| Australian Journal of Educational Technology 1995, 11(2), 1-7. | AJET 11 |
For many years distance education practitioners have enthusiastically embraced a wide range of educational technologies. In contrast, on-campus educators have tended to be satisfied with traditional approaches ignoring the new technologies of teaching and concentrating their energies on research and other scholarly activities. A review of developments in the application of a range of technologies in distance education provides an appropriate foundation for delineating the challenge to leaders and managers of conventional on-campus institutions interested in improving the quality of teaching and learning. The opportunity for institutional leaders is to adopt a proactive stance and to generate an organisational development strategy which will lead to the new technologies becoming a structurally integrated element of the teaching/learning environment.
While distance educators have striven to overcome the perceived limitations associated with limited opportunities for face-to-face teaching arising from the "tyranny of distance", on-campus educators appear to be basically satisfied with conventional approaches and therefore have tended to ignore the new technologies of teaching and to concentrate their energies on research and other forms of scholarly activities. Such a state of affairs wherein teaching as a process is more-or-less taken for granted stems from the "tyranny of proximity", a frame of mind in which important issues are overlooked because they are so much an accepted part of day-to-day activities that they remain unchallenged and unquestioned (Taylor, 1994). The need to re-assess the quality of teaching in on-campus higher education is long overdue.
Probably the only defensible generalisation that one could make about the quality of teaching and learning in higher education is that being dependent on a multitude of variables including the complex interaction of the prior training, skills, motivations and idiosyncrasies of individual teachers and individual students, it is extremely variable. While some hold the view that much face-to-face teaching is both uninspired and uninspiring, others are equally adamant that it is a well-tried and tolerably effective system. Nevertheless, it seems reasonable to suggest that qualitative improvements in teaching and learning in higher education are both possible and desirable. Further, given the massive impact of technological innovation in most fields of human activity over the past 100 years, it is likely that the judicious application of new technologies to education and training could significantly improve the efficacy of the teaching-learning process in higher education. Since many distance education providers have been in the vanguard of such initiatives, a review of developments in the application of new technologies in the distance education context could be a fruitful starting point for evaluating alternative modes of delivery, which might serve to enhance the quality of teaching and learning in all higher education institutions.
As Bates (1991) has highlighted, there are two very different types of interactivity in learning: social and individual. Social interaction between learners and teachers needs to be balanced with the individual student‘s interaction with teaching-learning resources, including textbooks, study guides, audiotapes, videotapes and computer assisted learning programs. He argues that the view that students in conventional institutions are engaged for the greater part of their time in meaningful, face to face interaction is a myth, and that "for both conventional and distance education students, by far the largest part of their studying is done alone, interacting with textbooks and other learning media" (Bates, 1991, p6). One of the strengths of the Multimedia Model of distance education is that it has concentrated efforts on improving the quality of the student‘s individual interaction with learning materials, such as specially designed printed materials, audiotapes, videotapes and computer-based learning packages, aimed at teaching concepts and cognitive skills associated with clearly defined objectives in the context of a coherent curriculum. Distance educators have also recognised the need to provide opportunities for social interaction to support effective learning and have therefore tried to simulate face to face communication through the development of instructional systems based on technologies such as audio teleconferencing, audiographic communication systems, video conferencing and computer mediated communication (CMC) that can support contiguous two-way communication between students and teachers. Alternatively, residential schools or local tutors have been used to provide for the social interaction that can facilitate effective learning. It is worth noting that the necessary balance between social and individual interactivity will vary from course to course and will be a function of such variables as the type of subject matter, the specific objectives of the course and the structure and quality of the learning materials, and not least the student target audience.
Because the clientele for distance education consists largely of part-time students in full-time employment, distance educators have had to provide resources (printed study guides, audiotapes, videotapes, computer-based courseware, etc) of high quality that could be used at a time and in a place convenient to each student. In effect, these "flexible access" technologies (Taylor, 1992) allow the student to turn the teacher on, or off, at will as lifestyle permits. Similarly, access to the Internet facilitates interactivity, without sacrificing the benefits of flexible access, since it can be used to support asynchronous communication. Such flexibility has a major pedagogical benefit - it allows students to progress at their own pace. Thus varying rates of individual progression can be accommodated, unlike typical conventional educational practices where the whole class tends to progress at the same pace in synchronisation with the delivery of information through mass lectures and tutorials. Some of the characteristics of the various models of distance education that are relevant to the quality of teaching and learning are summarised in Table 1.
| Models of Distance Education and Associated Delivery Technologies | Characteristics of Delivery Technologies | ||||
|---|---|---|---|---|---|
| Flexibility | Highly Refined Materials | Advanced Interactive Delivery | |||
| Time | Place | Pace | |||
| First Generation - The Correspondence Model | Yes | Yes | Yes | Yes | No |
| Second Generation - The Multimedia Model Audiotape Videotape Computer-based learning (eg CML/CAL) Interactive video (disk and tape) | Yes Yes Yes Yes Yes | Yes Yes Yes Yes Yes | Yes Yes Yes Yes Yes | Yes Yes Yes Yes Yes | No No No Yes Yes |
| Third Generation - The Telelearning Model Audio teleconferencing Video conferencing Audiographic Comms (eg Smart 2000) Broadcast TV/Radio + Audio teleconferencing | No No No No | No No No No | No No No No | No No Yes Yes | Yes Yes Yes Yes |
| Fourth Generation - The Flexible Learning Model Interactive multimedia (IMM) Computer mediated comms (CMC) (Email, CoSy, etc) | Yes Yes | Yes Yes | Yes Yes | Yes No | Yes Yes |
While this trend towards "technology-mediated" flexible learning is perhaps inexorable in a variety of education and training contexts, it is crucial to realise that the use of a range of instructional media does not automatically enhance the quality of teaching and learning.
The key process for improving the quality of teaching and learning is instructional design, which has received a significant boost from recent advances in instructional science, cognitive science and artificial intelligence, particularly expert systems (Anderson, 1982, 1985; Glaser, 1984, 1991; Kidd, 1987; Landa, 1976; Reigeluth, 1983; Winn, 1990). In the first instance, the process of instructional design entails a systematic fine-grained analysis of the knowledge base and associated cognitive skills that provide the foundation of professional expertise in a particular discipline. This approach entails the application of such techniques as cognitive task analysis (Ryder & Redding, 1993), novex analysis (Taylor, 1994), concept mapping (Novak, 1990), and knowledge engineering (Taylor & Thomas, 1994) in order to design a sequence of well-structured learning experiences, thereby significantly enhancing the efficacy of the teaching-learning process in higher education. What appears to be required is a shift from the status quo, wherein a single teacher (often without formal professional qualifications in education) is more or less solely responsible for the design, development, delivery and evaluation of teaching programs, to a multi-disciplinary team approach, wherein a wide range of specialist expertise can be applied to the task of improving the quality of teaching and learning in higher education.
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| Author: Professor James C Taylor holds the Vernon White Chair of Distance Education at The University of Southern Queensland, where he is also the Director of the Distance Education Centre. He is a member of the Commonwealth Government‘s Committee for the Advancement of University Teaching, and is a Vice-President of the International Council for Distance Education. His address is: Distance Education Centre, The University of Southern Queensland, Toowoomba Qld 4350, Australia. Phone: (076) 31 2279; Fax: (076) 31 2868; Email taylorj@usq.edu.au Please cite as: Taylor, J. C. (1995). Distance education technologies: The fourth generation. Australian Journal of Educational Technology, 11(2), 1-7. http://www.ascilite.org.au/ajet/ajet11/taylor.html |
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