Telecommunications in Your Toolbox (2001)

It's interesting when we as educators get out of the box and introduce new methods of learning to our students. We find ourselves moving cautiously because isn't the traditional way of learning. Learning can now be achieved in not only the traditional classroom, but also through telecommunications. With the rapid growth of technology and the Internet, coursework offered through telecommunications is increasing worldwide. Many individuals question the differences between learning in traditional classrooms and via telecommunications, or telelearning (Tiffin & Rajasingham, 1995). Traditional Classrooms In the 1800's and continuing on into the 1900's, established schools were housed in one-room school buildings. These schools usually consisted of nothing more than four walls, blackboard, chairs and tables. The physical presence of the instructor and students in one location was necessary, and students had to travel to an appointed location to meet together to learn. Students were usually expected to stay in their assigned desks while the teacher stood in front of the class directing all instructional activities primarily through verbal presentations and using the chalkboard. Much of our current educational system is based on this educational model, though a number of differences are found. Currently, traditional instruction is verbal and visual through the use of not only the chalkboard, but also the overhead projector, and television. As part of this traditional model, students usually receive their assignments, if given one, near the end of the class period and are required to complete them out of class and be returned by a given date. This method of learning requires the student to retain information to be used at a later time. Learning in traditional classrooms is centralized and hierarchical (Tiffin and Rajasingham,1995). The teacher is the center, the authority figure, and the knowledge giver of the classroom. As a result, students may have little control over their own learning within the teacher-directed classroom model. (Harasim, 1990). Telelearning Characteristics There are various telecommunication instructional delivery systems. They include educational broadcast television, instructional television, oneway and two-way audio, video conferencing, and computer-mediated communication. Instruction through the use of computer-mediated communication is becoming more and more popular. The Internet and the World Wide Web allow learners and instructors to interact both synchronously (bound by time, but not by place) and asynchronously (not bound by time or place) and conduct telelearning (Tiffin & Rajasingham, 1995, p. 78). Assignments can be done and turned in at the learner's convenience, and the World Wide Web itself consists of vast resources, which assist the learner's search of constantly updated information. Learning via telecommunications provides opportunities for active student involvement. A major goal of collaborative learning is the participation of students in learning. In the controlled environment of the traditional classroom, the majority of student learning is limited to memorization of material delivered by the instructor whereas in collaborative learning, students learn how to discuss, research, investigate, and disseminate facts individually or in small groups with other students. As a result, students have more ownership in their learning. Thus their learning shifts from a listener competitor to a problem solver - team player. The process of creating, analyzing, and evaluating in collaboration strengthens socialization skills, increases cultural awareness, and increases general interest, focus, and synthesis efforts (Ellsworth, 1997). Electronic dissemination of collaborative projects provides students unlimited opportunities for sharing the results of their learning experience. …