ED-MEDIA 1999 Proceedings Book - Association for the ...

Internet collaboration products allow people at multiple sites to conference simultaneously and
offer a wealth of collaborative features including:
- application sharing where multiple parties to view and edit a file in an application (e.g.,
Microsoft Word) on one of the participants’ computer.
- whiteboard that provides freehand drawing tools around a canvas. Most whiteboards can also
paste files copied from other programs such as word processors and spreadsheets.
- text-chat, file transfer, audio conferencing, and video conferencing.
Desktop Video Conferencing
Advantages
- It allows users to send and receive video, audio, and text in real time via the Internet.
- Some support two-way point-to-point video conference, while others support point-to-point
conference, multi-point conference, and/or one-to-many broadcast.
- Some products like White Pine’s CU-SeeMe and Microsoft NetMeeting have most of the
features of collaboration tools mentioned above.
- Conference participants are not required to use the same platform and software as long as their
software complies with the same videoconferencing standards.
- They are inexpensive, and some can be downloaded for free like Microsoft NetMeeting and
Cornell University’s CU-SeeMe.
Conferencing/Messaging Software
Advantages
- It contains synchronous tools like e-mail and discussion board and asynchronous tools like chat.
- Conferencing systems like FirstClass or Lotus Notes offer the advantages of accessing information, downloading it,
and working offline (thus reducing the Internet connection charges).
- These systems can incorporate both public and private areas.
- The systems are generally very stable.
- They are generally easy for both faculty and students to use.
- They have the ability to transfer text, audio, graphics, and application-dependent files without format loss problems
that might happen with e-mail.
- There are many different products out there, each
with their own strengths and weaknesses and different
features. For instance, not all of them include video
conferencing capability.
- Some may also require additional hardware
accessories.
- The initial learning curve for some packages can also
be steep.
Limitations
- Problems with slow frame rates and with audio breakup
are possible at low bandwidths.
- Multi-point video conference might require the use of a
group video conferencing server.
- Video conferencing requires that all users have audio
and video hardware: for example, digital cameras,
speakers, microphones, and sound cards.
- The initial set-up and customization of bandwidths can
be somewhat of a challenge.
Limitations
- The costs for the licensing and
hardware required to run the
system could be quite costly.
- These systems can also require
extensive technical support and
administration skills.
World-Wide Web
The Web has become the most powerful communication tool since it is capable of most of the functions of the asynchronous and
synchronous tools outlined previously. For example, E-mail can be sent and received on the Web, E-mail discussion list can be archived on the
Web, closed conferencing software are geared toward a web-based interface, and online chats and discussion boards are built on the Web as well.
As far as Internet-based distance education is concerned, the Web is the predominant medium for course content delivery.
Summary
The Internet can make great strides in providing alternative and flexible availability to quality instruction and a variety of resources
that otherwise would be inaccessible. Quality and cost-effective instruction can be made available around the world through distance education
with the appropriate use of the Internet technologies. By examining the advantages and limitations of these Internet technologies, educators can
choose the right tools to meet the instructional needs and allow distance learners to accomplish the expected competencies in their distance
learning experience.
References
Barnard, J. (1997). The World Wide Web and higher education: The promise of virtual universities and online libraries. Educational Technology,
37(3), 30-35.
Chute, A. G., Thompson, M. M., & Hancock, B. W. (1999). The McGraw-Hill handbook of distance learning. New York: McGraw-Hill.
Gearan, A. (1999, January 14). A New breed of Internet surfers. Washington: The Associated Press.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth.
Porter, L. R. (1997). Creating virtual classroom: Distance learning with the Internet. New York: Wiley.
U.S. Department of Education. (1999). Internet Access in Public Schools and Classrooms: 1994-98. (NCES Publication No. 1999-017).
Washington, DC: National Center for Education Statistics.
Acknowledgements
The author would like to gratefully acknowledge the support from Mr. Philip Carlock, Mr. Ken Turner, and Belleville Area College.