Douglas N. Yarger, Eugene S. Takle, and Michael R. Taber, Departments of Agronomy and Geological and Atmospheric Sciences; and Douglas R. Fils, International Institute of Theoretical and Applied Physics 3010 Agronomy Hall Iowa State University Ames, Iowa 50011
Distance learning is generally considered a desirable model for delivering courses where physical presence is precluded, but delivery costs are generally perceived to be high. We presented two methods for distance learning that retain the desirable elements of the curriculum without involving the major expense usually associated with such methods.
The development of computer assisted learning products is often encumbered by significant monetary and time requirements. Workshop participants discussed the definition of distance learning and how individual participants' particular objectives in distance learning were constrained by lack of resources. We also discussed possibilities for low-cost participa- tion in distance learning. Finally, we demonstrated two low-cost applications, a dialog page (using Mosaic or Netscape) and Cu-SeeMe technology, and discussed their application toward distance learning on a tight budget.
We asked seminar participants to define distance learning from their experience in having attended two days of workshops, seminars and keynote presentations. Distance learning was simply defined as delivering the current curriculum to remote sites. The idea of distance learning as a form of "distributed" or "synchronous learning" was mentioned. All participants agreed that distance learning involved a physical separation of faculty and students.
Three views were mentioned by participants when asked to relate their budget situ- ations to their own particular objective in distance learning. First, from the administrative standpoint, participants wanted to create a successful, profitable system for offering degrees off campus. From the academic aspect, participants wanted to maintain the same level of human interaction that occurs in the conventional on-campus course. Third, the use of case studies relevant to the remote site could enhance the curriculum being used for both on- and off- campus students. All participants agreed that we must maintain profitability without increasing student costs. This could be achieved by delivering curriculum to a remote site for more than one student. Establishing student collaboration within the remote area could reduce cost on a per-unit basis.
Human interaction with the instructor during a conventional lecture is a powerful element in education. This allows the student to experience how the instructor perceives and reacts to a particular problem. Tele-conferencing allows for student/instructor interaction with- out physical presence. Commonly used video tapes do not allow for student/instructor interac- tion nor a physical presence. Since a goal of distance learning is to maintain student/instructor interaction, we must deliver distance education at least on the same level as tele-conferencing. We then demonstrated two methods for delivering this level of instruction on a tight budget.
The first method is the application of forms written in HyperText Mark-up Lan- guage (HTML) using Mosaic (or Netscape) Internet clients. Participants were introduced to the "electronic dialog" which was developed for two courses, Global Change (http://www.physics. iastate.edu/gcp/gcp.html) and Introduction to Meteorology (http://www.public.iastate. edu/~wxintro/mt206.html). The electronic dialog allows students to respond to lectures, other students, outside experts and Internet information by directly entering text on an Internet client window. Participants were shown an example of this "dialog" that took place in the Global Change course on the topic of manmade chemicals (http://www.iitap.iastate.edu/gcp/proto /topics/manmade.html). Here a student posed a question beyond the expertise of the instructor. As a result, an outside expert was able to respond to the student using the same dialog page.
The second method we demonstrated was Cu-SeeMe technology. Cu-SeeMe is free software from Cornell University (http://cu-seeme.cornell.edu/) which allows users to commu- nicate over the internet using audio and video. The video support for this capability can be pro- vided by a Connectix QuickCam, which easily plugs into any MacIntosh computer and which can be purchased for under $100. This technology over the Internet allows for a level of in- struction equal to the level of tele-conferencing at a substantially reduced cost. Participants were exposed to the possibilities of one-to-one or multiple (using a video reflector) connections that could be used for instruction.
In summary, the functionalities we demonstrated permit the delivery of distance learning at minimal cost. The techniques support interactivity, collaboration, and multiple audiences which can ensure real-time interaction with a distant student.