Added: 11/19/2005 |
Educational teleconferences- new tool of instruction in distance learningA meeting through telecommunications medium or teleconferencing is kind of instruction, where participants, who are separated by a geographic distance, can interact with each other simultaneously.
Usually, four design components for educational teleconferences are described in literature: humanizing, participation, message style and feedback. Humanizing is the process of creating an atmosphere, which focuses on the importance of an individual and overcomes the distance by generating a group rapport. Participation is the process of getting beyond the technology by providing opportunities for a spontaneous interaction between participants. A message style is presenting what is to be said in such a way, that it will be received, understood and remembered. A feedback is the process of obtaining information about the message, which helps an instructor and participants complete the communications loop. Institutions, teaching at a distance, try to incorporate these four elements into the teleconferencing design. The symbolic characteristics and the interfaces that are unique to each medium can be revealed in the description of each technology.
Educational teleconferences are classified into four separate categories, depending on the technologies implemented: audio teleconferencing, audiographics teleconferencing, video teleconferencing and computer conferencing. Computer conferencing, in its turn, consist of synchronous and asynchronous types. The first one is when two or more computers are linked at the same time so that participants can interact with each other. Asynchronous computer conferencing is when participants interact with each other at a time and place, convenient to them.
The four major types of educational teleconferences vary in the types of technologies and the complexity of the use and cost. However, they have several features in common. All of them apply a telecommunication channel to mediate the communication process, link individuals or groups of participants at multiple locations and provide for live a two-way communication or interaction.
One of the most appealing advantages of the teleconferencing systems is that they can link a large number of people, who are geographically separated. If the satellite technology is employed for the teleconference, then there is no limit to the number of sites that can be linked through the combination of several communications satellites. A unique feature of educational teleconferences is that they grant a two-way interaction, integrating distance learning originators and participants.
In order to participate in a teleconference, participants usually have to assemble at a specific site. It gives them an access to the special equipment that is necessary for a group to participate in the conference. The only exceptions are audio teleconferences, which can link up any individual, who has an access to a telephone. In addition, computer conferences can link up individuals, their computers and modems at home, or direct broadcast satellites can deliver information directly to the participant's homes.
A maximized benefit, received from teleconferences, means an increase of the distance learning efficiency. That is the reason why teleconferences need to be designed to optimize an interaction that takes place during the conference. The interaction needs to be thought of not only as the interaction that occurs during the teleconference, but pre- and post conference activities that allow groups to interact.
Teleconferences help greatly the learning process for distant learners; however, the systems used are a subject for improvement.
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