Jeannie Azzopardi
Old Technology and New Technology
Tuesday, November 29, 2005
Word Count: 1140
To Everything There is a Season…
Introduction:
This paper focuses on two different instructional technologies, one “old” – correspondence and the other, discussion boards or forums in online courses, “new.” Specifically, this paper looks at these two technologies in terms of modes of interaction, design approach and student support.
Moore & Kearsley describe correspondence as the first in “five generations of distance education (p. 25)”. Internet or web-based learning sits at the other end of the generational line-up. Historically, correspondence courses were designed to give those that were disenfranchised from university education by gender and/or distance (Moore, 2005). The same can be said of current distance education technology that allows those who could not otherwise attend universities to achieve the education they desire.
Correspondence courses are still popular and appropriate for those students who are reside in very rural areas, impoverished areas and areas that have been affected by devastating circumstances. Correspondence courses have evolved into “guided independent study (Bates, 2003) based instruction, which is common at open universities worldwide and a well-respected mode of instruction.
Internet or web-based education is continuing to rise in popularity with working adults, and for its convenience. There is a continuous morphing of internet instruction as more benefits and effective use is revealed. The use of discussion boards or forums in
online instruction can be the deciding factor of the success for the distance learner (Holmberg, p. 133).
Finally, there is some traversing of the two instructional methods – old and new – with the pivotal issue being what is appropriate for material and the audience.
Modes of Interaction:
Correspondence courses, or independent study, consist of printed text. Theory and Practice of Online Learning (Athabasca University, Ch. 6) explains that text is inexpensive and portable. Print is stagnant however, and depends upon a more literate student. As it has been since its inception, the delivery method is primarily through the postal service. Printed text, including supplemental materials such as study guides, maps, illustrations and so forth are sent to the student who completes lessons and returns them through the same means (Moore, 2005).
Interaction at this level of correspondence is simply, primarily, between the student and the material. Long periods of time may pass before a student receives feedback from an instructor on their completed studies. Feedback came to the student on postcards. In times past, this was more than sufficient for the student who understood that postal service was the fastest thing going.
Today’s students are less tolerant of the time it takes for feedback through postal means. Even extremely successful correspondence schools like ICS have internet access for test taking and immediate turnaround for grading. British open universities have coupled radio broadcasts with their independent study courses in an effort to bolster the feeling of interaction between student and instructor (Bates, p. 122).
Text is still the most highly used form of delivery of instructional material, even within the internet realm. Current use of internet-based instruction that includes discussion boards along with that material offers a tremendous arena for interaction not only with the material but student to instructor, and student to student as well.
As Holmberg (2003) states, “Waiting for e-mail comments on assignments submitted or for e-mail replies to questions asked is hardly better than waiting for postal messages (p. 133)” and so he advocates for lively interaction between student and tutor most strongly in the discussion arena of internet courses. The interaction between student and student can be extraordinarily useful and effective as a learning tool as well. In these circumstances, students are presented the material and allowed to debate and converse regarding the material in a way that encourages critical thinking and results in students teaching each other (Holmberg, 2003).
Design Approach:
As originally stated, any technology used in instruction must be appropriate and applicable to the material and to the audience.
In the use of correspondence, an appropriate use may include specialized printed material (for instance, the textbooks used at UMUC), Course designed with printed material that is specific to a particular student – such as those designed for particular students at open universities is another example (Bates, p. 122-123).
By and large, correspondence courses are designed for those who cannot or do not wish to attend a physical university. The correspondence designed course “generally [is] an individual, self-directed form of study (Moore, p. 47).” Creating a correspondence course would denote a more exacting approach simply because it does not lend itself to spontaneous adjustment.
Other excellent examples of proper use of correspondence courses include those designed for the military and those created for the blind (Moore, 2005) where a certain amount of stagnation in the material is obligatory. Another innovative use of correspondence-based instruction may be in the use of kits, for instance, in basic forensic courses where the student can have a hands-on experience using fingerprint powder, swabs, and so forth.
With internet-based discussion boards, an appropriate design approach would include cross-debate among the students, critical thinking development and proctored or supervised genuine discourse – a social construction approach. Course designers careful to limit time, topics and assigning specific tasks in this approach (Bates, p. 162).
Student Support
Perhaps a regrettably over-looked aspect with the use of discussion boards and forums is the fortuitous opportunity to monitor the progress of a student is. This is something that cannot be duplicated in correspondence courses without some form of electronic connection.
Holmberg (2003), a great enthusiast of effective discussion, states that discussion “can effectively support both motivation and learning,” as well as lending itself to students supporting each other – “advanced students helping less advanced students (p. 134).”
Correspondence courses can provide student support through letters, e-mails and telephone calls. It is difficult to maintain a relationship that fosters motivation and retention through these means. Courses must be designed to motivate and to foster retention.
Conclusion
Having had the personal experience of both correspondence and internet-based courses, it is the authors perspective that, with either, effective, efficient, and well-thought-out design meant to involve the student through individually felt support and motivation can make all the difference in retention and consequently, success.
As with all things, both correspondence courses and those that are internet-based, there is an evolution that brings these venues closer together. In essence, they can traverse on inventive levels. Correspondence courses can use electronic communication to retain, motivate, monitor and support students. Internet-based that include discussion boards can incorporate collaborative activities that cumulate in physical workbooks that are mailed in for grading. Or the use of those kits mailed to students and discussed in forums.
Both technologies serve their respective purposes positively. Once again, it is of paramount importance to consider the application of technology in terms of whether it is appropriate applied to the material and the audience.
References
Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass
Fahy, J. P. (2004) Media characteristics and online learning technology. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Retrieved September 30, 2005, from http://cde.athabascau.ca/online_book/ch.6.html.
Holmberg, B. (2003). Computer support of distance education, particulary online teaching and learning. In U. Bernath, and Rubin, E. (Eds.), Reflections on teaching and learning in an online master program: A case study (pp. 131-135). Oldenberg, : Bibliotheks und Informationssystem der Universitat Oldenberg.
Moore, M. G. & Kearsley, G. (2005) Distance education: A systems view. Belmont, CA: Wadsworth. (2nd ed.)
