Media Comperhensive

CATEGORY

FEATURE

Synchronous Asynchronous

TIME OF INTERACTION

Student-student Student-teacher

ITV

WWW

2

DESCRIPTION if the program is presenting live and there is calls and interaction between the teacher and students it will be Synchronous if the program is record and don't allow the students to interact with the teacher it will be Asynchronous

2

ITV provide quite possibly of faculty-student interaction.

3

3

ITV allows all students to view and interact with the teacher (2)

3

2

Student-content TYPES OF INTERACTION

1

Group-based 3 LEARNING STYLE

Self-based learning Anytime

3 1

Anyplace 3 FLEXBILITY

Ease of access/use Development

3 1

Feedback

3

3

3

the student can learn alone. students can not attend the class anytime because it is preschedual time. Hectic schedules and traffic congestion frequently make attending a class difficult. ITV classes are offered at multiple locations and students are often welcome to attend class at any of the available sites as long as advance notice is given. (3)

3

it is easy to use. the development is difficult because Teaching an ITV course often requires research, re-training, and professional development on the part of the instructors.(4)

3

3

3

2

2

Because ITV classes are live, attendance is required. Instructors take roll during class and give immediate feedback to questions or comments.(3) Developing a course for delivery via ITV involves more than simply applying an interactive technology to traditional course offerings. (4)

3

ITV use one medium

3

0 31 68.89

don't need to use multimedia support.

3 44 97.78

2

Delivery SPEED

very effective for introducing, summarizing, and reviewing concepts ITV classes use a variety of teaching and learning styles. Lectures, reading, discussions, and group activities enable students with diverse needs to develop the knowledge and skills needed to master most subjects (3)

3

3 3

Stand-alone medium

INSTRUCTION TOTAL %

Multimedia support 45 100 rate (0-3) : 0 none 1 bad 2 good 3 excellent

Referances (1) Online Journal of Distance Learning Administration, Volume VIII, Number IV, Wi nter 2005 University of West Georgia, Distance Education Center . http://www.westga.edu/~distance/ojdla/winter84/royal84.htm (2)Tania H. Gottschalk, University of Idaho Engineering Outreach. http://www.uiweb.uidaho.edu/eo/dist5.html (3) Interactive Television Courses. http://www.pcc.edu/about/distance/options/itv.html (4) ITV Courses. http://www.netnet.org/instructors/coursedev/itvcourse/ (5) Synchronous Distance Learning vs. Asynchronous Distance Learning, By Jamie Littlefield, About.com, . http://distancelearn.about.com/od/choosingaschool/p/Learnin (6)The Case for On-line Synchronous Delivery , by Dr. Barry Ellis .http://www.detac.com/solution/naweb97.htm (7) Veronica Thurmond, Karen Wambach Understanding Interactions in Distance Education: http://www.itdl.org/journal/Jan_04/article02.htm (8) Bates, A. W. Interactivity as a Criterion for Media Selection in Distance Education. http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80 (9) Educational Multi-Media in a Networked Society http://bates.cstudies.ubc.ca/edmedia.html

Descraotion Synchronous distance learning occurs when the teacher and his pupils interact in different places but during the same time (5) Asynchronous distance learning occurs when the teacher and the The interaction that occurs among students is extremely dissimilar pupils interact in different places and during different times.(5) between a Web-based course and the traditional classroom course. (7) The interaction that transpires between students and faculty is intended to help reinforce student understanding of the material or elucidate meanings. (7) Learner-content interaction results from students examining/studying the course content and from participating in class activities (7)

allowing individual and group work (6) allowing individual and group work (6)

access to the teaching material can take place at any time and from many locations (6) it is easy to use it is not difficult to development there are many forms of interaction including feedback on performance, the relationship between teacher and student, the relationship between students, and the interaction between the student and the instructional materials. (8) Theres are many ways to delivery distance education by www.

Stand-alone' multi-media applications will still have an important role to play, especially where learners need to work through carefully a disciplined set of principles and ideas, or need a great deal of practice and experiment to fully understand a subject of study. (9)

out.com/od/choosingaschool/p/LearningTypes.htm

2sql/content_storage_01/0000019b/80/22/cd/56.pdf

Media comperhensive 100 90

Percentage

80 70 60 50

Row 19

40 30 20 10 0 Column C

Column D Types of media

Column E