By leveraging from the current state of experience and research, it is possible to summarize some of the answers to the questions posed above as a means of providing guidelines for the optimal distance learning environment. Ultimately, the measure of any learning program is its ability to meet the instructional needs and goals of the student. What is the best approach to delivery of the content and curriculum, both in terms of teaching methodologies and in promoting student interaction. Establishment of an institutional goal early in the process distance learning helps to foster the much needed support that every embryonic program needs. With regard to instructor selection, it should come as no surprise that teaching in this medium will not make a bad, or even mediocre, instructor better, but for the instructor who really understand the potential for this environment, it can produce remarkable results.
Class size is also critical factor.
While obviously driven by institutional requirements, most mature distance learning programs have settled on maximum class sizes at each site of about 20 to 30 with a maximum of three to four site per class. This number seems to promote both a high degree of interactivity, which is essential in this environment, as well as provide for comfortable facilities. Naturally, one of the critical success factors to any learning program is its educational content. In the Information and Nintendo Age, the technology to deliver this content at a distance should provide the instructor with the opportunity to utilize the multitude of computer and Internet-related multimedia titles available. Part Two will appear next month, and will cover Audio Characteristics, Video Characteristics, Equipment, and Room Characteristics.