finally, integrated formative and summative way of assessment for both the instructors and students are evident in this learning approach (Ellis, 1999). Benefits associated with distance learning and IVC According to Abrani (1996) the adoption of distance learning and IVC has been hailed for n umerous advantages it brings with it. For instance it expands access as the whole concept help meet the up surging demand for knowledge acquisition despite the distance and difference in time. Additionally, it helps address the problem of inadequacy of classroom space and other facilities. This has led to alleviating capacity constrain institutions of higher learning were facing (Galbreath, 1995). As mentioned by Allen (2003) the approach makes it possible for learners to post information that will fuel general educational rendezvous. It has been shown that when students share personal work they benefit from learning from the works of their classmates. On the same students can live anywhere and study from anywhere as thy study the course they fancy. The approach has seen to it that one does not need to travel and live in city where the school they are to attend is saving on the cost that could have been incurred. Distance learning offers learners with the ability of gaining extra kn owledge. Such acquired knowledge and skills with regards to computer and internet can be transferred and applied in other facets of student life for instance participating in business meeting via video conferencing. Similarly, IVC augmented and filled the gap created by distance learning, as learners and trainers can interact and share information in real time fostering education. With this technology also came the issue of convenience and cost cutting. For oversees students, it is more expensive to travel and keep oneself in a foreign country as compared to staying in your own country and acquire or access course material at the comfort of their homes and country (Angeli Bonk, 2003). Moreover, the two initiatives are also hailed for reducing traffic jam and commotion in universities. More importantly, the approach does not call for commuting making saving of time and money realized. It is also possible for learners to schedule learning to other aspects of either professional or pe rsonal life. Since it is also characterized with asynchronous design, student can conveniently attend classes as they wish. There is no need of attending class or lectures at particular time or place. Challenges or factors hindering distance learning and IVC Generally speaking various scholars have documented that there has been an increase in adoption of e-learning together with other technologies that augment it. However, through the various studies, there are some serious challenges or factors that seem to hinder the whole innovation (Awalt, 2003). These include the high cost associated with installation and a times maintenance of the whole systems, low level of computer literacy, that frustrate participants, participant’s perceptions and attitude towards media, uncouth behavior with regards to on-line communication, system failures, power problem, serious issue relating to privacy and security, increased workload and unwillingness of institution of learning to adopt chang e to mention but a few. These reasons have contributed to mixed reaction among the relevant stakeholders on whether to adopt technological innovation that comes with distance learning (Lozano-Nieto, 1998). Summary of literature From the review of the varied literature with regards to distance learning, Interactive video use in higher education, there is a close relationship with the topic am dealing with. Most of the literatures succinctly elaborate what distance learning is, traditional learning, a mixture of distance learning and traditional learning which is termed as blended learning. The materials also have provided me with information on how advantageous they are. Similarly, the major draw backs of using on-line learning are tackled. Finally, the issue of variables such as age, experience, gender, level of education, computer and internet skills among other impacting on the attitudes and perceptions towards on line learning are brought forth. References Abrani, P. (1996). â₠¬Å"Computer supported collaborative learning and distance education†. The American Journal of Distance Education. 10(2):37-52. Angeli, C. Bonk, J. (2003). â€Å"Communication in a web-based conferencing system: The quality of computer-mediated interactions†. British Journal of Educational Technology. 34(1):24-45 Awalt, J. (2003). Moving from the classroom to on-line teaching: A study of change in faculty attitude. The University of Texas: Austin. Bannan-Ritland, B. (2002). â€Å"Computer mediated communication, e-learning and interactivity: A review of the research. The Quarterly Review of Distance Education. (32):160-180 Commeaux, P. (1990). Communication and collaborative in the online classroom: Example and applications. Bolton, MA: Anker. Caspi, A. et al. (2005). â€Å"Synchronous vs. Asynchronous Tutorials: Factors Affecting Student’s Preferences and Choices†. Journal of Research on Technology in Education. 37(3): 241-256. Coventry, L.(2002).  "Video conferencing in higher education†. Retrieved from http://mvc.man.ac.uk/SIMA/video3/contents.html Dziuban, C. et al. (2004). â€Å"Blended Learning†, University Of Central Florida, Educause Center for Applied Research, Research Bulletin. Retrieved from http://ecampus.nl.edu/resources/webct/BlendedLearningUCFStudy. Ellis, R., 1999. Learning a Second Language through Interaction. Amsterdam: John Benjamins Company. Galbreath, J. (1995). â€Å"Compressed Digital Videoconferencing†. Educational Technology. 35(1):31-38. Garrison, R. (1990). An analysis and evaluation of audio teleconferencing to facilitate education at a distance. The American Journal of Distance Education. 4(3):15-23 Harasim, L. (1990). Online education: Perspectives on a new environment. New York: Praeger. Lozano-Nieto, L. (1998). â€Å"Student perceptions on the use of Interactive video conferencing in biomedical engineering technology education†. Proceedings of the 1998 ASEE Conference , Session #1149, Seattle, WA. Meredith, M. (2002). â€Å"Teaching with interactive video: A faculty orientation†. Retrieved from http://osucares.osu.edu/documents/FacultyHandbook11.08.pdf Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press. Panagiotes, S. (2011). Interactive videoconferencing (IVC) as a crucial factor in distance education. New York: Springer. Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books. Pepper, C. (2003). â€Å"Videoconferencing in Education. Digital Handbook. A Videoconferencing Guide for Teachers and Students†. Retrieved from http://www.d261.k12.id.us/VCing/intro.htm Reed, J Woodruff, M. (1995). â€Å"Videoconferencing: Using compressed video for distance learning†. Retrieved from http://www.kn.pacbell.com/wired/vidconf/Using.html Reed, J. Woodruff, M. (1995). â€Å"Using compressed video for distance learningà ¢â‚¬ . Retrieved from http://www.kn.pacbell.com/wired/vidconf/Using.html. Riel, M. (2000). â€Å"New designs for connected teaching and learning†. US Department of Education: Secretary’s Conference on Educational Technology. Retrieved from http://web.archive.org/web/20051026095024/http://www.gse.uci.edu/mriel/whitepaper/ Roberts, S. (2004). Online collaborative learning: Theory and practice. Hershey, PA: Information science. Smith, C. (1990). Mastering television technology: A cure for the common video. Richardson, TX: Newman-Smith Publishing Company, Inc. Touchstone, A. Allison J. (2003). â€Å"Interactive videoconferencing in distance education. Distance education at a Glance. Engineering outreach†. College of Engineering. University of Idaho. Retrieved from http://www.uidaho.edu/eo/dist10.html Tufte, E. (1990). Envisioning information. Cheshire, CT: Graphics Press. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Mod ern Language Journal, 81 (4), 470-481. Wileman, R. (1993). Visual communicating. Englewood Cliffs, NJ: Educational Technology Publications, Inc. Winograd, T. Flores, F. (1988). Understanding computers and cognition: A new foundation for design. Reading, MA: Addison-Wesley. Woodruff, M. Mosby, J. (1996). â€Å"A brief description of videoconferencing. Videoconferencing in the classroom and library†. Retrieved from http://www.kn.pacbell.com/wired/vidconf/description.html#what. This dissertation on Review of literature of distance learning OL and Interactive video and use them in higher education was written and submitted by user Asia Lott to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.