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The Web in Distance Education A New Technology for Some Old Problems Richard Ferguson The Swedish U. of Agricultural Sciences Dept. of Economics, Sweden e-mail: richard.ferguson@ekon.slu.se Abstract: In this short paper, discussion of the implications of using the Web as a media in distance education is focused mainly on the affects on dialog. The author, however, wishes to stress that the choice of technology and media in distance education is multifaceted. It is important that instructors base their decisions on balanced pedagogic merit and not on single issues, personal interests, or fads of the day. For a more expansive and general discussion of choosing a media, readers are referred to Sören Berglund (1993) and/or Sue Spencer (1986). All successful distance education has to overcome the problems associated with the instructor and the student being separated by geographical distance. This distance complicates building a trustful and constructive student–teacher relationship. Additionally, students may loose enthusiasm in the course because of the lack of social contact as well as because of short-comings in the increased need for self-discipline. And not least, tutoring may be inhibited by the delay in feedback to questions and problems. While the trend in delivery technologies in distance education has been towards faster, more direct means of communication—having progressed from letter writing to telephone and fax to computer—simulating classroom dialog is difficult. In this light, how can and should the Web be seen and used? John Bååth (1996; 1994) distinguishes between the material (M) and the dialog (D) components in designing a course for distance education. Similarly, Holmberg (1989) defines the two constituent elements of distance education as the presentation of learning matter and the interaction between students and instructors (including the supporting organization). Both educators say that the dialog or interaction is important for motivating students, supporting learning, activating the use of new knowledge, and facilitating assessment of students’ progress. The value of the Web for presenting the material is fairly obvious, though there are some comments to be made, but what are the consequences of a Web–based distance course for the dialog between students and instructors? Bååth emphasizes the importance of preparing a study guide written in a personal, conversive style to help students through the course literature. The study guide is not only a supplement to other written material (M– component), but is also an important link in establishing a "dialog" with the students (D-component). Through the written words, the instructor can reveal a bit of him– or herself to help build a rapport for a better student– teacher relationship; suggestions can be made to make reading and understanding the course material easier; questions can be posed to stimulate reflection; and assignments can be given, providing an opportunity for twoway communication. The instructor should not only see the study guide as a presentation of information but, through the tone set by the style, as a means of opening a dialog. A paper–based study guide must be used together with some means of communication—traditionally, the postal service—if a dialog is to be conducted. In this way, an instructor and a student or students can have a non-contiguous dialog, exchanging information and ideas, questions, assignments, feedback, etc. The advantages of postal–based communication is the relative accessibility and ease of use, but these advantages are in part off-set by the time delay between the messages from the participants. The increased use of telephone and fax in distance education has greatly decreased the time lag in distance dialog. But the telephone, though usually quite accessible, requires all parties to be present at the same time—thus detracting from one of the major advantages of distance education—and facsimile makes sacrifices in accessibility and ease of use. On first consideration, the Web may be seen as merely the next step after the fax. It provides speedier transmission and text without the paper, but with yet more sacrifice in access and ease of use. This technology dilemma is worth noting: Even though new technology addresses short–comings in current practices, the “higher” the technology, the more limited is access and the more knowledge is required for use.
Integrating the use of the Web into distance education, however, has more to offer than simply faster, more convenient communication for those who have access. By preparing a study guide that takes advantage of what the Web has to offer, a more interactive experience can be offered to students, stimulating their motivation, curiosity, learning, and dialog. In the remainder of this paper, a number of specific ideas for utilizing the Web to stimulate dialog in distance education will be discussed. • Basic HTML formatting can be used to create a study guide that is easy and pleasant to use. Proper use of headings and text styles make pages that are easier to read. Authors should keep in mind downloading time, remembering that students may be connecting from home via a modem. Instructors should design pages that take advantage of HTML’s navigation capabilities: Include a navigable table of contents; New terms can be linked to definitions; Use a standard navigation bar at the bottom of each page to get students to the next page, back to the table of contents, to assignments, to help, or to any other frequented page. • The ability to easily include graphics in text should be exploited. Again, instructors should keep in mind downloading time, but useful graphics (and even the occasional decoration) can enliven and clarify text. Charts, illustrations, and pictures can be utilized to help students to understand and to give them a visual reference for discussion. Also, including a picture of the instructors on the introduction page, and elsewhere perhaps even of the students, can give a face behind the voices. This simple effort may make some students feel more comfortable and willing to voice their opinions in discussions. • All pages should have a link to the instructors’ e-mail. People are becoming increasingly more comfortable communicating via e-mail. And, as far as speed and convenience is concerned, well functioning e-mail is hard to surpass. Of course, successful dialog via e-mail depends on the instructors’ rapid response to students’ questions and comments. Instructors might want to suggest taking certain discussions to a more open forum, where more students could participate. While this can be done by forwarding e-mail messages, conferences are often more practical (to be discussed below). E-mail is also an excellent way for students to send in assignments, though clear instructions should be given concerning file type and format. • CGI forms can contribute greatly to a more interactive experience. Questions that students can answer “on the spot” can be integrated into the text, allowing students to “comment” directly during their learning. This technique can be used to allow the student to give feedback to the instructor, to reinforce learning, and to check comprehension. By asking the student to provide input during the learning experience, there is a greater chance of achieving active learning, where the student reflects on the material being introduced. By directing responses to a database, instructors can easily monitor students’ progress and provide feedback. • Setting up a special conference or chat group where students can freely discuss course issues, as well as be assigned discussion topics, can encourage students to use their newly gained knowledge and learn from each other. Experience has show that an initial assignment, requiring participation, greatly helps to get students freely participating in an electronic conference. These few simple suggestions show that the Web can be a useful medium in distance education. While the problems with using the Web in distance education—most significantly, student access to the internet and the major investment required in learning advanced HTML authoring—have hardly been addressed, the potential the Web offers for creating an active learning situation make it worth serious consideration for distance education. References [Berglund 1993] Berglund, S. (1993). Teknik och media i distansundervisningen, rapport nr 3, Distansutbildning i utveckling (Technologies and media in distance education, report nr 3, Distance Education in Development). Umeå, Sweden: Umeå Universitet. [Bååth 1994] Bååth, J. (1994). Distansutbildnings grunder (The basics of distance education). Saltsjöbaden, Sweden: DU Konsult. [Bååth 1996] Bååth, J. (1996). Handbok för distans utbildare (A handbook for distance educators). Stockholm: Utbildingsförlaget Brevskolan. [Holmberg 1989] Holmberg, B. (1989). Theory and practice of distance education. London: Routledge. [Spencer 1986] Spencer, S. (1986). A model for selecting distance education delivery systems. Continuum, 50, 143-152.
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Proceedings of WebNet 96— WebNet
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FULL PAPERS BRIAN BEVIRT Designing
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THIERRY LEVOIR & REMI BASTIDE SADS:
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MASAYASU AOTANI Distance education
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IAIN LANGDON Education for Changing
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PANELS M J MCALISTER, P COMER & MIS
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Designing Hypertext Navigation Tool
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Organize the Contents of Your Site
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multiple hierarchy charts have to b
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Developing Structured WWW-Sites wit
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Links refer to Templates. From the
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typing tool, which on the one hand
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and implement commercial Web-sites.
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constraints. It is important to rem
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A three-rowed "desktop" was used as
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All assignments were tracked, and s
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Figure 5: Student Information Toolb
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positive values to the course: 1. F
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2. Problem Areas We have identified
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in our system is quite large, and p
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map information for display into th
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- whether these new applications co
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4.3. The Production Phase The produ
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Requests 2500000 2000000 1500000 10
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information systems. Since late 199
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QuestWriter, which will be availabl
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Figure 1: Typical Study Approaches
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Figure 2: Feedback Loop for Questio
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educational Web page design. We hav
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Identifying and Meeting Needs of In
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Two new forms-driven templates, one
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What We Learned About Coaching Web
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Introduction The WWW as a Primary S
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Processing the Order Once users hav
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documentation, report a problem to
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VRML and the Web: A Basis for Multi
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Plate 2: Three users represented by
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Figure 2: Interfae components to ex
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Avatar Distribution Figure 3: Avata
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Introduction Tracking WWW Users: Ex
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etween subsequent requests, and an
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server not to cache that object. Ho
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[Benford et al. 1996] Benford, S.D.
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Published on the Web from the WebNe
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current state of knowledge represen
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Figure 1: Textook and Glossary wind
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Part of this work is supported by a
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Database 2. Review of Related Work
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Display Password Screen Check User
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Recently, Java has changed the way
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To meet our requirements, we have o
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Using the WebSM the creation of a q
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store its result in a variable, usi
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Table of Contents Executive Summary
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Chapter One: The Web Marketplace Gr
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4) Advertising Subsidy growing dram
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effectiveness of the ad with any on
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3) Server Performance The Web commu
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Chapter Three: Andromedia’s Aria
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3) Distributed Design Although Obje
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Aria.monitor is comprehensive with
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The Aria.recorder is also capable o
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is being used to create real-time r
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The Reporter user interface provide
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Aria.reporter takes advantage of th
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Introduction Automating Hypermedia
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Figure 3: 2: Add Course Graphic Cre
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Longevity of the HTML Course Creato
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Methodological Issues in Studying a
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4. Complexity of User Interaction:
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automatically, in a reliable and pe
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web users (i.e., scrolling list of
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the NSF EXPRES project. In [Galeghe
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Astronomy and Space Science Relevan
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surface of Pluto - assembled throug
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The Web as Process Tool and Product
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collaboratively produced report abo
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In the AIT course, key satisfaction
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Explorations: the Cornell Theory Ce
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version of Netscape 2.0 (Netscape w
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from video tape) and compromised on
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Designing a Course on the WEB : the
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charge of a training institute, we
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Another way of supporting "point to
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References [Derycke and D’Halluin
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like SGMLS or SP [Clark 95]. The WW
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MRTSpace is based on MRT, a Minimal
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2.3 Geometric and visual ‘continu
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IP Multicast messages do not work o
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came into common use. A number of e
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probably to human culture as a whol
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3D Visualization of WWW Semantic Co
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2.1 Extracting and Organizing WWW S
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mantic space comes from exploring r
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Introduction Interactive Justice Th
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presented by both public prosecutor
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A different communication mode allo
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Convergence to the Information High
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over 9 million at the beginning of
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unreliable electronic components co
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in an integrated model which has th
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Crane, D. (1972). Invisible College
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discourse does not mean that it is
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Figure 2 Communities within the lay
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The major services classified are:-
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Spears, R. and Lea, M. (1994). Pana
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presents relevant items to the user
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ProFusion's main process creates mu
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Managing Interdisciplinary Project
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influencing the study. To ensure th
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ANALYSIS The introduction of new co
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to be combined; this integration ac
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On receiving the information that a
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4.1.4 SPS-SCS delivery system This
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Aster Servers - How to make Aster m
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Another approach we have tested as
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information available on the web. W
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Project Based Learning - Global Vil
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http://www.ncsa.uiuc.edu/SDG/Softwa
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Web. It is tailored to the needs of
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Views of the Solar System - http://
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Gatherers and Brokers. The Gatherer
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(Uniform Resource Locators) are pre
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References Figure 6: Document Displ
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The RealAudio (http://www.realaudio
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For educators, this combination of
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The practical components of this pr
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typologize communication and media
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egistration pattern (in the reverse
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the Internet, in terms of informati
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Fig. 10: 3-dimensional pattern matr
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structure of the courses adheres to
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applications manage chat sessions,
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6. Evaluation Figure 4: Example
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Introduction Windows to the Univers
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Figure 1: The main navigation panel
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Our Planet Interior & Surface Atmos
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I. Introduction What is a browser?
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(1) [Baggett, Ehrenfeucht, & Guzdia
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Node display. In addition to enforc
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On-demand Multi-lingual Font Servic
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One of the advantages by using Java
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The directory can be an alias defin
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Real Audiences—Worldwide: A Case
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outstandingly successful authors re
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usually jumps over the keyboard --
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Introduction Web Conceptual Space R
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conceptual knowledge processing, kn
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and the 'Top' view for all applicat
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An Information Broker for Adaptive
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the worst case, we can make a rough
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These simple parameters significant
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[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
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The administration and management s
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Educational packages: the current i
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Embedded Interactive Concept Maps i
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eading and understanding informal c
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Every Smart Ideas document has a de
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and used an index into the HTML doc
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Introduction Building Internet-Base
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comments from others or newly assig
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Figure 3: Author profile Conclusion
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The major features are: Figure 1 Me
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Figure 3 FrameMaker requirements do
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5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
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Scannell, Ted (1996). Steve Jobs In
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originator. Thus, the collaborative
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preferences, circumstances and task
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development concerns the previously
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Abstract: Aspects of Large World Wi
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Structuring data The unstructured a
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say on a LAN with a hypermedia serv
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Halasz, 1988 Halasz, F. (1988). Ref
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One of the CNES' goals is to make s
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Archived Files Start Time 1 End Tim
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HELP-EXCHANGE: An Arbitrated System
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Since the Help-Exchange system is e
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system avoids spamming since the qu
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From a Set of Technical Documents t
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“The machine that would perform t
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In the case of the link with commen
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[Glushko 89] Glushko, R. (1989). De
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• SWOOP [Hunter et al. 95] provid
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also planned for implementing this
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storage structures already establis
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Every S-collection (instance) has a
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do not map S-collections onto a glo
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The operator JOIN is applied to a c
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Internet India Suzanne McMahon Univ
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published in Bombay, includes shopp
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INDIA-E@INDNET.BGSU.EDU Economic Fo
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Instructional Materials The first c
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Reminder Robot For the Q&A section
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[Wusage 1994] Cold Spring Harbor La
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succeed, is also social in origin,
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Other ships may also appear on the
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An Intelligent Tutoring System on t
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Figure 1. Viewer Control Mechanism
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input and clickable map as the ways
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Designing Digital Libraries for Pos
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Layer HOSS allows an open set of st
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contradictory to produce a well-def
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[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
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did nothing but slow down processin
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Bundling has been studied extensive
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The software industry relies on dif
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that is not accepted by society exi
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[Richardson & Radner 1996] Richards
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European Economic Area agreement. S
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Figure 2: Components of the learnin
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5. Concluding Remarks Figure 4: The
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A Distance Education How-To Manual:
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usually required. This can take pla
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piece, or of the whole piece. A CD
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Indexes, Keys: these tables define
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following, we discuss basic types o
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long: in the music database, the co
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The MARBLE 1 Project: A Collaborati
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available, as described above, help
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Feedback and Analysis Fig 2: Extrac
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Open Net and the Australian On-Line
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speeds, download times, changing br
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our audience, fall into one of the
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server change. When we had our own
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Structuring and classification of d
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would not have the rights to change
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5 Current Electronic Publications W
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WebGrid: Knowledge Elicitation and
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annotation form shown in Figure 2 t
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Figure 4 WebGrid form for rating el
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Figure 7 Main status screen of WebG
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As a final element, the realtor has
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WebGrid provides many additional fa
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Media, Multimedia and Meaningful La
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One question which arises in a disc
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about the medium. In studies in whi
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Schwerin advocates mediation as “
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The wider implications of this perc
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Internet, that quality may be seen
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The most frequently discussed probl
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3.2 Developer viewpoint A MicroWeb
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We anticipate that the complete Mic
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Database for employment information
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Figure 1 System Structure Figure 2
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Figure 5(b) Results of Searching
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ClassNet is a CGI-Script running un
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Current Uses Dr. Doug Yarger at Iow
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Introduction Modelling Alter Egos i
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Let us further suppose that the cyb
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• NEC to indicate that the action
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for example impossible to define an
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[vdRiet 95] R.P. van de Riet, A. Ju
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or "anchors." The anchors are stori
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Figure 1: Excerpt from SMART WWWeb
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there is less dissolved oxygen in t
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CS20 will provide students with new
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EPIC : Building a Structured Learni
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expects. The EPIC exercises are emb
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interactive courses around Scotland
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This paper begins by briefly survey
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must supply such information, the s
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Building the collection The lowest
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size is bounded by the size of a st
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the choice should be. It may be tha
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Introduction Supporting Provision a
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A visual resource base comprises a
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• Web browser: It performs the se
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POSTER / DEMONSTRATION
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integration of presentations create
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Science Technology Entry Program: I
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ID Comm: Building a Virtual Communi
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Preservice Teacher Education and th
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Un Meurtre a Cinet (Un homicidio en
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The Human Brain: A Frames-based Ima
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Collaborative Learning/Teaching on
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SHORT PAPERS
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system look for email from the mail
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Converting a Large Introductory Cou
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Bringing Instructional Design Princ
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Watermarking for the HyperWave Hype
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Impact of the Introduction of Web-B
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Owen, J.M. (1993). Program Evaluati
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(d) Low cost to students (e) Easier
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Introduction Robots And The Web: An
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Figure 2. BargainBot Search Results
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Conclusions and Future Work Figure
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Introduction Active Messaging in Ja
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Page 587 and 588: Introduction Internet for Teachers:
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Page 591 and 592: Acknowledgments I would like to tha
Page 593 and 594: The College of Human Ecology, which
Page 595 and 596: The screen dumps below show a large
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Page 601 and 602: Introduction: Cyberschool - Singapo
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Page 605 and 606: Collaborative Design: A Cognitive A
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Page 609 and 610: addition to participating in teache
Page 611 and 612: communication between students, bet
Page 613 and 614: • Exploring Libraries introduces
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Page 619 and 620: Introduction The Web is not a Distr
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Page 643 and 644: Introduction Homeland: An Integrate
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Page 659 and 660: Abstract Shame and War Revisited Ad
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Using a WWW Server to Access and Ma
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W3Client Figure 1 : The Co-Learn WW
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Avoiding Vendor Lock-in: An Open Ap
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Web Courses for Northern B.C.: Virt
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Harvesting the Internet: Creating a
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School Participation in the Co-Deve
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a basic framework for adopting tech
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COMMUNITY WEB PROJECTS TO SUPPORT H
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Overview: Automatically Generated W
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Introduction Computer Aided Informa
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[Bloomfield 1994] Bloomfield, H. (1
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A Generic Learning Platform: From t
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etween Moscow and Western Europe, S
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Creating A Presence On The World Wi
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References [Hill 1993] Hill, Terry
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many of the students likewise had f
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DeRose, Steven and Durand, David, M
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{1} http://www.gfz-potsdam.de/drz/g
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significantly different. Analysis f
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3. The Web Based Solution Most CBT
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A Virtual Campus on the World Wide
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A unified NBCC-wide (and hopefully
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Start Your Search Engines! Authenti
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Observations on Web-Based Course De
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espond to at least four other discu
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examples of the many good discussio
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instructor intervention (to prevent
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Using the World Wide Web To Creativ
Page 739 and 740:
In summary, the goals of the PTK ar
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like SGMLS or SP [Clark 95]. The WW
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All relevant information and links
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Introducation A Virtual Classroom i
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Introduction Put Your Experience on
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Domeshek, E.A. & Kolodner, J.L. 199
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• provide IP address • provide
Page 753 and 754:
Incorporating World Wide Web techno
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1 Introduction Non-Invasive Improve
Page 757 and 758:
The first author acknowledges CNPq
Page 759 and 760:
order to make the students feel tha
Page 761 and 762:
World Band: K-12 Music Education on
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PITS (Populated Information Terrain
Page 765 and 766:
The big central landmark VRML Some
Page 767 and 768:
SEEWeb - An Internet Solution Steve
Page 769 and 770:
Archive.edu: A Storehouse of Classr
Page 771 and 772:
[O’Haver 1995] O’Haver, M. (199
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Module Three The third module explo
Page 775 and 776:
The development of a new journal ne
Page 777 and 778:
Implementation The tool is a Web-ba
Page 779 and 780:
Providing Real Time Instruction on
Page 781 and 782:
first was a single free text field
Page 783 and 784:
the project as contributors of stud
Page 785 and 786:
knowledge-acquisition have to be ac
Page 787 and 788:
instead of contributing a lengthy r
Page 789 and 790:
1. Introduction WWW3D: A 3D Multi-U
Page 791 and 792:
6. Summary In this paper we have de
Page 793 and 794:
collaborative programs. At the same
Page 795 and 796:
and continued challenges of the pas
Page 797 and 798:
In order to cater for the this latt
Page 799 and 800:
Some lectures have pre-lecture assi
Page 801 and 802:
Some Issues. T. of Japanese Society
Page 803 and 804:
MENTOR: Internet Search Advisor and
Page 805 and 806:
acquisition to be followed.- Repres
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Web in order to supplement the main
Page 809 and 810:
When installed at the user end, stu
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These and other lessons learned hav
Page 813 and 814:
some other details about the enviro
Page 815 and 816:
Interactive Teaching Material for t
Page 817 and 818:
The applet is organised around two
Page 819 and 820:
esult, the new search queries not o
Page 821 and 822:
Introduction Distant Education Mate
Page 823 and 824:
Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
Page 827 and 828:
on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
Page 831 and 832:
The user accessing the database (at
Page 833 and 834:
Figure 2: The HTML page of Esther,
Page 835 and 836:
PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
Page 843 and 844:
Low end digital cameras do not at a
Page 845 and 846:
To display images correctly the gam
Page 847 and 848:
• PCD: Photo Compact Disc. Kodak.
Page 849 and 850:
3.1 Database Types There are differ
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There are a lot of (hierarchical) k
Page 853 and 854:
the user. The drawback of dynamic c
Page 855 and 856:
types. These are used to restrict t
Page 857 and 858:
-18-
Page 859 and 860:
If you would like to modify the app
Page 861 and 862:
4.4 Database versus Information Ret
Page 863 and 864:
HARVEST [29,30] is a more complicat
Page 865 and 866:
• Access speed: 10% with 9,6 Kbit
Page 867 and 868:
17. Proceedings of the 3rd Internat
Page 869:
50. Poynton CA. Frequently Asked Qu
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