Internet course delivery-making it easier and more effective

Anderson, David V.; Harvel, Lonnie D.; Hayes, M.H.; Ishiguro, Yoshihide; Jackson, J.R.; Pimentel, Maria da Graça Campos

doi:10.1109/icme.2000.869551

Cited by 12 publications

(6 citation statements)

References 6 publications

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“…Two factors make instructors and students to use online distance-learning tools, such as video-based lectures are, firstly, the production process must be easy, and secondly, there must be advantages to overcome in-class teaching. The paper (Anderson et al, 2000) points out these reasons. A comparison of two sections of students enrolled in technical writing class, one in a conventional class and the other in a Web-based environment, is presented in Mehlenbacher, Miller, Covington, and Larsen (2000).…”

Section: Discussionmentioning

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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Section: Discussionmentioning

confidence: 99%

A Survey of Distance Education Challenges and Technologies

Shih

Antoni²,

Arndt

et al. 2003

International Journal of Distance Education Technologies

View full text Add to dashboard Cite

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“…Using Internet based synchronous or asynchronous technologies; virtual universities can cater for the educational needs of Saudi men and women residing in remote parts of the country. In this system, off the shelf Top software's like, WebCT or Blackboard, can be used to design virtual classrooms [Danielle, 2001] and laboratories [Anderson, 2000] to deliver the complete course material to student, who have the flexibility of going through it in their own convenient time from a suitable place. While this flexibility is unprecedented, it requires greater than average discipline on the part of the student to continue the degree program.…”

Section: Proposed Virtual Engineering Institutementioning

confidence: 99%

“…The options available for Internet delivery of educational material are vast [Anderson, 2000]. Some of them are as follows; Java scripts; HTML only; HTML with synchronized audio; HTML with audio and Flash animation; Streaming videos only, Streaming video synchronized with HTML presentation, Flash animation, Java enhanced pages etc.…”

Section: Internet Course Deliverymentioning

confidence: 99%

Web-Based Engineering Education

2010

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The use of Internet for distance education has received increasing attention over the past few years. But the real challenge of adapting this technology for engineering education is to facilitate the laboratory experiments via Internet. This paper discusses the software and hardware requirements of virtual courses/laboratories to provide interactive environment for designing and conducting classes/experiments. The examples provided demonstrate a virtual laboratory for Electrical Engineering courses and shows how similar laboratories can be implemented for other courses like Chemical Engineering, Mechanical Engineering and System Engineering etc. In a traditional university environment, virtual labs can also improve the Engineering curricula in a cost effective way by establishing a timely connection between theory and practice. The obstacles in introducing engineering education via digital media are also discussed.

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“…Though it is problematic to estimate the amount of money spent creating online content for courses, given the difficulties of assessing instructor time and other institutional resources, most numbers are in the order of millions of dollars each year (Anderson et al, 2000;Budt, Cole, & Bassett, 2005;Green, 2004;Hayes & Harvel, 1999;Thong, Hong, & Tam, 2004).…”

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confidence: 99%

Convenience Is Not Enough

Harvel

2006

Innov High Educ

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A recent survey of studies [Tenopir, Hitchcock, & Pillow (2003). Use and users of electronic library resources: An overview and analysis of recent research studies. Washington, DC: Council on Library and Information Resources.] concluded "both faculty and students use and like electronic resources and most readily adopt them if the sources are perceived as convenient, relevant, and time saving to their natural workflow (p. iv)." However, the results of access studies show that actual use of online content is relatively low. This is because navigation to the online content in these various collections is not convenient, requires multiple steps in order to reach relevant content, and is not integrated into a student_s natural workflow. In our research, we have designed, implemented, deployed, and evaluated a method for making content available to students that targets the content to their current need.

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Internet course delivery-making it easier and more effective

Cited by 12 publications

References 6 publications

A Survey of Distance Education Challenges and Technologies

A Survey of Distance Education Challenges and Technologies

Web-Based Engineering Education

Convenience Is Not Enough

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