A paradigm shift in teaching techniques is presently occurring in classrooms around the world, due to the advent of distance education. The educational paradigm of learning at a distance, whether it is called distance learning, distance education, or correspondence education, refers to providing the opportunity to those who, whether by time or distance, are not able to take advantage of traditional learning opportunities. This model dates back to 1883 when opportunities to learn at distance were first offered by written correspondence (Holmberg, 1986). Classroom instruction is now changing from the traditional on-site teacher who presents information by lecture, to a facilitator in a learner-centered interactive class where students are sometimes miles apart. Many factors must occur for teaching via telecommunications to be beneficial for students and teachers.

The passage of the Telecommunications Act of 1996 signals an unprecedented commitment to providing telecommunications access to K-12 students. Schools across the nation are scrambling to connect campuses to the vast array of educational resources found on the Internet. Telecommunication technologies can equalize educational opportunities by giving access to resources and programs previously unavailable to rural and poor school districts.

Implementing the infrastructure is only the first step. Access to the "information highway" offers an opportunity to truly revolutionize our schools but there are many steps to be taken if telecommunication technologies are to be fully implemented into classrooms everywhere (Berenfeld, 1996).

Telecommunications can be defined as the art and science of communication electronically, and the use of computer-mediated conferencing in the distance learning environment. It encompasses a range of media, from compressed video systems with synchronous communication to the sole use of e-mail with only asynchronous communication.

Generally speaking, students in distant education classes are highly motivated, self-disciplined, and have post-secondary education goals. Students are no longer restricted by a time schedule or a distance barrier. Those living in rural areas are now able to participate in classes world-wide with the proper technological support. This aspect of distance education is especially advantageous to educators pursuing post-graduate degrees while working full time. This provides an excellent opportunity for everyone involved. Telecommunications in education can offer the student a chance to participate in the teaching and learning process actively, construct knowledge in collaborative groups, and improve the overall quality of education.

Teachers, administrators and support staff must be trained, and students must be indoctrinated into the appropriate use of these technologies. Historically, introducing new technologies have met with much resistance among veteran teachers. Innovators must be patient and persistent (Hodas, 1996). Educators everywhere are at different levels of expertise and comfort with technology. Training a generation of teachers to use tools they are unfamiliar with is a formidable task.

What makes such a successful teaching and learning experiences emerge? The review of literature reveals several major themes that become critical within the framework of distance education. These include: 1) focusing on the student, 2) humanizing the environment, 3) organizing and planning in advance, 4) being competent and comfortable with the technology, and 5) evaluating success and correcting deficiencies.

Focusing on the Student

Probably the most important factor concerning the telecommunications learning environment is that it is learner-centered. Students should be skilled users in the method of delivery and also the technology used. Gunawardena states that teachers and students must be skilled users of the technology if the technology is to become transparent (1992). The technology should not interfere with the actual instruction; therefore, all technical kinks should be worked out well before the first meeting of the students. Technical support should then be provided for students as required. What creates a learner-centered environment? An absence of lectures and expanded effort to encourage the active participation and group collaboration is a good foundation to build upon. In addition, we must monitor the interaction, encourage participation, extend the responses to new depths, and provide timely responses and feedback (Harisim, et al., 1995).

Humanizing the Environment

The learning environment needs to be humanized so that personalities come across the distance. Because the distance learning environment is learner-centered and interactive, the role of the teacher must grow to encompass increased responsibilities (Nipper, 1989). "The role of the distance teacher has expanded and those who teach at a distance must wear many hats: that of facilitator, supporter, communicator, instructional designer, media expert, and coordinator" (Gunawardena, 1992, p. 66). Teachers or facilitators need to appear warm and personable through e-mail. In order to establish a sense of community online and a sense of bonding, the teacher must provide for student introductions and getting to know one another online, provide constant encouragement to students to participate, provide feedback, promote student interaction, and provide for technical, experiential learning. In addition , the teacher must offer direct comments and encouragement to specific students, respond promptly to questions, and understand the needs of invisible students (Gunawardena).

Interactivity is recognized as an important part of instruction and learning. The reason for this relatively universal endorsement of interactivity is that it is seen as an indication that students are participating in learning. Wagner states that when students actively participate in the learning process, they are "likely to perform better and remember more" (Wagner, 1993, p. 30). Interactivity is considered an essential component of instruction in distance learning settings because of the potential for feelings of isolation on the part of the distant learner without such contact (Jeeawody, 1994; Pugliese, 1995). Strategies which foster interaction in distance learning should be employed by the distance learning instructor (Little, 1995).

Organizing and Planning in Advance

Instructor planning should be well thought out and extremely organized. Advanced planning and organizing should include identifying the purpose of the course, it's outcomes, audience, and environment (i.e., distance learning and telecommunications). This instructional plan should cover content and include learning activities and course evaluation, both formative and summative. A well-designed syllabus with assignments and expectations clearly laid out are crucial to maintaining the structure of a cyberclass. Advanced planning is necessary to make these materials available to students ahead of time by postal mail or in other ways so they can have time to digest that information. Instructors should take into account that distance education requires many hours of pre-planning and support prior to initiation of class meetings.

Being Competent and Comfortable With the Technology

The teacher needs to be trained in using the necessary equipment and make sure the students receive the training necessary to facilitate their use. Acting as liaison between support personnel and coordinators at distant sites and students, the teacher creates a proactive environment in which the teacher and those involved can anticipate problems, both technical and student related, before they occur and provide for alternative solutions to these problems. This may require that the teachers spend whatever time it takes to train and assist students unfamiliar with the technology (Babayco, 1997). By using modeling, scaffolding, and delegating responsibilities to the students, teachers encourage and support the students who in turn begin to feel at ease within the telecommunications environment and become more active in their own learning processes.

Evaluating Success and Correcting Deficiencies

Both formative and summative evaluations are critical in determining the success or failures of a telecommunications project. Formative evaluations allow for the identification of concerns of students. Changes can be made in the direction the class is heading, certain areas can be developed and others left behind because the instruction is focused on the students and the collaborative, constructive process of learning (Babayco, 1997). Summative evaluations develop ideas for further study, suggest changes in the current telecommunication course, and provide feedback for the instructor and course designer.

Teaching via telecommunications has many advantages over the teacher-centered classroom. However, the effectiveness may be lessened in certain situations. For example, some elements of language teaching and learning can be taught through computer mediated communications, but not all aspects can be easily transmitted through a computer. Some aspects require face to face instruction such as pronunciation, gestures, and body language.

Conclusion

Distance education is by no means a new concept. Teaching via telecommunications, while it employs new media, has much in common with past and present methodologies. The five themes discussed in this chapter serve as a foundation for telecommunications learning environments as well as other distance education systems. Indeed, these themes form the basis for a successful learning environment for students in any medium, including face to face.

References:

Babayco, M. (no date). Distance education at a glance. [Online]. Available: http://www.otan.dni.us/cdlp/distance/reseffective.html.

Berenfeld, B. (1996). Telecommunications in Our Classroom: Boondoggle or Powerful Teaching tool? [On-line]. Available: http://balsa.cetp.ipsl.fr/inet96papers/c1/c1_2.htm

Gunawardena, C. N. (1992). Changing faculty roles for audiographics and online teaching. The American Journal of Distance Education, 6(3), 58-71.

Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. Cambridge, MA: The MIT Press.

Hodas, S. (1996). Technology Refusal and the Organizational Culture of Schools, 2.0. [On-line]. Available:http://homepage.seas.upenn.edu/~cpage/techref.html

Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm

Jeeawody, B. (1994). A student's perception of distance education: Implications for the continuing professional education of academics. In P. Donnan (Ed.), Occasional papers in open and distant learning, No. 15 . Riverina, Wagga Wagga, Australia: Charles Stewart University. (ERIC Document Reproduction Service No . ED 370 608).

Little, J. K. (1995). The distance learning classroom: Identifying a process for facilitating interaction. Unpublished doctoral dissertation, The University of Tennesee, Knoxville, TN.

Nipper, S. (1989). Third generation distance learning and computer conferencing. Mindweave. [Online]. Available: http://www-icdl.open.ac.uk/mindweave/chap5.html

Pugliese, R. (1995, May). The loneliness of the long distance learner. Paper presented at the Invitational Research Conference in Distance Education, Pennsylvania State University, University Park Campus.

Wagner, E. D. (1993). Variables affecting distance educational program success. Educational Technology, 33(4), 28-32.