1. Asynchronous Distance Education and the World Wide Web Agenda

2. Why Online Distance Ed? Improved access to Internet –9,300 ISPs in 120 countries –30M+ regular Internet users in U.S. –Additional 55M considering Internet –70M Internet users worldwide Changing population –More than 40% are “nontraditional” –High level of readiness for online educ Improved access to Internet –9,300 ISPs in 120 countries –30M+ regular Internet users in U.S. –Additional 55M considering Internet –70M Internet users worldwide Changing population –More than 40% are “nontraditional” –High level of readiness for online educ

3. Why Online Distance Ed? Increased costs of higher education –Costs doubled in past 15 years –With online ed, students maintain full-time jobs and live at home –Over 1M DE students in 1997, number expected to triple by 2000 Increased costs of higher education –Costs doubled in past 15 years –With online ed, students maintain full-time jobs and live at home –Over 1M DE students in 1997, number expected to triple by 2000

4. Why Online Distance Ed? Need for constant retraining –By 2000, 95 of all workers will use information technology in thier jobs –Every employee will need training equiv to 30 credit hours every 7 years –Corporate training moving toward the Internet Need for constant retraining –By 2000, 95 of all workers will use information technology in thier jobs –Every employee will need training equiv to 30 credit hours every 7 years –Corporate training moving toward the Internet

5. What is the Internet? Not a single entity Network of networks Communicate through TCP-IP protocol Overall coordination by.... –Boards and task forces established under international agreements –Internet Society has oversight Not a single entity Network of networks Communicate through TCP-IP protocol Overall coordination by.... –Boards and task forces established under international agreements –Internet Society has oversight

6. Structure of the Internet National Access Points (NAPs) National Backbones –CompuServe, IBM, MCI, Sprint, etc. Regional Networks Internet Service Providers Consumer and Business Market National Access Points (NAPs) National Backbones –CompuServe, IBM, MCI, Sprint, etc. Regional Networks Internet Service Providers Consumer and Business Market Source: Rickard (1997)

7. How Does Message Get There? Internet Protocol (IP) Address.... How to read -- 129.186.42.250 Internet Protocol (IP) Address.... How to read -- 129.186.42.250 Iowa State My computer MacKay Hall

8. Reading an Internet Address Domain Name System (DNS) mikealbr@iastate.edu Domain Name System (DNS) mikealbr@iastate.edu User ID Domain Host Top-Level Domain

9. Top Level Domains comCommercial eduEducation netNetwork govGovernment orgOrganization milMilitary intInternational comCommercial eduEducation netNetwork govGovernment orgOrganization milMilitary intInternational

10. International Top Level Domains caCanada uk United Kingdom jp Japan grGreece keKenya twTaiwan aqAntarctica caCanada uk United Kingdom jp Japan grGreece keKenya twTaiwan aqAntarctica

11. Shifting Paradigms: Mission and Purposes Instruction Paradigm Provide instruction Transfer knowledge - faculty to students Offer courses Improve teaching Instruction Paradigm Provide instruction Transfer knowledge - faculty to students Offer courses Improve teaching Learning Paradigm Produce learning Elicit discovery and construction of knowledge Create powerful learning environments Improve learning

12. Shifting Paradigms: Teaching/Learning Structures Instruction Paradigm Time held constant, learning varies 50-minute lecture, 3-credit hr course Covering material Degree equals accumulated credit hours Instruction Paradigm Time held constant, learning varies 50-minute lecture, 3-credit hr course Covering material Degree equals accumulated credit hours Learning Paradigm Learning held constant, time varies Learning environments Specified outcomes Degree equals demonstrated knowledge and skills

13. Shifting Paradigms: Learning Theory Instruction Paradigm Learning teacher- centered, controlled “Live” teacher, “live” students required Classroom/learning competitive and individualistic Instruction Paradigm Learning teacher- centered, controlled “Live” teacher, “live” students required Classroom/learning competitive and individualistic Learning Paradigm Learning student- centered, controlled “Active” learner required, but not “live” teacher Learning environments cooperative, supportive

14. Shifting Paradigms: Nature of Roles Instruction Paradigm Faculty are primarily lecturers Faculty and students work independently and in isolation Instruction Paradigm Faculty are primarily lecturers Faculty and students work independently and in isolation Learning Paradigm Faculty are designers of learning methods and environments Faculty and students work in teams with each other and other staff

15. Asynchronous Learning Networks (ALNs)

16. ALN Definition #1 “...a people network for learning that is largely asynchronous. It combines self-study with substantial, rapid, asynchronous interactivity with others. In ALN learners use computer and communications technologies to work with remote learning resources, including coaches and other learners, but without the requirement to be online at the same time.” -- ALN Web Site “...a people network for learning that is largely asynchronous. It combines self-study with substantial, rapid, asynchronous interactivity with others. In ALN learners use computer and communications technologies to work with remote learning resources, including coaches and other learners, but without the requirement to be online at the same time.” -- ALN Web Site

17. ALN Definition #2 “....any technology-enabled collaborative learning environment using remote resources that can be accessed from anywhere at anytime and yet create a community of learners who are actively interacting, sharing ideas, learning, and helping each other learn.” -- Odin (1997) “....any technology-enabled collaborative learning environment using remote resources that can be accessed from anywhere at anytime and yet create a community of learners who are actively interacting, sharing ideas, learning, and helping each other learn.” -- Odin (1997)

18. ALN Summary Online learning environment Asynchronous Learner-centered Highly interactive and collaborative Computer-based but may involve other technologies Remote learning resources Instructor takes role of coach May be distance education, may not be Online learning environment Asynchronous Learner-centered Highly interactive and collaborative Computer-based but may involve other technologies Remote learning resources Instructor takes role of coach May be distance education, may not be

19. Advantages of Internet-Based Courses Courses could be available to any qualified individual in world Course components available 24 hrs/day Students work at own pace Distributable across multiple computer platforms Technology relatively easy to use Learning resources available across entire Internet Courses could be available to any qualified individual in world Course components available 24 hrs/day Students work at own pace Distributable across multiple computer platforms Technology relatively easy to use Learning resources available across entire Internet

20. Advantages of Internet-Based Courses Online course materials easy to update or modify Internet promotes active learning and student intellectual involvement Internet provides variety of learning experiences, accommodates differing learning styles Students learn Internet skills that improve employment options after graduation Online course materials easy to update or modify Internet promotes active learning and student intellectual involvement Internet provides variety of learning experiences, accommodates differing learning styles Students learn Internet skills that improve employment options after graduation

21. Limitations of Internet-Based Courses No universal access to Internet and computers Traffic congestion on the Internet Courses labor-intensive to develop Instructors must accept new teaching paradigm Many students are technophobes Many students conditioned to be passive No universal access to Internet and computers Traffic congestion on the Internet Courses labor-intensive to develop Instructors must accept new teaching paradigm Many students are technophobes Many students conditioned to be passive

22. Limitations of Internet-Based Courses Courses may attract non-student participants Copyright violations are in plain view Bandwidth limitations restrict use of advanced technologies Students must take more responsibility for their own learning Responses, feedback may be delayed Support infrastructure often inadequate Courses may attract non-student participants Copyright violations are in plain view Bandwidth limitations restrict use of advanced technologies Students must take more responsibility for their own learning Responses, feedback may be delayed Support infrastructure often inadequate

23. Tools For Teaching and Learning On the Internet

24. Tools for Teaching and Learning on the Internet Computer Conferencing (Non-Web) Teaching with the World Wide Web Computer Conferencing (Non-Web) Teaching with the World Wide Web

25. Computer Conferencing (Non-Web) Synchronous Systems Asynchronous Systems Synchronous Systems Asynchronous Systems

26. Computer Conferencing (Non-Web) Synchronous Systems –Text-based systems Chat MOO –Other systems Online audioconferencing –Microsoft NetMeeting Online videoconferencing –CU-SeeMe Groupware (Lotus Notes) Synchronous Systems –Text-based systems Chat MOO –Other systems Online audioconferencing –Microsoft NetMeeting Online videoconferencing –CU-SeeMe Groupware (Lotus Notes)

27. Computer Conferencing (Non-Web) Synchronous Systems Asynchronous Systems –Electronic Mail –Internet Mailing Lists –Usenet Newsgroups Synchronous Systems Asynchronous Systems –Electronic Mail –Internet Mailing Lists –Usenet Newsgroups

28. Teaching with the WWW The web as a learning resource –Web sites –“Push” technology PointCast Conferencing tools for the web Integrated web course systems The web as a learning resource –Web sites –“Push” technology PointCast Conferencing tools for the web Integrated web course systems

29. Teaching with the WWW The web as a learning resource Conferencing tools for the web –WebCaucus, CommonSpace, Allare Forums Integrated web course systems The web as a learning resource Conferencing tools for the web –WebCaucus, CommonSpace, Allare Forums Integrated web course systems

30. Teaching with the WWW The web as a learning resource Conferencing tools for the web Integrated web course systems –LearningSpace, FirstClass, CyberProf, TopClass, Web Course in a Box, World Wide Web Course Tools (WebCT) The web as a learning resource Conferencing tools for the web Integrated web course systems –LearningSpace, FirstClass, CyberProf, TopClass, Web Course in a Box, World Wide Web Course Tools (WebCT)