Distant Learning, ITI Experience Mohamed Abdel Kader Salem, Ph. D. Director, Information Technology Institute Giza, Egypt Email: [email protected]ABSTRACT: Within the context of technology advances, our activities are being affected and reacting to it. Education is an important part of our life. To satisfy the diversified needs of all students, traditional education systems are no longer sufficient. New forms of learning are needed to fill the gap developed by technology progress. Distant learning is the technique utilizing many delivery systems and ultimately, the Internet. With the vast expansion and very rapid growth of the Internet, distant learning appears to become the most common feature of learning in the years to come. 1. INTRODUCTION Conforming to rapid changes of technology, education systems are confronted with the demand of new educational tracks. Many educational institutions are adapting to this challenge by developing distance education programs. This industry, which barely existed six years ago, is now an extremely successful business. Basically, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (voice, video, data, and print). (1) History of distance education can be traced back as far as the 1830s with the advent of commercial correspondence courses. But with the emergence of advanced information technologies specifically the Internet, it has strongly altered the character of distance education. (2)
Transcript
Distant Learning, ITI ExperienceMohamed Abdel Kader Salem, Ph. D.
Director, Information Technology InstituteGiza, Egypt
2. SWITCHING TO DISTANT LEARNINGBeing constrained to physical place; traditional methods of education are no longer an affordable routine.
Delivering of the same subjects in a different way can be acceptable providing no compromise on quality
is maintained. Distant learning is becoming the dominant method in the era of the Internet and World Wide
Web. Currently many contributors in the field think that the opportunities offered by distance education
outweigh the obstacles. Distance learning main objectives are to:
Reach a wider student audience.
Meet the needs of students who are unable to attend on-campus classes.
Involve outside lecturers who would otherwise be unavailable.
Link students from different social, cultural, economic, and experiential backgrounds (3).
3. ITI DELIVERY SYSTEMSThe Information Technology Institute is delivering distance learning systems in four major categories:
Print, Video, CD, and Web Based Applications.
Print: is a foundational element of distance education programs and the basis from which all other
delivery systems have evolved. Various print formats are available including: textbooks, study handouts,
course syllabi, and case studies. Print continues to be a significant component of all distance education
programs.
Print is Spontaneous, instructionally transparent, easy to use, reviewed, edited, revised and referenced. It is as well cost and time effective. Still, it takes more motivation to read a book or work
through a written exercise than it does to watch a television program or participate in an audioconference.
It lacks as well feedback and interaction. (4)
Video: Video tools include still images such as slides, pre-produced films and videotapes, and real-time
moving images combined with audioconferencing (one-way or two-way video with two-way audio).
Instructional television (ITV) is an effective distance education delivery system, which may be either
passive or interactive. Passive ITV typically involves pre-produced programs, which are distributed by
videocassette or by video-based technologies such as broadcast, cable, or satellite. ITV is a familiar
medium, but broadcast quality ITV is expensive to create. (5)
CD: In recent years, developments in the information technology market have made the computers a
prime factor in distance learning. Computer Based Training (CBT), Using CD’s is becoming the most
popular method for distance learning. It is cheap, fast, and easy disseminated and handled delivery
system.
While computer technology is rapidly advancing, innovations are constantly emerging, and related costs
drop. Computers are a major element for connecting users to networks whether it is local, regional, or
national. But while computers have been widely used since the 1960's, computer illiteracy still exists
especially in our Arab region.
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Web Based ApplicationsThe term Web-based is often used to describe applications that run on the Web or on Internet-
based and can be accessed by a web browser. (6) Web-based applications is used to deliver
distance learning that can be accessed via the web manipulating all its facilities and tools.
4. MAJOR PARTICIPANTS IN DISTANT LEARNINGa. Students: Regardless of the educational context, the primary role of the student is to learn. To function
effectively, students must quickly become comfortable with the nature of teaching and learning at a
distance. When instruction is delivered at a distance, additional challenges result because students are
often separated from their colleagues, have few, if any, opportunities to interact with teachers outside the
class, and must rely on technical linkages to bridge the gap separating class participants. In a distance
education setting, the process of student learning is more complex for several reasons (7):
Many distance-education students are older, have jobs and families.
Distant students have a variety of reasons for taking courses. Some students are interested in
obtaining a degree to qualify for a better job; others take courses to broaden their education and
are not really interested in completing a degree.
In distance education, the learner is usually isolated. The motivational factors arising from the
contact or competition with other students are absent. The student also lacks the immediate
support of a teacher who is not present.
Distant students and their teachers often have little in common in terms of background and day-to-
day experiences and therefore, it takes longer for student-teacher relationship to develop.
b. Organization: The success of any distance learning conduct depends primarily on the standards and
effectiveness of the educational institution.
c. Staff: Whether they are members of the institution or part-timers participating in the program.
d. Administrators: Working for student registration, materials duplication and distribution, textbook
technical resources, etc. Effective distance education administrators, work closely with technical and
support service personnel, to ensure that technological resources are effectively deployed.
e. Development Team:
Distant learning development is quite different, it needs qualified developer not only mastering the
state-of-art technologies; but they should be fully aware of the concept of remote teaching as well.
Development main mission is actually mastering Information Technology to produce a simulation of the
direct teaching with all its advantages and of superior quality.
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5. THE INTERNET AS THE MOST INFLUENTIAL DELIVERY SYSTEMThe Internet is the world’s largest, most powerful computer network connecting personal computers,
sophisticated mainframes, and high-speed supercomputers around the globe. Current estimates suggest
that over 100 million Website Servers are part of the Internet addresses that are used by up to 400 million
people around the world (8). As more and more colleges, universities, schools, companies, and private
citizens connect to the Internet more possibilities are opened for distance learners to overcome time and
distance impediments. Using the Internet as a delivery system for distant learning added another major
player in the process, the Programmers who conduct the job of designing and implementing the system
software necessary for building and running the site.
Being all of that, the Internet has multiple instructional capabilities, which include:
Using e-mail for correspondence. Feedback from the instructor can be received more quickly than
messages sent by mail. Students can read messages at their convenience and easily store them
for later reference.
Establishing a classroom bulletin board, and chat groups. Distant students often work in isolation
without the assistance and support of fellow students. Setting up a class bulletin board can
encourage student-to-student interaction. With a class computer conference and a chat group,
individual students can post their comments or questions to the class, and every other individual is
free to respond. The bulletin board can also be used to post all modifications to class schedule,
curriculum, assignments, tests, and answers to assignments/tests.
Developing a classroom homepage. The homepage can cover information about the class
including the syllabus, exercises, literature references, and the instructor's biography. The
instructor can also provide links to information on the WWW that would be useful to students in
the class. Other links could access library catalogs or each student's individual home page.
6. USING WWW FOR DISTANT LEARNINGThe WWW browsers have made the Internet a user-friendlier environment. The ability to integrate
graphics, text, and sound into a single tool means that beginners do not have to struggle to simply
understand. All the traditional delivery systems can be integrated and communicated via the WWW.
Although incorporating the Internet into a distance delivered courses is very much recommended, some
considerations has to be taken into account (9):
All students in a course must have Internet and WWW access to ensure equal
opportunities for computer interaction and feedback.
Students may face the challenges of learning basic computer skills, new software, and
appropriate online communication skills.
Some students might hesitate to contribute to computer conferences or to send e-mail
because of a lack of familiarity with the proper protocols.
Becoming familiar with the resources available on the Internet and learning effective ways
to use them will be part of the instructional challenge.
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7. DISTANT LEARNING STATISTICS
According to new research from International Data Corp. (IDC), distance learning will become a
"viable option to traditional teaching methods," and is "poised for major growth over the next
several years."
Worldwide revenues in the corporate e-learning market will surpass $23 billion by 2004, according
to IDC. Not too bad when you consider the market was less than $2 billion at the end of 1999. (10)
The growth in the e-learning market is attributed to increased Internet use, faster and cheaper
access to the Internet, and improvements in the quality of e-learning products.
North America is expected to maintain its dominance of the market, accounting for two-thirds of
worldwide revenues by 2004.
IDC identified Western Europe as the fastest-growing market, predicting that corporate e-learning
revenues would increase by a compound annual growth rate of 97 percent from 1999 to 2004.
A shift in content demand is expected, with non-IT courseware replacing IT training content as the
largest market in e-learning. By 2004, non-IT content will account for 54 percent of worldwide
demand, up from 28 percent in 2000. (10)
Market researcher Gartner estimates that e-learning is on track to become a $33.6 billion market
by 2005, up from $2.1 billion in 2000. (11)
The number of colleges and universities offering e-learning will more than double, from 1,500 in
1999 to more than 3,300 in 2004, according to IDC, and student enrollment in these courses will
increase 33 percent annually during this time. (11)
Association Management reports that e-learning is the fastest growing Web application since e-
mail. More than 75 percent of colleges and 90 percent of Global 2000 companies have invested in
online learning. More than 2 million courses are now online and accessible to learners of all
occupations and interests. Millions of people have taken online courses, and the number is
growing exponentially. Some estimate that 50 percent of all continuing education will be delivered
via the Internet by 2004. (11)
IDC concludes; due to the anticipated distant learning prevailing expansion "enormous opportunities" will
present themselves to software developers, telecommunications companies, hardware makers,
publishers, and Internet and Web service providers.
8. INFORMATION TECHNOLOGY INSTITUTE EXPERIENCE:Formal launching of the project as a product was in October 1999; first delivery was 6 months later. The
Site not only serves the students, but also provides services to instructors to enhance and update their
courses.
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For the first time on the Web, courses are delivered in Arabic Language. Other courses as well are
delivered in English language for the rest of the world.
a. Phases of VITIVITI lifecycle started three years ago, if we look at it as annual achievements we can summarize its route as follows:
Year One:o 3 months of Surveying existing experiences
o 3 months of Development
Customizing a ready made tool to meet our requirements
o 6 months of Implementation
Delivering 10 Courses on the Internet
Year Two:o 3 months of Restructuring
Developing our own tool
Introducing the CDs as a new deliverable
Adding Courses in Arabic Language
o 9 months of Development & Implementation
Applying the new system on the old courses
Adding 8 new courses on the Internet
Delivering the Office package in Arabic Language on
another 7CDs
o This adds up to a Total of 38 CDs in June 2002
This Year:o Implementing online E-payment in cooperation with National Bank of
Egypt.
o Three ITI tracks are Now on the Web as from July 1st 2003.
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b. Program Objectives: The program after being a commitment rather than a project has been structured as a separate
department within the ITI. With the number of Internet users in Arab Countries already approaching two
million (12), the mission and objectives of the program were redefined to be:
Skipping the physical constraints that prohibit the ITI from reaching a wider society of
beneficiary’s.
Open new channels for ITI course delivery.
Initiating the distant learning technology for the Arabic-speaking students in the region.
Building a solid base for learning at distance ready for further enhancement and
integration when it is needed.
9. EXAMPLES OF DELIVERY TECHNIQUESa. Web Based Training:
A Site encompasses wide band of tools that can suit most of the student requirements, we can summarize them in the following:
Lecture notes: Lecture text is available on the site.
The virtual Lecture (passive video): Courses are delivered in both PowerPoint slides
and narrated video by the instructor explaining those slides. Lectures are divided into
sections to decrease the time needed for downloading and to assure high quality.
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Examples: Collected examples for different parts of the lecture.
Question and answers.
Summary: Gathering main and important points in the lecture’s chapters.
Solved Assignments. Educational tools: Like glossary, student’s notes for each lecture, search facility in all
course content, and a navigation bar to facilitate navigating through the course content.
Interactive Tools Timed exams with real time evaluation, and instant grading system
Bulletin Board (English courses only).
Chatting (English courses only).
The Site VITI: http://www.viti.gov.egA newer advanced version of the web site, is planned to be available for VITI student starting from July
2003, this version will include all previous features and will include more e-learning facilities like student
profiles and on-line instructor sessions. In addition, the program is now integrating the site efficiency with
an e-payment service.
Now, three full ITI Tracks are available for VITI students: Java (45 Courses) Multimedia (45 Courses) System Development (40 Courses)
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