Role of Media in Distance Education
Distance Learning- Role of Media in the Indian Context:
Rabindranath Solomon
1.1 Introduction
1.2 Roots of Distance Education
1.3 The Current Age
1.4 Role of Media in Distance Education
1.5 Technologies and Media:
1.5.1 Audio- and Videocassettes
1.5.2 Radio and Television
1.5.3 Audio
1.5.4 Teleconferencing
1.5.5 Audioconferencing
1.5.6 Web-Based Instruction:
1.6 Media Selection Issues
1.7 References
1.1 Introduction
Ekalvya is a young prince of the
Nishadha tribes, who comes to Drona for instruction. Drona cannot train him
along with the Kshtriya Princes because he did not belong to the Kshatriya
Ekalvya can be equated the present day distance learners who do not the same avenues available to conventional learners owing to the lack of time due to their predominant roles as bread winners, or home makers, or due to lack of basic formal education cannot have access to institutions of higher learning, but who by their sheer determination have the doors of higher education being opened for them through the aid of Distance Education. An essential aim was for students to learn wherever they were, without having to assemble in classrooms. Teaching and learning would occur at distance as improved communications have given particular impetus to distance education
1.2 Roots of Distance Education
Distance education established its roots as a form of
instruction at least 150 years ago as correspondence study. Distance learning
was not new. Open universities that numerous governments set up following the
pioneering example of the
With the advancements in telecommunications technologies, distance learning programs rapidly expanded so distance education is now defined as "the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance. The history of distance education in the Indian context is valuable in that is shows there was more than one historical path of distance education and that the evolution of distance education has not been that easy for we had many obstacles to clear, blocks to break and barriers to overcome. Many of the same problems facing implementation and acceptance of educational innovations today along with new problems such as teacher shortages, overcrowded and unsafe schools, and unequal access to educational technology join other perennial issues in education such as gender bias and the bilingual education have been faced by distance education throughout its history.
The Positive Side:
The average Indian student of today is much better than that of yesterday. He is committed to the coursework, usually for the purpose of advancing in his career. For this reason, we can expect quality work and diligent participation from students of today especially in the distance learning context.
The distance education offers flexible learning through both online and print-based materials. Distance education courses are designed to provide one of the study options to students and others who are unable to attend scheduled classes on campus or who want to experience distance learning as part of their program.
1.3 The Current Age
The Internet is rapidly becoming the biggest repository of information we have ever known. The key will be our ability to find, evaluate and use the information it provides...Students must know how to evaluate data.
Online learning can be a lifeline to those who have obstacles, such as geographical distances or physical disabilities. Distance education suggests that collaboration and competition are two sides of a spinning coin
And finally to extend the media of distance learning beyond print due to changing work patterns , changing social patterns, changing education patterns therefore policy makers need to make wise philosophical and policy decisions about using distance education.
1.4 Role of Media in Distance Education
Distance education is inevitably linked to media and technology. The organizational pattern and operating practices of a distance education facility are generally based upon the same educational philosophy as conventional system. However the use of media is greater in Distance Learning.
1.5 Technologies and Media:
one of the greatest strengths of Open Distance Learning is its ability to harness the latest technologies to reach the unreached Employing mass media technologies distance education institutions have bridged distance and made education more accessible. Various technologies and delivery media are available for distance education. Different media types are used to deliver information. Each medium and each technology has its own strengths and weaknesses. Many factors control these media technologies. How a medium is used is more important than what particular technologies are selected. The use of the medium is part of the design of the distance education program itself. Certain resources may provide a better framework and cater to the different perspectives of the distance education learner: That is, the sender and receiver do not communicate at the same time."
1.5.1 Audio- and Videocassettes
materials is generally expensive and involves specialized skills (recording, editing, directing). Some distance learning provide what's called "video-based instruction". In such program, video tapes are the main medium of delivery of information to the learner.
1.5.2 Radio and Television
Radio and television broadcasting has been used for educational purposes for many years There are different types of broadcast: public, cable, and satellite. Some of the advantages of radio and television broadcasting is that they Audio- and videotapes have come to play an increasingly important role as media for distance education. These technologies are convenient and cost-effective. These media can be used to present the views of experts, which would increase the credibility of and interest in the materials. Materials that cannot be communicated by print could be communicated this way. Video is a powerful medium in terms of capturing attention, and conveying a lot of information quickly.
1.5.3 Audio
Producing audio- or videotape helps keeping students in track, and get people in the community involved, and may recruit new learners to the institute. Broadcast may be provided to learners through cable television network or satellite broadcast. Those channels can provide good quality broadcast and dedicated channels for educational purposes.
An important disadvantage of television broadcast that this site lists is that broadcast delivery encourages passive viewing rather than active participation. Students lack control over the medium and are unable to stop the flow of information to ask questions and enhance understanding
1.5.4 Teleconferencing
Teleconferencing involves the interaction of students and instructors via some form of telecommunications technology. Teleconferencing uses a variety of communication technologies such as satellite, microwave, and Instructional Television Fixed Service(ITFS). Services include producing, hosting, or broadcasting satellite downlinks, uplinks, or 2-way teleconferences to a number of locations. The studio classrooms have 3-camera production capability, an audio distribution system connecting remote locations and the studio on campus, and A-V equipment such as slide projectors, an overhead graphics camera and pad suitable for showing visual aids, 3/4" or SVHS videotape recorders, computers etc. Computers can interface with the TV system for showing graphics or other visual aids and the Internet.
1.5.5 Audioconferencing
most common and least expensive form of teleconferencing.
Supported with audio samples. A fact given here is that the basis for audio
conferencing is always the telephone.
Audiographic teleconferencing systems involve the use of computer or facsimile technology to transmit visuals to support the audio. Some computer systems allow the transmission of graphics, programs, and data, where each site sees anything on the instructor computer screen, besides hearing the audio. Audigraphic systems are good for classes that involve a lot of illustration, such as equations, or computer applications. Videoconferencing can be transmitted via satellite, cable, or standard telephone lines. It requires compressing the videos and several equipment.
Videoconferencing allows learners and instructors to interact face-to-face.
Computer Conferencing allows students and instructors to interact via a computer network. This interaction can be through e-mail messages, file transfer, chat rooms, real audio and video, and others. With the fast progress in computer technology, computer conferencing is taking its place in educational technology. Computer conferencing provides good quality, easy to use, and cost-efficient way of interaction
1.5.6 Web-Based Instruction:
With the fast growth of the Internet, and the fast progress of communication, the world wide web is a new promising medium for distance learning. With the enormous number of resources available online, and the increasing number of people who have access to the Internet, web-based instruction is considered one of the fastest media for teaching and learning. The world wide web provides a cost-effective, technology rich, and interactive medium.
1.6 Media Selection Issues
There is a large number of technologies available for the delivery of distance education course. Selecting the medium is an important part of the efficiency of that course. Each medium has its own strengths and weaknesses, and these should be matched to the nature of the learning setting. The medium selection process should be undertaken for each course and each program, since they all have different requirements depending on the objectives, learners, and learning environment.
To use the media more effectively in the Indian context we can take the following measures.
The most important issue deals with identifying both the barriers and incentives in using distance delivered education through media.
1.7 References
V.S.Prasad and V.Venkaiah. (2005)Inida’s First Open University-Experience of Two Decades. Common Wealth of Learning Supported Research Project. 57-58.
Carl, D. L. (1991). Electronic Distance Learning: Positives Outweigh Negatives. T.H.E. Journal, 18, 67-70.
Clark, T. (1993). Attitudes of Higher Education Faculty Toward Distance Education: a National Survey. The American Journal of Distance Education, 7 (2), 19-33.
Holmberg, B. (1986). Growth and Structure of Distance
Education. Croom Helm:
Holmberg, B. (1987). The Development of Distance Education Research. The American Journal of Distance Education, 1 (3), 16-23.
McKillip, J. (1987). Need Analysis: Tools for the Human
Services and Education.
Miller, G. & Carr, A. (1997). Information and Training Needs of Agricultural Faculty Related to Distance Education. Journal of Applied Communications, 81 (1):1-9.
Roger, D. L. & Whetten, D.A. (1982). Interorganizational
Coordination: Theory, Research, and Implementation.
Stufflebeam, D. L. (1971). The Relevance of the CIPP Evaluation Model for Educational
Accountability. Journal of Research and Development in Education, 5, 19-25.
Media will be placed here