COVER SHEET FOR CONTRIBUTION TO NADEOSA CONFERENCE 2011
We are submitting the following contribution to the Programme Committee for consideration for
presentation at the2011 Nadeosa conference to be held in August 2011 in Gauteng.
NOTE: Please complete a separate cover sheet for each presentation you are proposing.
Title of presentation:
Initials and surnames of ALL
authors:
Spatial and social presences in ODL virtual learning
environments (VLEs): Exploiting video conferencing (VC)
1. C. Butale
2. J. Nyoni
Details of author to whom feedback must be submitted
Name:
J. Nyoni
Institution/organisation:
Unisa
Postal address:
1 Preller Street
Muckleneuk Ridge
P. O. Box 392
UNISA 003
South Africa
Work telephone number:
012 429 4474
Home telephone number:
012 386 4701
Fax number:
086 599 2974
Cell/mobile phone number:
084 688 6226
E-mail
nyonij@unisa.ac.za
Spatial and social presences in ODL virtual learning environments (VLEs):
Exploiting video conferencing (VC)
Abstract
One of the aspects of ongoing research of the virtual learning environments (VLEs) is the
use of spatial and social presence and their impact on learning. Videoconferencing (VC)
technology plays an increasingly important role as it provides a rich communication
environment in which a wide range of remote collaboration tasks can be successfully
accomplished in creating virtual realities (VR). The quality and the reliability of web based
video conferencing tools has improved over recent years, aided by the explosion of the
internet and advances in modern network technology (Hauber et al: 2005)
Changing the misconception that correspondence education was associated with non-formal
adult education and also characterized by failure to meet minimum set quality standards for
achievement in formal education systems is a constant battle for open and distance (ODL)
learning institutions. Education in all forms is never static in transitional societies particularly
so when impacted by upon by the explosion of social media. Formal education systems
provide abundant affordances for both spatial and social presences that ODL battle to
achieve.
The paper reports on the experiences of students who use VCs links between Unisa and
Ethiopia. Findings indicate that students appreciate spatial and social presences afforded by
VC connectivities. Students get more engaged when they begin to interact with their peers
and the lecturers particularly so when the distance between the students and the institute is
bridged. We argue that the effective use of social media to enhance spatial and social
presences such as VC can serve as a magnet to attract more students into viewing ODL as
an alternative option to quality education. We used the qualitative interpretive
phenomenological analysis (IPA) case study to record experiences of Unisa postgraduate
students who used video conferencing links between Unisa (South Africa) and Ethiopia.
Key words
Spatial presence, social presence, video conferencing (VC), virtual learning environment
(VLE), virtual reality (VR)
Introduction
Traditional institutions of higher education, universities and colleges, have been
somewhat slow to realize the potential impact of these technologies, but many of
them are now beginning to develop and deliver web-based courses (McCormick
2000). In this article we define the virtual learning environment (VLE) concept and,
drawing on technology-mediated learning theory, develop a conceptual framework
that identifies the primary dimensions of a VLE and their relationship to learning
effectiveness in open and distance education (ODL).
Today, virtual learning environments (VLEs) have a variety of technologies readily
available that can deliver teaching and learning affordances nearly instantaneously.
These technologies range from the most commonplace and affordable, such as
television and radio, to newer technologies, such as mobile telephones. Portable
digital phones are now capable of searching the internet, displaying cable television
news channels, sending and receiving text messages, and standard voice
communication. Moreover, the change from analog to digital has also had effects on
how people view television news (Spence, Lachlan, & Westerman, 2009). Presence
is the main attribute, the defining experience for virtual reality (VR). This is shown in
almost all the definitions researched by specialists coming from different fields.
Heim, with a philosophical perspective, stated that ‘virtual reality pertains to
convincing the participant that he or she is actually in another place.’ Philip Zhai in
his philosophical adventure in VR described it from a tele-presence aspect, “the
experience of being in one place while located physically in another place during
one’s normal state of consciousness.”
Philosopher Pierre Lévy referred to the
virtualisation of the body stating that we can be here and there at the same time by
exploiting communication and tele-presence technologies. Most of the researchers
with a philosophical perspective refer to Heidegger’s work “Being and Time” for
whom presence is synonymous with being and is a function of temporality. In the
sociological
context,
Riva
&
Mantovani
described
VR
as
an
advanced
communication tool both in single-user and multi-user situations in order to avoid the
limitations of technology-based definitions. The authors proposed a cultural concept
for presence as a social construction, its key-features being a cultural framework and
the possibility of negotiation.
Virtual learning environment (VLE) in Open and distance learning (ODL)
Distance education has progressed through correspondence, sound and video
signals (telephones, radio and television) and computer technology supported
learning (Tatkovic & Ruzic, 2006). The technology-based distance education initially
integrated instructional slides and motion pictures as far back as 1910 (Jeffries, n.d.).
The transition from the media used during the first and second generations of
distance education to the new media and the development of virtual universities is a
complex process. Subsequently, open and distance learning ODL mode of
instruction, which encompasses all forms (blended) of learning and teaching in which
those who learn and those who teach are for all or most of the time in different
locations, dominates discourse agendas of policymakers, administrators, faculty, and
students across the educational spectrum.
Possessing the pedagogically relevant features of ODL mode of delivery, distance
teaching universities that structurally favour their transformation into virtual
universities are better positioned to remain relevant in today’s transitional societies.
By looking at the establishment of the ‘learning space virtual university’ we can see
that all distance universities are experimenting with the new media, often with the
declared aim of establishing a ‘virtual university’ in which the complete process of
teaching and learning will be determined by an integrated system of new media.
Distance teaching universities in which degree courses can be taken online are
already approaching this goal. The main focus is to rid ODL institutions of their
‘faceless’ armour that characterised their operations by bridging the gap that existed
between the student and lecturer. Today, telecommunication technologies such as
satellite, fibre-optic, radio, television, computer, and others are used to deliver the
instruction of distance education.The main reason of using these technologies is to
increase interaction between lecturers/facilitators and students. The interaction is
playing a key role to effectively and efficiently plan the instructional activities of
distance education.
Therefore the ability to see and hear an instructor offers opportunities for behaviour
modelling, demonstrations, and instruction of abstract concepts to students in open
distance and learning (ODL) is heart-warming and encouraging indeed. Video
techniques for distance learning are often characterized by the transmission media
(videotapes, satellites, television cables, computers, and microwave). There are two
categories of telecommunication technologies based ODL education, synchronous
and asynchronous. Synchronous system requires the simultaneous participation of
all students and instruction. The advantage of this system is that students and
teachers can interact in real time. In this system, interactive TV radio, and satellite
video conferencing system are used.
The caption below refers fundamentally to the findings by National Planning
Commission (NPC) of the failure by Further Education and Training (FET) and
Tertiary Institutions (TIs) to incrementally improve throughput rates in with increased
students’ enrolments despite the use of synchronous and asynchronous systems:
Despite the significant increases in enrolment a number of challenges remain.
Throughput rates have not improved as fast as enrolment rates. Problems in the
schooling system have transferred the problem to ill-equipped further education and
training and tertiary institutions which are failing to cope with the increased number of
learners and demands for academic support. The net effect of the myriad of
problems results in a system that is not able to produce the number and quality of
graduates demanded by the country (NPC, 2010).
The study was therefore constituted in order to explore, in depth, how students
experience and ascribe meaning to the use of video conferencing (VC) in the
process of interactive learning and teaching within virtual learning environments.
Only one question was paused to the purposively selected students;
What are the critical views of open and distance learning (ODL) students on issues of
spatial and social presences during the process of using video conferencing as an
interactive tool?
Theoretical perspectives
The work of Dewey, Piaget and Vygotsky on collaboration, interaction between peers
and learning that is socially situated may be familiar to many (Wood 1994; Pound
2005). Other theories include behaviourism, learning styles, multiple intelligences,
constructivism, constructionism and right brain/left brain thinking (Cuthell 2005).
Behaviourism has held sway for most of the last century. It focused on observable
behaviours and defines learning as the acquisition of a new behaviour. Behaviourists
see learning as a relatively permanent, observable change as a result of experience
(Pritchard 2005).
Good pedagogical practice has a theory of learning at its core. Technology is rarely
designed for education and as a result there are really no models of e-learning, only
adaptations of existing models of learning (Peachey 2004). For many theorists it’s
the interaction between student and teacher and student and student in the online
environment that enhances learning (Mayes and de Freitas 2004). Pask’s theory that
learning occurs through conversations about a subject which in turn helps to make
knowledge explicit has an obvious application to learning within a VLE (Allen,
Seaman et al. 2007). Seymour Papert’s constructionist theories have been applied in
Mathematics through the programming language Logo and in English with the use of
the simulation Sim City.
Rourke et al. (2001) speculated that the term “social presence” extended from
Mehrabian’s (1969) concept of immediacy that was defined by “those communication
behaviors that enhance closeness to and nonverbal interaction with another” (p.
203). Immediacy occurred when face-to-face communication took place and was
evidenced by body language, eye contact, and other nonverbal cues, and was a way
of extending oneself into the social fabric. The lack of face-to-face interaction in the
web-based classroom, the reliance on textual hints for cues, and “the inability of
[text-based] media to transmit nonverbal cues” would lead to the adoption of the term
“social presence” when referring to immediacy in mediated communication (Short,
Williams, & Christie, in Rourke et al., 2001, Social Presence Section). Social
presence is the analog of Mehrabian’s (1969) concept of immediacy which is the
non-verbal interactions and visual cues that promote closeness in a face-to-face
setting. Rourke et al. (2001) noted that immediacy was a significant factor, that there
was a positive correlation between immediacy and affective, behavioral, and
cognitive learning: “the amount that students thought they had learned in a course”
(Teacher Immediacy section).
Garrison, Anderson & Archer (2000) describe social presence as an integral part of
The Community of Inquiry Model which describes the complete educational
experience of those who participate in the didactic process, and is the intersection of
three types of presence. They defined social presence as “the ability of participants
in the Community of Inquiry to project their personal characteristics into the
community, thereby presenting themselves to the other participants as ‘real people’”
(p. 4). Teaching presence includes the design and facilitation of the learning
activities. This overlaps with social presence to set the climate of the online
experience. Cognitive presence refers to the participant’s ability to “construct
meaning through sustained communication” (p.4). Cognitive presence and social
presence overlap to support discourse, and teaching and cognitive presence overlap
in the selection of content that supports meaningful learning. The authors argue that
cognitive presence “is more easily sustained when a significant degree of social
presence has been established” (p. 13).
Shin (2002) described presence as “a distance student’s perceptions of
psychological presence on the part of teachers, peers, and institutions” (p. 121), a
construct labelled “transactional presence”. Shin noted that transactional presence
can be defined in terms of two factors: that of tele-presence which refers simply to
the awareness of the geographic location of the student, and social presence which
refers to the “connectedness [and] refers to the belief that a reciprocal relationship
exists between two or more parties” (p. 123). Lombard and Ditton (1997) also
defined social presence as a construct, providing six conceptualizations that
included: “presence as social richness, presence as realism, presence as immersion,
presence as social actor, presence as medium as social actor” (Concept Explication
section). In Lombard & Ditton’s definition, the user becomes oblivious to the medium
being used and is immersed or connected with the other users as if they are in a
‘real’ situation.
Interaction is frequently used interchangeably with the term social presence but a
distinction needs to be made because they are not the same (Picciano, 2002). Rovai
(2002) indicated that interaction might be task driven or socio-emotional in nature,
the former being “the completion of assigned tasks while [the latter] is directed
toward relationships among learners” (p. 5). O’Reilly and Newton (2002) noted that
interaction might well include interaction with content as well as with others.
Interaction can indicate a level of social presence but doesn’t necessarily mean that
presence has been established. As Picciano concluded, “it is possible for a student
to interact by posting a message on an electronic bulletin board while not necessarily
feeling that she or he is a part of a group or a class” (p. 22).
Student profile
Generally ODL postgraduate programmes have attracted students with a different
learner profile than those in traditional higher education. Peters (1998) provides a list
of typical distance learner characteristics, many of which are exemplified in our
students. To be precise, they are generally older and working in fulltime employment.
Thus, they complete the degree part-time while attempting to balance work and
personal lives. They generally have a greater life and work experience, which affects
their attitude to learning, e.g. they usually possess a higher level of motivation and a
greater ability to work independently. For some students this is an opportunity to gain
a first qualification in higher education, while for others the programme represents a
way to effect career change or progress. They may also have less fluency with
information technology than a typical face-to-face cohort, which may impact learning
if the VLE is difficult to use or if the speed of the Internet connection renders the
system frustrating to use. When students are from overseas, a cultural dimension is
added to this profile, which can vary significantly from country to country.
Adult learning in ODL virtual learning environments (VLEs)
The word ‘pedagogy’ refers specifically to children and assumptions for teaching
children. Pedagogy is an archaic term that the ancient Greeks utilized to describe the
education of children. Thus, pedagogy does not necessarily encompass the needs of
ODL adults today. Underpinning andragogy are four assumptions regarding ODL
learning: a self-directing self-concept; use of experience; a readiness to learn; and a
performance-centred orientation to learning (Forrest & Peterson, 2006, 113). Even
with these dynamic changes, it is ironic that an article in the inaugural issue of the
Academy of Management Learning and Education (AMLE) prominently featured the
concepts of pedagogy and pedagogical choices (Clair, MacLean & Greenberg,
2002). By adulthood people are self-directing. This is the concept that lies at the
heart of andragogy. Andragogy is therefore adult student-centred, experience-based,
problem-oriented, and collaborative: very much in the spirit of the humanist (Ubuntu)
approach to learning and education. The whole educational activity turns on the
student.
Spatial and social presences
There are many kinds of social and spatial cues that should evoke social and spatial
presence in a SCV synchronous system. Social cues include human speech (Nass &
Brave, 2005); text that includes social pleasantries (Nass, Steuer, & Tauber, 1994;
Nass et al., 1993); and photorealistic or drawn and still or animated visual
representations of a person’s or a character’s body or face (Nowak & Biocca, 2003;
Reeves & Nass, 1996). Spatial cues likely to evoke spatial presence follow research
with other media and include visual simulations of three-dimensional space via
photos or drawings of environments, and text references to spaces and movement
within spaces (Biocca & Delaney, 1995; Heeter, 1992; Held & Durlach, 1992;
Lombard, 1995; Lombard & Ditton 1997). While these cues should lead to social and
spatial presence, their absence or reduced use should evoke lower levels of
presence.
Spatial presence
Spatial presence (also known as Physical presence) is defined generally as 'the
sense of being there' (Biocca et al., 2001)p1., feeling as though you have left the
physical world and are now somehow 'present' in the virtual one (Botella et al.,
2003). Sadowski & Stanney (2005) discuss some variables that are thought to
influence the level of spatial presence experienced. These variables include: ease of
interaction and user initiated control. If participants have trouble with navigation in a
virtual environment they are likely to perceive the environment as unnatural, which
reduces the level of presence felt.
When more than one participant is involved in an interaction there is the potential to
produce Social Presence; the sense of being together with others and also having a
sense of engagement with them (Biocca et al., 2001).
Spatial presence occurs “...when part or all of a person's perception fails to
accurately acknowledge the role of technology that makes it appear that the person
is in a physical location or environment different from her/his actual location and
environment in the physical world ” ([15], para.7a). Spatial cues such as 3D, audio,
video, haptics and odors can be used to evoke spatial presence. Examples of this
are seen in the experience of IMAX films, simulation rides and virtual reality.
Social presence
This is where one feels although they are co-present with the other; they gain an
insight into the others emotional thoughts and can respond to their behaviours
(Biocca et al., 2001). two Social Presence instruments developed by Biocca et al.
(2001) and Short et al. (1976), which are considered valid measures of Social
Presence. The task performed was solely discussion based. The ability to move
about the room, change ones field of view and point to certain objects are further
cues that promote Social Presence.
Social presence occurs ”…when part or all of a person’s perception fails to
accurately acknowledge the role of technology that makes it appear that s/he is
communicating with one or more other people or entities” ([15], para.7e). Social
cues can lead to social presence when, for example, a television anchor or character
talks to the camera and thus apparently the viewer, computer software provides a
friendly character that interacts with the user, or a computer or other technology itself
seems to have a personality or otherwise ‘behave’ like a person.
2.1.3 Presence and Immersion
Sadowski & Stanney (2005) state that the primary characteristic distinguishing virtual
environments (VE) from other displays is the concept of immersion. Immersion,
"whether physiological or psychological in nature" has the intention of establishing a
belief that one has left the physical world and is now 'present' in the VE (Sadowski &
Stanney, 2005). Presence is thought of by Presence-Research (2005) as the central
variable for virtual environment application. Although many definitions exist,
presence is usually thought of as "the psychological perception of 'being in' or
'existing' in the VE in which one is immersed (Sadowski & Stanney, 2005; Huang
and Alessi, 1999; Schubert et al., 1999; Witmer and Singer, 1998; Ijsselsteijn et al.,
2001; Lombard & Ditton, 1997). Immersion is emphasised by many authors. Slater
and Wilbur (1997) define immersion as an objective measure, "the extent to which
the computer displays are capable of delivering an inclusive, extensive, surrounding,
and vivid illusion of reality to the senses of a participant" (Sadowski & Stanney, 2005;
Huang & Alessi,1999). This places attention on the media's capabilities of replicating
sensations from the real world.
Video conferencing (VC) as interactive facilitation platform
Video conferencing is interactive two-way visual and audio communication over a
distance. It is often referred to as ‘videoconferencing" or ‘video teleconferencing’,
both of which mean the same thing. It is one of many technologies within the domain
of "video communications" including broadcast television, video streaming, video
assessment and video collaboration. Today, video conferencing
Videoconferencing (VC) is a relatively new concept but already many organisations
avoid physical travel in favour of these technologies (Gabriel & Maher, 2000). More
recently introduced into the teleconferencing arena is the idea of three-dimensional
videoconferencing (3DVC) which is believed to overcome some of the shortcomings
of previous videoconferencing software because of its ability to model the real world
to a higher degree (Gabriel & Maher, 2000).
3DVC systems are modeling the real world to a higher degree than their traditional
'2D' counterparts, they would promote higher levels of Social Presence among
participants because more social cues are present (Gabriel & Maher, 2000). These
include spatial hearing', the ability to determine where a peer is 'being able to tell
who is talking in a room by where a voice is coming from looking (Regenbrecht et al.,
2004).
3DVC: (three-dimensional videoconferencing) Videoconferencing exhibiting the idea
of a virtual room. Participants may be represented as video streams or avatars that
most often have the capability to move about the virtual space. 3D spatial sound is
usually experienced also. Application sharing and other features such as a
presentation screen are also available. Examples include Smart-meeting (SmartMeeting, 2005) and Alice Street (Alice Street Ltd, 2005).
Lit review
Videoconferencing
communication
technology
environment
plays
in
which
an
important
various
role
providing
collaborative
tasks
a
rich
can
be
accomplished (Hauber et al., 2005). Over the past years, with the 'boom' of the
internet and advances in technology, web-based videoconferencing tools have
improved. Organisations are already experimenting with these tools for activities
such as presentations and meetings (Hauber et al., 2005). Communication through
what are seen as 'conventional' videoconferencing tools is unnatural when compared
to an actual face-to-face meeting, clue to the lack of social cues such as eye contact
and gaze (Grayson and Monk, 2003), body gestures and spatial hearing, which are
essential for effective interpersonal communication.
These systems are said to lack "media richness" and "support for both verbal and
non-verbal communication" (Hauber et al., 2005), p.1 Media richness is described by
Newberry (2001), p.1 as the "ability of the medium to carry information". The criteria
for ranking a medium's ability is often based on its capability to provide: immediate
feedback in real time, feedback cues, relaying messages to an intended participant,
and conveying ones feelings to another. (Newberry, 2001; University of Twente,
2004).
A more recent teleconferencing technology is three-dimensional videoconferencing
(3DVC), a name given by }Tauber et al. (2005) to distinguish them from the
conventional
Videoconferencing (VC) as an interactive tool in social and spatial presences
Instructional
message
Instructional
message
Video component
Verbal component
Satellite component
Individual
and Group
Learning
Process
Learning
outcome
Video conferencing (VC) in ODL Virtual Learning Environments (VLEs)
Video conferencing allows for live sound and image sharing, which resembles the
classroom environment closer than satellite broadcasting. Video conferencing is
defined as an interactive means of communication between two or more locations.
The interactivity is accomplished by 12 various means, but the most common include
live video and audio feed in both directions. Video conferencing allows lecturers to
use computers to display PowerPoint presentations or play music clips. The use of
an interactive whiteboard similar to a flipchart allows students to see what the
lecturer writes on it. The main purpose of video-conferencing is to promote
discussion and interaction. Sessions need to be designed with interaction in mind if
the best use is to be made of the medium (Niemann & Mays, 2010).
Interpretive phenomenological analysis (IPA)
This paper employs interpretative phenomenological analysis (IPA) and discusses
one fundamental contribution it can make to open and distance learning (ODL)
virtual learning environment (VLE). Epistemologies and antologies are framed within
VLE current discourses, particularly in ODL context. Consonant with its theoretical
commitment, IPA employs qualitative methodology. One important theoretical
touchstone for IPA is phenomenology, which originated with Husserl's attempts to
construct a philosophical science of consciousness. A second important theoretical
current for IPA is hermeneutics- the theory of interpretation. A third significant
influence is symbolic-interactionism (q.v.) which emerged in the 1930’s as an explicit
rejection of the positivist paradigm beginning to take hold in the social sciences. For
symbolic-interactionism, the meanings which individuals ascribe to events are of
central concern, but those meanings are only obtained through a process of social
engagement and a process of interpretation.
Thus far, most IPA work has been conducted using semi-structured interviews which
enable the participant to provide a fuller, richer account than would be possible with
a standard quantitative instrument and allow the researcher considerable flexibility in
probing interesting areas which emerge (Smith 2009; Tatkovic, N., & Ruzic, M. 2006;
Finlay L, Ballinger C. 2006; Larkin M, Watts S, Clifton W. 2006; Smith J.A, Eatough
V 2006) among others. Over and above the use semi-structured interviews, we
engaged students using blogging method on SVC discourse. The study included a
case of a group of students who were participants during SVC teaching classes.
Interviews were taped and transcribed verbatim and then subjected to detailed
qualitative analysis - attempting to elicit key themes in the participant’s talk.
Research findings, discussion and recommendations
Focus group
Through the use of video conferencing facilities, students acknowledged felt spatial
and social presences. They were able to debate issues, respond to questions and
sought clarity from lecturers and fellow students.
The video conference services came with interesting features of screen sharing,
whiteboard, recording, file transfer and text chat for total involvement of team
members in VR related activities. Moreover, a web laden platform is always there to
help every team member respond and coordinate properly irrespective of limits on
distance and time.
Observation
Based on interactive communication technology, video conference links up two or
more people at different locations so that online interaction can be facilitated among
them. With the both way passage of audio and video signals, users get a chance to
participate in face-to-face class engagements and share their valuable academic
ideas whenever required. The video conference services provided point-to-point
(meetings between two users) or multi-point (meetings between several users at
separate locations). Another reason for popularity of the innovative communication
method of video conference was that it gave a more personalized touch to academic
discussions and made them highly interactive. Thus video conference services
strengthen interpersonal class connections which ultimately lead to integrated
collaboration.
Structured interviews
Face-to-face allowed learners in the same class to socialize and collaborate. In
addition to facilitator visits to remote sites, there is value in gathering all students in a
common location. These activities could be used to provide access to labs or other
technology, to learning resources not available locally, or to engage in cooperative or
collaborative activities. Students noted that when these activities did take place, they
were better able and more interested in communicating with other students.
Opportunities to meet face-to-face is a strong incentive for student participation in all
aspects of the course and program; therefore, face-to-face class meetings are a
component of quality courses.
Field notes
Video conference system made on-site and face-to-face discussion classes look
more realistic and enable the entire team to get engaged in a collaborative
environment for a sheer rise in their work efficiency and productivity. The video
conferencing calls assure students to get connected to their colleagues and
associates no matter whether they are in same city or foreign locations in real time.
Recommendations
Common Uses of Video-Conferencing
Video-conferencing activities can be used to:
1) Enhance and expand administration services and professional development
activities for staff;
2) Enhance student learning in regular VR classrooms through the use of
collaborations with other remotely distributed students, community experts, and
distributed learning resources; and,
3) Deliver courses by distance education to small and remote schools where full
programming options are often reduced because of small class sizes and/or
shortage of specialty teachers.
Conclusion
Video-conferencing technology was observed to enhance regular classroom delivery
by allowing students to engage in learning activities with peers, experts, and other
educational resources outside of their traditional classroom. Students generally
enjoyed VRs activities and seemed eager to expand their learning opportunities
using the technology. The technology also fit with some inquiry-based learning
designs and allowed students to interact first hand with experts and remote students
with particular skills and interests. These enrichment activities were wide ranging
and included linkages with students in other regions of Ethiopia and South Africa. In
an era marked by pervasive networking, exposing students, educators, and
administrators to the skills they need for effective use of these emerging learning and
communications technologies not only enhances their performance and motivation,
but also empowers them with lifelong learning skills and experiences.
While video-conferencing technology can play an important role in adding immediacy
to distance education delivery, when used alone it does not appear to provide as rich
an environment as one in which various tools and techniques are blended to create
more engaging and effective learning experiences.
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ADDENDUM A:
Satellite broadcasting
scheduled for 2010
BROADCASTING
Subject code
MNG 1 M14
MNG 1M25
EXP 101D
ESJ401X
EX1301L
EXP201G
EXP301K
EXP401N
TQM101T
TMA201L
TMA301P
AUE201L
AUE202M
MRL203L
COM101X
COM306D
PUB3704
HORSTEH
AUE302Q
AUE304S
AUE301P
AUE303R
AUE304S
COM 102Y
COM3029
COM311A
COM 102Y
CBC1501
BAC131R
CBA101P
2008
1531
1295
8
6
31
21
2009
2508
1425
6
8
15
2
38
17
13
2
1828
2012
1976
3680
891
4
7
1
2012
2305
1458
1934
65
23
266
1271
1100
1442
1271
3279
961
161
3279
34
263
192
1570
320
1421
2043
387
218
2043
93
12
117
15