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).
Interaction in distance education has traditionally taken place at periodic
face-to-face tutorials in local study centers or during longer contact sessions or
residential schools. But an increasingly varied range of technologies for interaction at a
distance are now available that can complement or even substitute for face-to-face
interaction. In some cases the same technology—such as videoconferencing,
audiographic conferencing, or the Web—might be used to both support interactions and
transmit content, but in most cases different technologies are used for these purposes.
The communications technologies used to support interaction in distance education can
be divided into two broad categories:
- Asynchronous (or deferred-time) technologies, which do not require participants to be
present simultaneously. Examples include postal correspondence, electronic mail, and
computer conferencing.
- Synchronous (or real-time) technologies, which require participants to interact at the
same time, generally prearranged. These technologies include telephony, audioconferencing,
audiographic conferencing, videoconferencing, and multi-user object-oriented environments
(MOOs).
Recently distance education systems have begun to use technologies that combine
asynchronous and synchronous communication with computer-based courseware, such as
multimedia desktop conferencing and integrated Web environments.
More resources:
박종휘,
2000, "대화형 위성 원격교육 시스템의
상호작용 평가 모형 구안", 원격교육, vol. 14, pp.
27-48
김재웅, 김경화
2001. "한국어강사양성과정
프로그램 평가-원격영상강의과정과 인터넷강의
과정의 비교" -- 2000학년도
방송대학 평생교육원 및 종합교육연수원 운영
프로그램 평가, 한국방송통신대학교 방송통신교육연구소
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