Information Technology Reference
In-Depth Information
Exploring the Foundations of Design with Digital Media
Evolution of distance education:
Digital technologies and the Internet repre-
sent, arguably, the most radical changes in communication media since Johannes
Gutenberg's invented the printing press in the fifteenth century. They have emerged
out the convergence text, video, sound, graphics, and images. These media have dif-
ferent historical trajectories (Fig. 23.1). Distance education operations have evolved
through several generations tied to changes in technology. Taylor (2001) has pro-
posed five generations of change, primarily distinguished by the levels of flexibility
and interactivity they afford the user. Interactivity refers to the extent to which
the media affords opportunities to respond to questions, contribute content, and
network with others. Users may interact synchronously (in real time) as well as
asynchronously. Audio conferencing and video conferencing are interactive, while
print is not.
Flexibility is defined in terms of (1) place (i.e., the extent to which the medium
permits the user to be flexible in their location-print is flexible, while video con-
ferencing is not); (2) time (i.e., the extent to which the user can determine when to
use the media—radio broadcasts are not flexible, while audio cassettes are flexible);
(3) pace (i.e., the extent to which the user can control the pace of delivery—print is
flexible, while satellite broadcasts are not).
Historically, a defining characteristic of distance education has been the separa-
tion in space and time of students from other students, and of students from instruc-
tors. Separation can compromise the quality of learning experiences (Prater &
MacNeil, 2002). The capacity of the Internet technologies for networking is a
significant development toward bridging separation in time among geographically
dispersed persons.
Fig. 23.1
Convergence of communication technologies with distinct histories through digitization
of information
