Distance Education: an Introduction
by Michael Yoakam
Director of Distance Learning Indiana University, Bloomington

This introduction is taken from a publication titled "Distance Learning: An Introduction" and was a collaborative effort of the Indiana University Center for Excellence in Education and the AT&T Center for Excellence in Distance Learning.

In today's Information Age, learning is no longer confined within the four walls of a classroom. The instructor, armed with a textbook, is no longer the sole source of educational experience. Information resources are everywhere, often separated from the learner by time and space. Distance learning defines the process of connecting learners with these remote resources.

Learning is a lifelong pursuit where training and retraining become strategies for both individual and corporate success. Distance learning uses communications technologies to harness the vast array of resources available and stimulate the development of lifelong learning skills. A variety of technologies are used for distance learning, including video, audio, computer, audiographics, and print.

There are a variety of distance learning solutions for every educational need. Distance learning applications should begin with a clear understanding of the learner, as well as the educational needs and objectives of the organization. Technology options can then be considered that best address those understandings. A comprehensive distance learning solution will often be a combination of technology options, creating a set of learning tools that meet the needs of both the instructor and the learner.

As an introduction to the technology, let's explore some needs and objectives of several segments of our society that are including distance learning solutions in their strategies for today and the future.

If there is one constant in today's business environment it is the constant of change. US Department of Labor statistics published in the book Workforce 2000, show that the workforce is becoming older, less advantaged, and less literate. As we all know, our economy is also shifting from a manufacturing base to a service base. At the same time, companies are becoming more global and more diversified.

If business and industry are to compete, survive, and prosper in today's highly competitive global environment, continuous training and retraining is critical. The concepts of lifelong learning and just-in-time knowledge are important business strategies. One key to success is the application of cost effective and continuous means of distributing that training.

Some common training/retraining needs that are being addressed by distance learning applications include:

• New product and policy information
• Job skills training/retraining
• Advanced professional education
• Management development courses
• Customer education

America's colleges and universities are facing many challenges today. Seventy five percent of the workforce will need retraining in the next ten years. Employers in this country spend billions of dollars every year on formal educational opportunities. At the same time, universities are facing shrinking institutional budgets.

Traditional universities must develop new ways to distribute their basic product - education - to nontraditional learner populations. These new learners will speak multiple languages, will live all over the world, and will be reached on remote campuses, in government and business workplaces, and directly in their own homes.

Some of the programs that are being delivered by universities via distance learning include:

• Undergraduate/graduate courses
• Degree programs
• Continuing education
• Staff development / in-service training

Our public education system was designed to meet the needs of the Industrial Age and is now attempting to meet the needs of the Information Age. Learning resources are no longer concentrated solely in the schools, but are available from sources worldwide. The content of learning - information - is everywhere and the challenge for schools is to develop the tools for access to this information and the development of lifelong learning skills.

Distance learning applications are being used in elementary and secondary education to improve access to instruction and educational resources. The technologies serve as the critical connection between the school and the outside world. Distance learning technology links learners at multiple sites and valuable faculty resources are shared to provide learning opportunities that would not otherwise be available.

Some of the distance learning applications being implemented in the K-12 environment include:

• Advance Placement high school courses
• Curriculum enrichment programs
• Virtual field trips
• Staff development
• Adult Education

When planning and implementing distance learning systems, understanding the technologies involved is important. These technologies are organized into three areas: telephones, computers, and video. Before beginning a discussion of these technologies, several concepts will be helpful.

Convergence
While the telephone, computer, and video industries have traditionally been separate, today's changing technological arena is blurring these distinctions. The common denominator is information in a digital format, making it possible for telephone networks to deliver video and data services and cable companies to offer telephone service. Computers are coming to market that will handle all of these applications.

Interaction
The level of interaction between instructors and learners in distance learning systems varies. Correspondence courses provide one level of interaction, satellite programs another, and interactive television yet another. Interaction does not always need to be a real-time communication. Good examples of non-real-time interaction include voice mail and computer email.

Distance Learning Systems
A comprehensive distance learning system will include a combination of technologies. For example, in a distance learning system that uses interactive video as the primarymethod of delivery, voice mail, electronic mail and fax technologies might be employed for additional interaction between learners and faculty and to provide support services for the distance learning system.

Multipoint
As the name implies, a point to point connection involves interaction between two locations; and a multipoint connection involves three or more locations simultaneously. These terms are used to describe all types of conferencing: voice, data, and video.

Bridging
Multipoint connections are created using a bridge in audio systems or a Multipoint Control Unit (MCU) in video systems. Commercial multipoint services are available or multipoint technology can be installed as part of the distance learning system.

Analog vs. Digital
Today's distance learning technology is a mix of analog and digital technology. These terms refer to the characteristics of representing information in electronic form. Analog is a continuous waveform representation that varies by time and intensity, whereas digital representation codes everything into a binary language of ones and zeros. Voice and video technologies have traditionally been analog. Computer technology is digital. The convergence of these media will eventually lead to all digital technology. Telecommunication systems are still a mixture of analog and digital signaling, but will continue to upgrade to all digital facilities. The challenge is to best leverage what exists today within the vision of the digital future.

Telephone Technology
One of the simplest, most cost effective distance learning technologies available is the telephone. With user friendly equipment, you can access distance learning experiences, interact with experts, receive information updates, and share ideas with almost anyone, anywhere. The telephone often serves as the audio component of other distance learning systems such as audiographics, and desktop videoconferencing.

The audio component of a distance learning system can be as simple as a telephone and as complex as a system of microphones, cabling, audio mixers, and echo canceling equipment. Audio is among the most critical components of a system to ensure effective interactive communication. (Try turning the sound down on your television and follow what's going on. Contrast that to turning off the picture and listening to the sound only.)

Audio Conferencing
The devices used for audio conferencing range from individual telephones and speakerphones to specially designed room systems that include speakers, microphones, and equipment to mix the sound. Audio conferences can be used for a variety of applications including meetings, the delivery of courses and training, and for guest lectures in any kind of classroom.

Callback Devices
One-way video systems like satellite delivered programs can be combined with telephones to allow learners at remote sites to call into the originating location to interact with instructors and other learners.

Voice Mail
This application can provide an effective vehicle for learner/instructor conferences, parent/teacher communication, and the "homework hotline."

Fax
Another easy, effective way to send information from one classroom to another is by using fax machines.

Finally the telephone can serve as a valuable backup device in other distance learning environments. When necessary, the telephone can help troubleshoot problems and provide an audio fallback for instruction.

Personal computer technology is becoming an important, integrated element for distance learning. Some powerful applications for computer technology include communication, search and retrieval of information resources from a global network environment such as the Internet, and access to collaborative learning environments.

The technology of computer based distance learning starts with the desktop computer, and can include a variety of peripheral devices and communications tools. Connectivity to networks is provided by either a modem and telephone line or a direct connection to high speed data networks. The computer may serve as the primary distance learning platform, as in Computer Based Training, or as a support system in other distance learning environments. A good example of the latter is the use of email for communication between learners and instructors.

Some applications that use the personal computer platform for distance learning are:

Computer Based Training
The electronic version of the correspondence course, CBT is typically self-paced instruction that learners access from desktop computers. The training materials might be installed on the local computer, CD-ROM, Laserdisk, or accessed from a computer network.

Electronic Mail
Electronic mail allows learners and instructors to communicate across time and distance using typed messages sent over both local and global networks.

On-Line Classes
This term refers to courses where lectures, readings, and assignments are posted on computer bulletin boards and learners access and download the course materials. Other applications such as email are used for private communication between learners and instructors.

Computer Conferencing
Interactive computer based communication environments can be real time "chat" modes where participants converse by typing on the keyboard or modes where communications are posted to electronic discussion groups called bulletin boards.

Groupware
This is the term used to describe some emerging applications that allow an electronic work space for collaborative work, sharing of ideas, and group process. Starting with the conferencingconcept above, groupware is able to store, sort, and organize the inputs of participants and to support group processes such as idea generation, evaluation and consensus building.

The combination of the telephone and the computer creates a distance learning application called audiographics. In this environment the telephone is used for voice interaction and the computer is used for sharing graphic materials and collaborative work. Participants can interact with visual presentations and audioconference at the same time. Applications using audiographics can range from one time training exercises to semester long academic course work.

Each site is equipped with speakerphone, computer and software, modem, and optional peripheral devices like mouse, graphics tablet, scanner and camera.

Class sessions are set up using the switched telephone network (standard telephone lines). Some audiographics systems combine the voice and computer signals on a single phone line. Other systems use two phone lines, one for voice and one for the computer. Connections can be either point to point or bridged into multipoint sessions.

Video Technology
The ability for instructors and students to see and hear one another brings new levels of interaction to the distance learning experience. Collaborative problem solving, demonstration, behavior modeling, and skills practice are all enhanced by the addition of video. Distance learning applications using video technology fall into two general categories, one-way broadcast and two-way interactive.

One-Way Video
The distinguishing characteristic with this distance learning application is that video signals are transmitted in one direction, from the instructor to the learners. The most common method of delivering the broadcast is by satellite. Components of a satellite broadcast systems include: The production facility for program origination, the satellite uplink for transmission of the program to a satellite orbiting the earth, the satellite transponder that receives the earth signal and retransmits that signal back to earth, satellite downlink equipment, and finally a site for people to view the program on standard television monitors.

The program that originates from one site is transmitted by satellite to a "footprint" that covers a very wide area. For example, satellite programs in this part of the world can be received simultaneously by multiple sites anywhere in the United States. Communications from the receiving sites back to the originating studio is accomplished using telephones, so learners can interact with the instructor.

Two-Way Video
Another distance learning system provides video and audio communications in both directions between learners and instructors. This is referred to as interactive video. All locations in an interactive video system are equipped with cameras, monitors, and microphones. Point to point and multipoint connections link learning sites and instructors and learners can see and hear each other. These connections use communications circuits that can deliver either full motion video or compressed video services. In both systems, the learning site is equipped with cameras and microphones.

A full motion, interactive video distance learning system is one that provides picture quality that is comparable, or close to, the quality of commercial television. These systems typically use fiber optic cables and high capacity circuits to network learning sites together. High capacity networks are often built with private, dedicated circuits between locations in a distance learning system.

Compressed Video
These systems offer a different variety of bandwidth services to the user. The audio and video signals go through digital signal processing that reduces the amount of information that is sent from location to location. These compressed signals can be sent over the switched telephone network. Using digital telephone services, the quality of the picture is a function of how many circuits used. This can range from as few as two (112 Kbps) to as many as twenty four (1.5 Mbps). The cost for the connection is based on the bandwidth used.

The selection of full motion or compressed systems is influenced by learning requirements and cost factors. The technology is changing rapidly, and the trend is toward better quality video and audio on less expensive transport services.

As mentioned earlier, a comprehensive approach to distance learning applications will consider all of the technology options and build systems that include many of the technologies mentioned. A variety of combinations are in use today - an example might be an interactive, compressed video system that uses FAX and computer email for additional interaction.