Technology Evaluation For Distance Education

Category

Features

TV

Synchronous Time of interaction

2

Self-based

because the student has to follow a 0 pre-set schedule 0 the line is crowded by many students 1 trying to call at the same time because the learner can only watch 1 and try to understand the presented material because the student can't replay, 1 pause, stop, skip… etc. because learners don't have the 3 control over the content and they have all to move together 1 no leaner control nor self-pace (3)

any time

0

learner has to attend the TV programs at a certain time

any place

2

because TV is available in most of the places

ease of access/use

3 it's available almost in all buildings it takes a very long time to develop the 1 content

Asynchronous Student-student Student-teacher

Type of Interaction

Student-Content Student-machine

Learning Style

Description

Group-based

Flexibility

development

Speed

feedback

0 it doesn't support two-way interaction

delivery

3

stand alone meduim

1

multimedia support

it can be easly and rapidly delivered to the students

certain types of experience can't be transmitted only by using TV (2) it requires other kinds of media to 2 provide two-way interaction

printed materials

Description 0 because it has only student-content interaction and other 1 types should be 0 learners are seperated 1 mainly the learner depends on the content not the teacher they are easily able to focus on the content, without 3 becoming mesmerized or frustrated by the process of reading itself ( 4) 0 it doesn't require machine 1

because the instructor may ensure first that all students have finished a module before sending to the next one

3 print materials are typically learner-controlled given adequate light, print materials can be used any time and any place without the aid of supplemental resources 3 such as electricity, viewing screen, and specially designed electronic classrooms(4) given adequate light, print materials can be used any time and any place without the aid of supplemental resources 3 such as electricity, viewing screen, and specially designed electronic classrooms(4) 3 it provides a quickly accessible way of teaching 3 Creation production (5) Even with print materials incorporating feedback mechanisms and interactive exercises, it is easy for learners 1 to skip to the answer section. it can be easly delivered to the students, but sometimes it 2 may take some days to reach the receiver through the traditional mail box 0 it's not adequate to deliver the whole content 3 it requires any other support media

Instruction compared with other media, cost of 0 production, equipment and transmission per hour is very high (1)

low cost

Total Percentage using 4-point scale 0.3

51 100%

21 41.18%

no instructional tool is less expensive to produce than print. 3 In addition, facilities abound for the inexpensive duplication of these materials(4) 30 58.82%

(1) Bates, 1995. (2) Costello & Gordon (1965) (3) Gunawardena & Dillon (1992)

Alaa Sadik . (2008)Media and Technologies Used in Distance Education: Advantages and limitations . Retreived from www : http://www.slideshare.net/alaasadik/media-and-technologiesused-in-de-i-presentation (accessed:29/10/2008)

(4) Ouma, A.P. (2003). DISTANCE EDUCATION TECHNOLOGIES: OLD VERSUS NEW INSTRUCTIONAL DESIGN: INTRODUCTION TO ORAL LITERATURE. Retreived from World Wide Web: http://www.iucea.org/?jc=papers-03 (accessed: 29/10/2008)

(5)Gujjar & Malik.(2007).preparation for instructional material for distance teacher education. Retreived from World wide web : http://tojde.anadolu.edu.tr/tojde25/pdf/article_4.pdf . (accessed:29/10/2008)

Evaluating TV and Printed Materials As Tools Used in Distance Education 60.00%

Percentage

50.00% 40.00% 30.00%

Row 20

20.00% 10.00% 0.00% TV

printed materials Tools