Distance education courses involve two core activities by the learners:
- Independent study of course materials and resources—the courseware that makes up
the physical, mediated content of the course
- Interaction with other course participants (tutors, instructors, other learners,
resource people).
It is through a package of courseware, specifically designed for independent study,
that the teaching in a distance education course is mediated—using text, audio,
audiovisual, or electronic media. The form that an item of courseware takes, and how it is
studied by the learner, depends on the technology used to support and deliver the media
(for example, text can be delivered on paper, as print, or by the Web, as hypertext files;
video can be delivered as broadcast TV, on cassette, or digitized, in a computer file).
The same technology—such as videoconferencing, audiographic conferencing, or the
Web— be used to both transmit content and support interactions, but in most cases
different technologies are used for these purposes.
In distance education the use of national broadcasting networks has generally been
justified only for a mass education program or as a "shop window" for a
program's courses, to attract new students. The exceptions have been educational use of
state-controlled broadcasting networks (when the ministry of education receives access to
a certain amount of air time each week) or networks operated by educational or religious
organizations. Narrowcasting of instructional TV programs to registered students, through
private access cable, satellite channels, or instructional television fixed service
(ITFS), is used in some countries, notably the United States. The arrival in the near
future of digital broadcasting networks using satellite systems will vastly increase the
number of channels for narrowcasting, and some of these could conceivably be used in
distance education programs.
Where potential students have access to networked terminals or personal
computers—whether at work, at local study centers, or at home—technologies for
delivering electronic, or digital, media are being used more and more in distance
education. Digital systems transmit all information as bits (BInary digiTs) and can send
different types of information (text, numerical data, sound, images) down the same channel
at the same time. Digital systems use transmission channels far more efficiently than do
analogue systems such as traditional telephone or television broadcast networks. They also
reproduce the information more accurately and can be copied or amplified with little or no
distortion. Telecommunications networks increasingly are being replaced with digital
systems such as digital broadcasting and integrated services digital network (ISDN).
More resources:
竹谷誠,
2000, "バーチャルリアリティ技術を用した遠隔教育システムの開発と適用",電子情報通訊學會論文誌",
Vol. J83-D-I, No.6, pp.619-626
吉田雅巳，1999,
"課題提出ボードの開発と活用事例の研究"，教育システム情報学会誌 Vol.15,
No.4, pp.339-342, Jan. 1999
Yoshida, M. 1999, "Development of Assignment Board System
(ABS) and Analysis of its tryout within College Class", Journal
of Japan Society for Information and System in Education,
Vol.15, No.4, pp.339-342.
横山節雄, 1999,
"遠隔学習における協調成立の諸要因",
教育システム情報学会誌，Vol.14,
No.4,pp.312-317
横山節雄，
1996， "インターネットを利用した情報教育に関する基礎的研究"，平成6,7年度科学研究費補助金（一般C）研究成果報告書（共同執筆），pp.1-98。
伊津信之介,1992,"ンピュータの光と影(2)-教育に果たすインターネットの役割",
http://www.pencil.co.jp/ronbun/S.IZU/index.html
Shinnosuke
Izu, 1992, On
the light and the darkness about the computer (2) The role played
by internet upon education, http://www.pencil.co.jp/ronbun/S.IZU/index.html
永野和男,1991,"學校內ネットワークと教育情報の整備",
鳴門教育大學學校教育研究中心, pp. 21-28.
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