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Process: Synchronous Distance Learning
Synchronous distance learning is an instructional delivery device that
does not constrain an individual to be physically present in the same location
as the instructor. The communication between the student and the
instructor is done through interactive videoconferencing. This system
allows participants in one location to simultaneously interact with participants
in another remote location(s).
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Videoconferencing is an interactive tool that combines the use of video, computing, and communication technologies to allow people in different locations to meet face-to-face to conduct a conference in real-time. Videoconferencing allows students, faculty, and staff to communicate with one another while staying close to their home (Videoconferencing, 1).
Interactive videoconferencing uses audio-visual equipment (monitors,
cameras, microphones, and speakers) to communicate between sites.
The system is linked through T-1phone lines and uses a modem–like coder/decoder
to transmit and receive audio and video signals.
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Communication. The communication between
sites may be disrupted by a
system breakdown.
Restriction.
The teacher has certain restrictions in movement because of limitted
movement of the cameras.
Involvement.
The attention of the students at remote sites other than the instructors
may not be focused because there is not an instructor physically present..
Assignments.
The handing in of assignments at remote sites may be aproblem beacuse
the distance between locations.
Recommendations to Improve the Process
Communication. Always have a technician
available that can assist with any technical
difficulties.
Restriction. Add another monitor and camera to help the instructor move more freely.
Involvement.
The instructor should design his/her lesson to be constantly interactive
the students even in remote site can feel apart of the lesson..
Assignments.
Have all the assignments computer-based so the hassle of handing in
assignment is totally eliminated.
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Distance Learning Room. The distance learning room or the “virtual classroom” is where the technologically advanced learning occurs. The room contains all the components that are listed below.
Coder/Decoder (Codec). The coder/decoder is the part of the system that sends and receives the audio and video signals. The signals are transmitted over fiber optic lines that inter link the sites together resulting in a simultaneous transmission.
Monitors. The monitors are the visual component of the system. They display the visual images being transmitted from site to site. The number of monitors used is dependent upon how many sites are involved.
Cameras. The camera is the relaying aspect of the visual component. The camera transmits the visual images from site to site. There are usually two cameras, one for the front of the room focused on the students and one in the back of the room focused on the instructor.
Microphones. The microphones are the amplifying aspect of the audio system. They are set at a very sensitive level to ensure people can be heard while speaking in a normal tone.
Fax Machine. The fax machine is used to send and receive learning materials to and from remote locations. It is a portion of the system that allows the instructor to use the traditional medium of print to instruct.
Copier. The copier is used to make copies of handouts and any other type of instructional materials that can be used to help instruction.
Equipment Rack. This rack houses most of the electronic equipment that controls the videoconference.
Instructors Area. This is a desk-top area that contains the monitors and is also where the document camera is situated. It may also contain a computer for typing and displaying purposes.
Camera Remote. The camera remote controls the movement and focus of the front and the rear cameras
Video switcher Remote. The video switcher device is used to flip around the various devices such as the document camera, VCR, PC, and/or laptop.
Picture in Picture Remote. The P.I.P. remote controls the pictures on the monitors. It can be used to have the class shown on the majority of the screen and the instructor in a small box in a corner, or the opposite with the instructor on the majority and the students in a corner.
Document Camera (DCAM). This camera
is used as an interactive displaying device. It is a camera situated
on the instructors desk that allows him/her to display print materials
such as pictures, graphs, handwritten materials, etc.
Computer. The computer allows the
instructor access to the Internet and various software systems. Another
very helpful program is the Net Meeting. This software allows the
instructor to communicate with the remote sites via computer.
VCR. The VCR is an audio-visual device
that allows the instructor to show video recorded materials that can be
used to help the learning experience.
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Advantages of Interactive Videoconferencing
IV provides tremendous convenience. This system provides an instructional device that can be offered at different remote locations.
Allows institutions to teach from one site and broadcast the instruction to other remote sites drastically cutting costs.
Presents a learning environment that allows for “real-time” interaction creating a sound learning environment.
Ability to have a remote speaker and/or expert instruct.
Ability to have muli-school prgrams allowing for a wider variety of
cources available.
Disadvantages of Interactive Videoconferencing
The initial and sustaining costs of the system are very expensive.
The people at remote sites may feel alienated from the learning experience.
There maybe interaction problems between sites.
The system is suseptible to technical difficulties that may hinder or
distract instruction.
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Communication. The communication aspect of distance learning is still in development. Often times certain things can go wrong with the technology. For example, a remote site may have trouble connecting to the Net Meeting, inhibiting interaction through the computer. An instructor may have a power point presentation but is unable to present it because of the difficulties with the system. Another more severe situation may be problems with the audio or visual feeds. The sites may have problems interacting because the audio-visual aspect of the system is experiencing difficulties. These are just a few of the communication breakdowns that may occur during an interactive videoconference. My recommendation to help control these technical difficulties is to have a trained technician available at all times. The technician will be able to handle any problems that may arise. This will ensure that communication problems will be taken care of immediately which in turn will create a better learning environment.
Restriction. Due to the limited number of cameras, the instructor has very limited movement. If the instructor wants the class at his or her location to be viewed, he or she must use the picture in picture device. Whenever an instructor uses the PIP they are limiting themselves to a specific spot. These limitations cause communication breakdowns and effect the learning environment. My recommendation to help this situation is to have a separate monitor just for the instructor. I also suggest the installation of another camera. The other camera can be used to give free movement to the instructor which can take away the robotic look of the PIP and create more of a traditional feel to the learning environment.
Involvement. The involvement and interest of the people at the remote sites is definitely a problem. The distance learning process is new to a lot of people who have been taught in a traditional manner all of their lives. The “virtual classroom” is very different and people may feel alienated if the instructor is not present at their location. My recommendation is to have the teacher teach in a matter that is constantly interactive. With constant interaction the setting feels more traditional and the students do not feel alienated.
Handing in materials. The problem
with handing in materials such as projects and assignments at remote locations
is a factor. Often times when a course is being taught the instructor
wants to see what the students have learned. With distance learning
this poses a problem. The remote sites may be far away restricting
the convenience of handing in materials. My recommendation is to
have everything that needs to be handed into the instructor computer-based.
The instructor should design all projects and assignments to be submitted
to the computer. This will alleviate the problems associated with
handing assignments into the instructor.
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I feel that my recommendations can make a significant difference in
distance leaning. They are very simple suggestions to a rather sophisticated
problem. The communication problems that are inevitable with the
technology can be handled easily by having the already existing staff learn
about the system and how to fix it if it malfunctions. The restrictions
of the instructor can be easily taken care of by the simple installation
of a monitor and a camera. The addition of these two elements gives
the instructor a new tool to enhance the learning process. The involvement
of people at remote sites can be handled by a simple change in presentation.
All an instructor has to do is refocus their lesson plan to be entirely
interactive. By doing this the students at the remote sites become
involved which leads to a more prosperous learning environment. Handing
in assignments can be easily taken care of by designing the course to be
on-line. By doing this the students at the remote sites have no problem
getting there assignments to the instructor and this in combination with
all the other aspects can add a more proficient and prosperous distance
learning environment
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