Transcript de_www - Nova Southeastern University

Asynchronous Distance
Education
and the
World Wide Web
Agenda
Why Online Distance Ed?
• Improved access to Internet
–9,300 ISPs in 120 countries
–30M+ regular Internet users in U.S.
–Additional 55M considering Internet
–70M Internet users worldwide
• Changing population
–More than 40% are “nontraditional”
–High level of readiness for online educ
Why Online Distance Ed?
• Increased costs of higher education
–Costs doubled in past 15 years
–With online ed, students maintain full-time
jobs and live at home
–Over 1M DE students in 1997, number
expected to triple by 2000
Why Online Distance Ed?
• Need for constant retraining
–By 2000, 95 of all workers will use
information technology in thier jobs
–Every employee will need training equiv
to 30 credit hours every 7 years
–Corporate training moving toward the
Internet
What is the Internet?
•
•
•
•
Not a single entity
Network of networks
Communicate through TCP-IP protocol
Overall coordination by....
–Boards and task forces established under
international agreements
–Internet Society has oversight
Structure of the Internet
• National Access Points (NAPs)
• National Backbones
–CompuServe, IBM, MCI, Sprint, etc.
• Regional Networks
• Internet Service Providers
• Consumer and Business Market
Source: Rickard (1997)
How Does Message Get There?
Internet Protocol (IP) Address....
How to read -129.186.42.250
Iowa State
My computer
MacKay Hall
Reading an Internet Address
Domain Name System (DNS)
[email protected]
User ID
Domain
Host
Top-Level Domain
Top Level Domains
com
edu
net
gov
org
mil
int
Commercial
Education
Network
Government
Organization
Military
International
International Top Level Domains
ca
uk
jp
gr
ke
tw
aq
Canada
United Kingdom
Japan
Greece
Kenya
Taiwan
Antarctica
Shifting Paradigms:
Mission and Purposes
Instruction Paradigm
Learning Paradigm
• Provide instruction
• Transfer knowledge -
• Produce learning
• Elicit discovery
faculty to students
• Offer courses
•
• Improve teaching
•
and construction
of knowledge
Create powerful
learning
environments
Improve learning
Shifting Paradigms:
Teaching/Learning Structures
Instruction Paradigm
Learning Paradigm
• Time held constant,
• Learning held
learning varies
• 50-minute lecture,
•
•
3-credit hr course
Covering material
Degree equals
accumulated credit hours
•
constant,
time varies
Learning environments
• Specified outcomes
• Degree equals
demonstrated
knowledge and skills
Shifting Paradigms:
Learning Theory
Instruction Paradigm
Learning Paradigm
• Learning teacher-
• Learning student-
•
•
centered,
controlled
“Live” teacher,
“live” students
required
Classroom/learning
competitive and
individualistic
•
•
centered,
controlled
“Active” learner
required, but not
“live” teacher
Learning
environments
cooperative, supportive
Shifting Paradigms:
Nature of Roles
Instruction Paradigm
Learning Paradigm
• Faculty are
• Faculty are
primarily
lecturers
• Faculty and students
work independently
and in isolation
•
designers of
learning methods
and environments
Faculty and
students work in
teams with each
other and other
staff
Asynchronous
Learning
Networks
(ALNs)
ALN Definition #1
“...a people network for learning that is largely
asynchronous. It combines self-study with
substantial, rapid, asynchronous interactivity
with others. In ALN learners use computer and
communications technologies to work with
remote learning resources, including coaches
and other learners, but without the requirement
to be online at the same time.”
-- ALN Web Site
ALN Definition #2
“....any technology-enabled collaborative learning
environment using remote resources that can
be accessed from anywhere at anytime and yet
create a community of learners who are
actively interacting, sharing ideas, learning,
and helping each other learn.”
-- Odin (1997)
ALN Summary
• Online learning environment
• Asynchronous
• Learner-centered
• Highly interactive and collaborative
• Computer-based but may involve other
•
•
•
technologies
Remote learning resources
Instructor takes role of coach
May be distance education, may not be
Advantages of Internet-Based Courses
•
•
•
•
•
•
Courses could be available to any qualified
individual in world
Course components available 24 hrs/day
Students work at own pace
Distributable across multiple computer
platforms
Technology relatively easy to use
Learning resources available across entire
Internet
Advantages of Internet-Based Courses
•
•
•
•
Online course materials easy to update or
modify
Internet promotes active learning and student
intellectual involvement
Internet provides variety of learning
experiences, accommodates differing learning
styles
Students learn Internet skills that improve
employment options after graduation
Limitations of Internet-Based Courses
• No universal access to Internet and computers
• Traffic congestion on the Internet
• Courses labor-intensive to develop
• Instructors must accept new teaching paradigm
• Many students are technophobes
• Many students conditioned to be passive
Limitations of Internet-Based Courses
• Courses may attract non-student participants
• Copyright violations are in plain view
• Bandwidth limitations restrict use of advanced
•
•
•
technologies
Students must take more responsibility for their
own learning
Responses, feedback may be delayed
Support infrastructure often inadequate
Tools For
Teaching and Learning
On the Internet
Tools for Teaching and Learning
the Internet
• Computer Conferencing (Non-Web)
• Teaching with the World Wide Web
on
Computer Conferencing (Non-Web)
• Synchronous Systems
• Asynchronous Systems
Computer Conferencing (Non-Web)
• Synchronous Systems
– Text-based systems
• Chat
• MOO
– Other systems
• Online audioconferencing
– Microsoft NetMeeting
• Online videoconferencing
– CU-SeeMe
• Groupware (Lotus Notes)
Computer Conferencing (Non-Web)
• Synchronous Systems
• Asynchronous Systems
– Electronic Mail
– Internet Mailing Lists
– Usenet Newsgroups
Teaching with the WWW
• The web as a learning resource
– Web sites
– “Push” technology
• PointCast
• Conferencing tools for the web
• Integrated web course systems
Teaching with the WWW
• The web as a learning resource
• Conferencing tools for the web
– WebCaucus, CommonSpace,
Allare Forums
• Integrated web course systems
Teaching with the WWW
• The web as a learning resource
• Conferencing tools for the web
• Integrated web course systems
– LearningSpace, FirstClass, CyberProf,
TopClass, Web Course in a Box,
World Wide Web Course Tools
(WebCT)