Using Computers and the Internet
for Distance Learning
Jim Lehman and Bill McInerney
School of Education
Computers and the Internet in Distance Learning
Synchronous vs Asynchronous
Communication
Computers and the Internet in Distance Learning
Synchronous
 Communication
occurs at the same
time, as in the classroom.
 Examples of synchronous distance
education include: radio, audio
teleconferencing, television, video
broadcasting or teleconferencing.
Computers and the Internet in Distance Learning
Asynchronous
 Communication
does not occur at the
same time; this removes the barriers of
distance and time.
 Examples of asynchronous distance
education include: print-based
correspondence materials, videotapes,
and computer software.
Computers and the Internet in Distance Learning
Computer Mediated
Communication (CMC)
Computers and the Internet in Distance Learning
Computer Mediated
Communication
 Computer
mediated communication
(CMC) refers to the use of the computer
as a tool that supports communication
among individuals, often for distance
education.
 It can be synchronous or asynchronous,
but it is most often asynchronous.
Computers and the Internet in Distance Learning
Common Forms of CMC
 Asynchronous
•
•
•
•
•
electronic mail (e-mail)
e-mail servers (listservs)
computer conferencing software (e.g.,
CoSy, Confer)
news groups
World Wide Web
Computers and the Internet in Distance Learning
Common Forms of CMC
 Synchronous
•
•
•
•
chat (UNIX talk, IRC, MUD/MOO)
computer-based audio conferencing
(Internet Phone)
desktop video conferencing (CUSeeMe)
combination packages (Microsoft Net
Meeting)
Computers and the Internet in Distance Learning
Applications of CMC
 CMC
may be used as the sole means of
delivering distance education.
 CMC
may be used as an adjunct to
other forms of distance education.
 CMC
may be used to support oncampus classes.
Computers and the Internet in Distance Learning
Applications of CMC
 CMC
has been used successfully for
university course delivery and course
supplementation at a growing number of
institutions.
 We have used CMC since 1993 to
conduct a graduate level course entitled
Topics in Educational Restructuring.
Computers and the Internet in Distance Learning
Applications of CMC
 Our
focus today is primarily on the use
of asynchronous CMC -- e-mail,
listservers, and the Web.
Computers and the Internet in Distance Learning
Comparing Asynchronous CMC
with the Traditional Classroom
Computers and the Internet in Distance Learning
Comparing CMC with the
Traditional Classroom
 TRADITIONAL
 CMC
 Students
 Students
travel to
class site
 Class times and
schedule are fixed
 There are live,
interpersonal
interactions
Computers and the Internet in Distance Learning
take class
at work or home
 Times and schedule
are flexible
 Interactions are
computer-mediated
Comparing CMC with the
Traditional Classroom
 TRADITIONAL
 CMC
 Content
 Content
delivery
occurs via live
lectures, labs,
readings, etc.
 Assignments are
usually submitted in
person
Computers and the Internet in Distance Learning
delivery can
occur through the
Web and/or off-line
means
 Assignments are
usually submitted
electronically
Comparing CMC with the
Traditional Classroom
 TRADITIONAL
 CMC
 Class
 Class
discussions
may be limited in
time and scope
 Class exchanges
are lost unless
overtly recorded
Computers and the Internet in Distance Learning
“discussions”
can extend in both
length and depth
 Class exchanges
are stored by the
computer and can
be retrieved at any
time
Comparing CMC with the
Traditional Classroom
 TRADITIONAL
 CMC
 Students
 Students
consult
with the instructor
via office hours or in
and out of class
 Students consult
with one another in
and out of class
Computers and the Internet in Distance Learning
consult
with the instructor
via e-mail
 Students
interact
with one another via
e-mail or computer
conferencing
Our Approaches to
Teaching with CMC
Computers and the Internet in Distance Learning
Distance Learning Questions
 In
any distance learning endeavor, it is
important to ask:
– Who is the audience, and where is
the audience located?
– What activities/experiences is it
important for members of the
audience to have?
Computers and the Internet in Distance Learning
Topics... An Internet Course
 Who
is the audience?
 The
course, Topics in Educational
Restructuring, is aimed at those
interested in educational reform,
particularly practicing administrators,
teachers, curriculum specialists, and
education students.
Computers and the Internet in Distance Learning
Topics... An Internet Course
 Where
is the audience located?
 The
audience can potentially be
anywhere. In order to gather a critical
mass of practicing educators, we have
found it useful to draw from throughout
Indiana, from Lake Michigan to the Ohio
River, and even beyond.
Computers and the Internet in Distance Learning
Course Approaches
in Our On-line Class
 Our
entire class is conducted on-line,
except for an optional orientation.
 We rely on an e-mail server for primary
communication.
 A World Wide Web site is used to
provide: basic course information, links
to readings, and our discussion archive.
http://www.soe.purdue.edu/~lehman/edci591/intro591.htm
Computers and the Internet in Distance Learning
Course Approaches
 E-mail
is used for private studentinstructor or student-student
communication.
 We use no synchronous tools (students
like the asynchronism), but some
circumstances might warrant their use
in other classes.
Computers and the Internet in Distance Learning
Course Approaches
 Readings
(our course ‘contents’),
available on-line, provide common
ground for discussion.
 Course topics are divided into several
broad categories with specific time
periods for class discussion. Having an
established schedule helps participants
stay in sync and on task.
Computers and the Internet in Distance Learning
Course Approaches
on-line activities focus on ‘getting
acquainted’ to allow participants to
acclimate to the medium.
 As instructors, we ‘jump start’ the
discussions with thought questions and
case studies.
 As the course progresses, we moderate
to keep participants on-line and on task.
 Initial
Computers and the Internet in Distance Learning
Course Approaches
 Assignments
are all project oriented
(which avoids the issue of traditional testing)
• participation in the discussion
• contribution of outside readings
• a field or Internet based study of
educational restructuring
• a group activity portraying a ‘day in the life’
of a restructured school
• a final paper
Computers and the Internet in Distance Learning
Course Approaches
on-line discussion is the “heart” of
our course, and participants are
encouraged to freely contribute.
 Field studies and diverse participants
help to bring in varied, real-world
perspectives.
 The group project teams participants
from disparate geographic locales.
 The
Computers and the Internet in Distance Learning
Advantages and Limitations of
Asynchronous CMC
Computers and the Internet in Distance Learning
Advantages of CMC
 Eliminates
travel time and expense
 Permits highly flexible scheduling of
participation
 Provides convenient (24 hr/day) access
to the course and materials
 Provides learners with access to
instructors as well as group knowledge
and support
Computers and the Internet in Distance Learning
Advantages of CMC
 Promotes
an egalitarian class
atmosphere
 Enhances opportunities for class
interaction and dialog
 Stores communication for convenient
access, reflection, and response
 Is a relatively inexpensive method of
distance education
Computers and the Internet in Distance Learning
Advantages of CMC

“I think that somehow we have succeeded in
reproducing over keyboards, monitors and telephone
lines the ‘atmosphere’ of an actual classroom
discussion. I say this primarily because of my feeling
of awe at the discussion taking place. It ‘feels’ as
though I am sitting in a classroom as a wealth of
thoughts and ideas flows around the participants like
a cleansing stream, sometimes peaceful and
soothing, other times swift and cutting, eroding away
the sediment of settled routine.”
Participant in our first on-line course
Computers and the Internet in Distance Learning
Limitations of CMC
 Lacks
the visual and verbal cues of
face-to-face or video instruction
 Requires computer access and
familiarity
 Demands a self-motivated, independent
learner who can communicate
effectively in writing
Computers and the Internet in Distance Learning
Limitations of CMC
 Is
subject to technical difficulties with
hardware, software, or connections
 Can create information overload and
difficulties tracing dialog threads
 Often places extra burdens on instructor
and learners
 Requires structure to facilitate learning
and foster interaction
Computers and the Internet in Distance Learning
Using the World Wide Web
http://www.soe.purdue.edu/~lehman/edci591/intro591.htm
Computers and the Internet in Distance Learning
Web Authoring
 Simple
HTML is not difficult to author,
but the creation of Web-based content
can be time consuming
 Making Web pages interactive can be
much more complex. Those interested
are advised to consult with their local
Webmaster or the MIDC for options and
assistance.
Computers and the Internet in Distance Learning
Web Page Basics
 Web
pages are written in a ‘language’
called HTML, HyperText Markup
Language.
 To be accessible on the Internet, these
files must be placed on a Web server.
Most schools and departments now
operate their own Web servers.
Computers and the Internet in Distance Learning
Web Page Basics
 HTML
files are written in plain (ASCII)
text and contain embedded commands
or tags that tell browser programs like
Netscape how to display the contents.
 Most tags are used in pairs. Text
bracketed by tags takes on the desired
property (e.g., <B>bold text</B>).
Computers and the Internet in Distance Learning
Web Page Layout
<HTML>
<HEAD>
<TITLE>Web Page Title</TITLE>
</HEAD>
<BODY>
Here is where all of the content goes.
It can be formatted in many different ways.
</BODY>
</HTML>
Computers and the Internet in Distance Learning
Web Page Text Formatting





Headings: <H1>text</H1>...<H6>text</H6>
Text styles: <B>bold</B>, <I>italics</I>, etc.
Paragraph: <P>text</P>
Alignment: <CENTER>text</CENTER>
Lists:
<UL>
<LI> list item
<LI> list item
</UL>
Computers and the Internet in Distance Learning
Web Page Images
 Web
graphics should be in one of two
formats: GIF or JPEG. Other graphics
can be converted to these using
conversion software.
 Image tag
<IMG SRC = “sample.gif” ALT = “A picture”>
Computers and the Internet in Distance Learning
Web Page Links
 The Anchor
tag
If you want to learn about real Washington
insiders, visit the <A HREF =
“http://www.whitehouse.gov”>White House web
site</A> or call on your local representative.
Computers and the Internet in Distance Learning
Web Creation Tools
 Word
Processors (Word, Word Perfect)
 Claris HomePage
 Netscape Composer
 Adobe PageMill
 HomeSite
 Microsoft FrontPage
 NetObjects Fusion
 BBEdit
Computers and the Internet in Distance Learning
Examples of Other Web Tools
 HyperMail
 COW
 CyberProf
 Test
Pilot
 WebCT
Computers and the Internet in Distance Learning
Web Interactivity
 Simple
HTML
 JavaScript (operates in browser)
 Some plug-ins (e.g., Shockwave)
 CGI (programs, often used with forms,
but require server-side support)
 Java and ActiveX (capable of creating
mini-programs that are sent to the
browser’s computer)
Computers and the Internet in Distance Learning
What Have We Learned?
Computers and the Internet in Distance Learning
Conclusions
 The
technology is subordinate to the
experiences that we want our students
to have. Technology facilitates what we
do, but it is not the driving force.
 You don’t have to have the latest and
greatest. Find technologies that can
provide the experiences you want for
your audience.
Computers and the Internet in Distance Learning
Conclusions
 Communication
in a CMC environment
can be richly layered and complex.
 Even
where the goal of a CMC
experience may be content delivery, we
recommend that communication and
discussion be a key component.
Computers and the Internet in Distance Learning
Conclusions
 CMC
is an excellent medium for debate
and discussion about complex topics
such as educational restructuring. We
believe this rich interaction is important
as students test and refine their ideas.
Computers and the Internet in Distance Learning
Conclusions
 Lack
of access and lack of technical
proficiency can be barriers to effective
use of CMC.
 However,
these barriers are rapidly
declining with the proliferation of userfriendly e-mail and Web browsing
systems.
Computers and the Internet in Distance Learning
Conclusions
 CMC
appears to work well with the sorts
of mature, motivated, and independent
learners in our courses.
 We
do not know if it will work as well
with other populations. (We’ve heard
mixed reports.)
Computers and the Internet in Distance Learning
Conclusions
 CMC
as we have employed it works
effectively with about 20 or so students
without demanding much more
instructor time than a ‘typical’ course.
 However,
we doubt that it scales well.
Time demands can easily become
excessive.
Computers and the Internet in Distance Learning
Conclusions
 As
Internet resources continue to
expand, it seems likely that all (or most)
resources can be provided on-line.
 However,
Web bandwidth may be a
limiting factor in some cases. Adjunct
media may help in those cases.
Computers and the Internet in Distance Learning
Conclusions
 Students
need prompting, guidance,
and help in the online environment.
 Various
techniques may be useful:
private e-mail (and response systems),
structured discussion techniques, FAQ
files, subgrouping of students, assigned
roles, etc.
Computers and the Internet in Distance Learning
Conclusions
 Structuring
of the material is essential to
keep participants on task and to
organize the online experience. In
addition to organization before the
class, instructors need to synthesize,
organize, and give feedback as the
course is on-going.
Computers and the Internet in Distance Learning
Conclusions
 Ultimately,
CMC like any form of
distance education is about meeting
students’ needs.
 Look
for ways to use CMC to enrich or
expand educational opportunities.
Computers and the Internet in Distance Learning
Conclusions
 CMC
affords the opportunity for courses
that are at once like and unlike the
‘traditional’ classroom
 Above
all, CMC affords the opportunity
for rich, reflective dialog that is probably
unparalleled in any medium
Computers and the Internet in Distance Learning
CMC has a Growing Future
Computers and the Internet in Distance Learning
Questions?
Computers and the Internet in Distance Learning