Real Time Distance Learning

A prerequisite to the use of computer mediated communication (CMC) when facilitating Real Time Distance Learning is access to a high level of computing power and a reliable telecommunication infrastructure. Interpersonal interaction doesn't necessarily require real-time (synchronous) communication.

Therefore, interaction among instructor and students can be independent of time and place. Designers of online instruction need to be aware that the higher the content density of the materials to be learned, the more self-pacing becomes the responsibility of the learner.

High density content may be better delivered via recorded media such as printed text, video tape or on a web site - all of which can be revisited by the learner at his/her convenience and individual pace.

The role of the instructor

Both the teacher and each student are challenged by new roles, functions, and tasks they need to perform in Real Time Distance Learning. While instructors are asked to articulate more clearly their goals and methods to others in the development team, students are also asked to take more responsibility for their learning. It takes time for student and instructor to develop effective use of technologically mediated instruction, and it takes time for students to learn in this environment.

Real Time Distance Learning should involve face-to-face tutorial sessions for novice computer conference participants. This is recommended but not always possible. If it is possible, it may be useful to have technical support people available at these sessions, and available to answer emailed or telephoned inquiries. Before the conference begins, the instructor should know who is available for technical support that is needed beyond his/her skills level.

Do's and donts in Real Time Distance Learning

Each computer conference, regardless of the technology that carries it, has a different "feel" about it and what may work in one setting with one group of people may not in another. Both the teacher and each student are challenged by new roles, functions, and tasks they need to perform. While instructors are asked to articulate more clearly their goals and methods to others in the development team, students are also asked to take more responsibility for their learning.

It takes time for student and instructor to develop effective use of technologically mediated instruction, and it takes time for students to learn in this environment.

In many instructional situations, to be successful there often needs to be more discussion occurring among the students than the one way transmission of facts and information from teacher to student generally allows. Online instructors need to be aware that this can make some students and faculty profoundly uncomfortable and take positive steps to build both confidence and communicative competence in online instruction.

Computer conferencing usually should not be the only medium one uses to create the elements in a learning environment. If your instructional goals and objectives lend themselves to the instructor focusing on the right questions to ask, rather than the right answer to give, then computer conferencing should be given serious consideration as an effective medium for communication within the instructional system being designed.

You like it? Then Share it!