E Learning

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MBA 735
FUNDAMENTALS OF ELECTRONIC LEARNING
Course Developer Gerald Okeke
Eco Communications Inc.
Ikeja, Lagos
Programme Leader Dr. O.J. Onwe
ational Open !niversit" o# igerian
Course Coordinator$Editor %deg&ola, %&im&ola Eunice
iii
COURSE
GUIDE
NATIONAL OPEN UNIVERSITY OF NIGERIA
ational Open !niversit" o# igeria
'ead(uarters
)*$)+ %,madu -ello .a"
/ictoria Island
Lagos
%&uja O##ice
o. 0 Dar es 1alaam 1treet
O## %minu 2ano Crescent
.use II, %&uja
igeria
e3mail4 centralin#o5nou.edu.ng
!6L4 www.nou.edu.ng
Pu&lis,ed &"
Printed 7889
I1-4 :;9380937:*38
%ll 6ig,ts 6eserved
iv
CONTENTS PAGE
Course %ims<<<<<<<<<<<<<<<<<<. )
Course O&jectives<<<<<<<<<<<<<<<<. )
1tud" !nits<<<<<<<<<<<<<<<<<<... )
%ssignment =ile<<<<<<<<<<<<<<<<.< 7
Course Aims
>,is course is designed to introduce "ou to and give "ou t,e overview o#
E3Learning Programme. It is #oundational to "our understanding t,e
entire concept o# e3learning and its components and &uilding &locks. It
gives "ou t,e &asic knowledge o# ot,er topics in t,e su&ject o#
e3learning
Course Obe!"i#es
%t t,e end o# t,is course, t,e students s,ould &e a&le to4
Identi#" and know t,e concepts, principles and ideas o#
e3learning.
>race t,e origin o# e3learning.
>o identi#" t,e c,aracters and main #eatures o# e3learning.
2now w,at constitutes t,e &asic content o# an e3learning
programme.
2now t,e di##erent categories o# e3learning.
). 2now speci#ic tools and tec,nologies applica&le to #orms o#
e3learning.
>o know t,e di##erent t"pes o# communication tec,nologies deplo"ed in e3
learning.
2now ,ow people learn in an electronic environment.
2now t,e roles &andwidt,, access and connectivit" ,as to pla" in t,e
e##ective implementation o# e3learning.
2now t,e so#tware t,at drives e3learning.
2now practical tips to adapt in teac,ing in an e3learning
environment.
2now t,e practical steps in implementing an e3learning programme, eit,er
in a sc,ool or a corporate organisation.
>o ,ave a sound knowledge o# ,ow to conduct evaluation programme #or
an e3learning project.
!nderstand t,e legal and cop"rig,t issues o# e3learning, and ,ow to o&tain
a cop"rig,t and ,ow to guide against in#ringing on cop"rig,t
Identi#" i# e3learning, in concrete terms, pla"s signi#icant positive impact
on corporate organisations.
v
Implement e3learning in corporate organisation
>o answer t,e (uestion4 Is t,ere a #uture #or e3learning?
S"u$% U&i"s
>,e stud" units #or "ou in t,is course are #i#teen and t,e" are grouped
into t,ree modules, t,at is, #ive units in eac, module. >,ese stud" units
are as #ollows4
Mo$u'e (
!nit ) !nderstanding E3Learning
!nit 7 -ene#its and %pplications o# E3Learning
!nit @ Categories o# E3Learning
!nit * In#ormation and Communications >ec,nologies I
!nit 0 In#ormation and Communications >ec,nologies II
Mo$u'e )
!nit ) Process and 1"stem o# E3Learning
!nit 7 Connectivit" and -andwidt,$>ransmission
!nit @ 1trategies #or Instructing and Learning
!nit * Implementation o# E3Learning
!nit 0 Evaluation o# E3Learning
Mo$u'e 3
!nit ) Instructional Development
!nit 7 Cop"rig,t and Core /alues o# E3Learning
!nit @ Computer Insecurit"
!nit * Computer 1ecurit"
Assi*&me&" Fi'e
>,e assignments represent @8A o# t,e marks o&taina&le
EBamination constitutes ;8A o# t,e marks o&taina&le.
vi
Course Code C-% ;@0
Course >itle =undamentals o# Electronic Learning
Course Developer$.riter Gerald Okeke
Eco Communications Inc.
Ikeja, Lagos
Programme Leaders Dr. O.J. Onwe

Course Coordinator$Editor %deg&ola, %&im&ola Eunice

NATIONAL OPEN UNIVERSITY OF NIGERIA
vii
'ead(uarters
)*$)+ %,madu -ello .a"
/ictoria Island
Lagos
%&uja O##ice
o. 0 Dar es 1alaam 1treet
O## %minu 2ano Crescent
.use II, %&uja
igeria
e3mail4 centralin#o5nou.edu.ng
!6L4 www.nou.edu.ng
Pu&lis,ed &"
Printed 7889
I1-4 :;9380937:*38
%ll 6ig,ts 6eserved
viii
CONTENTS PAGE
Mo$u'e ( +++++++++++++++++,+, (
!nit ) !nderstanding E3Learning<<<<<<<< )
!nit 7 -ene#its and %pplications o# E3Learning<<.. )@
!nit @ Categories o# E3Learning<<<<<<<<.. 7*
!nit * In#ormation and Communications
>ec,nologies I <<<<<<<<<<<<.. @@
!nit 0 In#ormation and Communications
>ec,nologies II<<<<<<<<<<<<.. *0
Mo$u'e ) +,,+++++++++++++++++, 55
!nit ) Process and 1"stem o# E3Learning <<<..< 00
!nit 7 Connectivit", -andwidt, and %ccess to
E3learning <<<<<<<<<<<<..<.. ++
!nit @ 1trategies #or Instructing and Learning<..<.. ;+
!nit * Implementation o# E3Learning<<<<..<< 9;
!nit 0 Evaluation o# E3Learning<<<<<<..<< :+
Mo$u'e 3 ++++++++++++++++,,++ (-7
!nit ) Instructional Development<<<<<<<.. )8;
!nit 7 Cop"rig,t and Core /alues o# E3Learning<. ))*
!nit @ E3Learning in Corporate Organisations<<.. )77
!nit * Computer Insecurit"<<<<<<<<<< )@@
!nit 0 Computer 1ecurit"<<<<<<<<<<... )*7
iB
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MODULE (
!nit ) !nderstanding E3Learning
!nit 7 -ene#its and %pplications o# Electronic Learning
!nit @ Categories o# E3Learning
!nit * E3Learning In#ormation and Communication >ec,nologies )
!nit 0 E3Learning In#ormation and Communication >ec,nologies II
UNIT ( UNDERSTANDING E.LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) Concepts
@.7 De#initions
@.7.) Elements o# Conventional De#initions
@.7.7 >owards a Compre,ensive De#inition o#
E3Learning
@.@ E3Learning versus 6elated >erms$Concepts o# Learning
@.* %ssumptions o# E3Learning
@.0 Cisconceptions o# E3Learning
*.8 Conclusion
0.8 1ummar"
+.8 >utor3Carked %ssignment
;.8 6e#erences$=urt,er 6eadings
(,- INTRODUCTION
>,e su&ject o# Electronic Learning DE3LearningE ,as &ecome pertinent in
t,e d"namic world o# toda" w,ic, is driven &" in#ormation tec,nolog".
%n identi#ied need to #acilitate t,e process o# learning in terms o#
e##icienc", e##ectiveness and spread ,as led to t,e application o#
electronic tec,nologies in training and education. o dou&t, t,e concept
o# electronic learning ,as its attending c,allenges in terms o# appeal and
e##icienc", &ut it ,as de#inite advantages t,at ,ave endeared t,e
education industr". Learning process now ,as a new F#aceG addressing
var"ing target audience t,at ,it,erto would ,ave &een impossi&le.
>,roug, e3learning, o&taining #ormal education #or t,ose w,o missed
t,e opportunit" at t,e earlier p,ase o# t,eir li#e ,as &ecome easier
&ecause tec,nolog" ,as cut down t,e time and space constraints in
conventional open$distance learning education. Electronic learning will
continuall" li&eralise t,e education industr", narrowing t,e gap and
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widening t,e scope. >o com&ine work and education w,ic, used to &e
di##icult and strenuous is muc, easier now wit, e3learning.
>,e glo&al econom" ,as not &een le#t out o# t,e positive impacts o#
e3learning especiall" in t,e corporate world w,ere e3learning ,as
reduced t,e cost o# training o# personnel. =or eBample, I-C seeing t,e
potentials in e3learning ,ad a ,ead start in adopting e3learning and is
known to ,ave alread" ac,ieved annual savings o# well over
H788million. Carket researc, anal"st #orecasts put t,e glo&al e3learning
market at H7@&illion in 788* and growing up to H@@&illion in 7880.
.,at a&out t,e #uture o# e3learning? It remains &rig,t &ecause t,e
industr" t,at drives t,e concept o#, t,at is, in#ormation tec,nolog" is
ever d"namic to &irt, positive c,anges.
>,e overall goal o# e3learning is to serve learners w,o cannot or will not
attend traditional classes &" using electronic in#ormation tec,nologies.
),- OB/ECTIVES
%t t,e end o# t,is unit, "ou are eBpected to4
identi#" t,e principles and ideas &e,ind e3learning
de#ine and know t,e meaning o# e3learning
identi#" t,e similarities and di##erences &etween e3learning and ot,er
#orms o# learning like distance learning, we& learning, #leBi&le
learning, etc.
know related terms o# e3learning
recount t,e assumptions and misconceptions to e3learning
trace t,e origin o# e3learning.
3,- MAIN CONTENT
3,( Co&!e0"s
>,e &asic concept o# e3learning presupposes t,at electronic driven
tec,nologies can &e used to #acilitate and en,ance learning process. =or
eBample, wit, t,e development o# Internet tec,nolog" in t,e ):98s and
speci#icall", t,e .orld .ide .e& in )::), t,ere was a surge o# interest
in t,e possi&ilit" o# electronic learning &eing taken to a ,ig,er level.
Initiall" distance learning was used to supplement eBisting classroom
instruction &ut over time, electronic online classes are &ecoming primar"
#orm o# interaction and in#ormation. =or eBample, 08A o# F=ortune
)88Gcompanies in t,e world rel" on we& con#erencing #or t,eir sta##
training. >,ese t"pes o# programme can provide adults wit, a second
c,ance in an adult, &asic, vocational, ,ig, sc,ool, college or continuing
education, reac,ing t,ose disadvantaged &" limited time, distance or
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p,"sical disa&ilit", or updates t,e knowledge &ase o# workers at t,eir
places o# work.
1econdl", t,e concept re(uires t,at learners take control o# t,eir
learning, setting t,eir own goals and determining w,ic, learning met,od
to &e used D1tep,en -rook#ield, ):9;E.
>,irdl", e3learning is part o# t,e more encompassing concept o#
Distance Learning, t,at is, t,e concept o# providing students w,o are
separated &" distance and time, witnessed &" students using electronic
tec,nologies.
=ourt,l", e3learning cuts across numerous #ields o# t,oug,t and practice.
In ot,er words, it is a multi3disciplinar" concept encompassing an arra"
o# academics, training and education, learning and knowledge,
tec,nolog" and investigation o# individual markets segment.
=rom #ig. )4), we can see t,at t,e trio o# training, education and learning
#orm one arm o# t,e dual nature o# concept o# e3learning. >,ese t,ree
t,at are t,e learning arm o# e3learning are essentiall" t,e process o#
ac(uiring skill and knowledge eit,er #ormall" or in#ormall". On t,e
ot,er ,and, t,e trio o# in#ormation, tec,nolog" and knowledge
management #orms t,e ot,er arm o# e3learning t,at is all a&out
tec,nologies t,at will #acilitate t,e learning arm o# t,e concept.
Fi*ure (,(1 Mer*i&* L2&*u2*e 2&$ Fie'$s o3 I&"eres"
=i#t,l", #rom t,e anal"sis o# #igure ).), "ou can see t,at t,e concept o#
e3learning can &e seen #rom two major perspectives3technology and
learning DknowledgeE. .,ile greater emp,asis is put into t,e tec,nolog"
aspect o# e3learning, less e##ort seems to &e put into t,e Flearning
processG w,ic, ,appens to &e t,e main purpose and end product o#
e3learning.
=rom a &usiness perspective, an aggressive and conservative #orecast o#
&usiness opportunities indicates t,at learning is eBpected to &e a major
>raining Education
In#ormation >ec,nolog"
Learning
2nowledge
Canagement
E3Learning
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product and services #or man" "ears to come, and e3learning will &e
deplo"ed #or t,is purpose.
=inall", as a #airl" new #ield o# stud", t,e ke" concepts o# e3learning and
its understanding are still emerging. >,ere#ore, an" stud" o# t,e
e##ectiveness and e##icienc" o# e3learning ,as to involve multiple issues
like4
6ole o# e3learning in knowledge and learning.
Contri&utions o# e3learning to competent per#ormance.
Its relations,ip to organisational trans#ormation.
1trategies o# including e3learning into ot,er #orms o# electronic
interactions.
3,) De3i&i"io&s
%s a newl" emerging concept, several de#initions #rom di##erent
perspectives are advanced #or electronic learning, more so a concept
driven &" a #ield o# stud" suc, as in#ormation tec,nolog".
=rom t,e &eginning, e3learning was de#ined in relation to tec,nolog". In
#act, as earl" as t,e ):98s, it was used mostl" to mean learning delivered
using an" electronic means, especiall" computers. >,e !nited 1tates
Commission on >ec,nolog" and %dult Learning de#ined e3learning as
instructional content or learning eBperiences delivered or ena&led &"
electronic tec,nolog" D788)4*E. On its part, t,e !nited 2ingdom
Department #or Education and 1kills in 788@ states t,at Fi# someone is
learning in a wa" t,at uses in#ormation and communication tec,nologies
DIC>E t,e" are using e3learningG. >,ese de#initions are &road and ,ave
not &een accepted &" all practitioners.
Coving awa" #rom &road3spectrum de#initions, some aut,ors, in t,eir
de#initions ,ave speci#icall" #ocused on t,e use o# Internet tec,nologies,
w,ic, is too narrow. Carc 6osen&er" de#ines e3learning as t,e use o#
Internet tec,nologies to deliver a &road arra" o# solutions t,at en,ance
knowledge and per#ormance D788)479E. 'e argues t,at t,ere are t,ree
#undamental criteria #or e3learning4
). It is networked, w,ic, makes it capa&le o# instant updating,
storage, retrieval, distri&ution and s,aring o# instruction and
in#ormation.
7. It is delivered to t,e end user via a computer using standard
internet and intranet tec,nolog".
@. It #ocuses on t,e &roadest view o# learning, learning t,at goes
&e"ond traditional paradigms o# training.
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>,e term e3learning ,as t,us come to encompass &ot, t,e learning
transaction and t,e tec,nolog" used #or producing and transmitting
knowledge, wit, emp,asis on t,e latter.
Iou need to also know t,at e3learning ,as also &een de#ined in terms o#
its social conteBt and its a&ilit" to o##er learners t,e option o# working
outside structured educational environments. Doug 'um and %nne
Ladoucour de#ine it &roadl" as Fusing an electronic means to access
in#ormation and learn a&out a topic, &e it #or personal interest, jo& at
,and or career advancement D788)E. Later, t,e" re#ined t,eir de#inition
to training t,at takes place over a network, t,e internet or an intranet
D788)E.
3,),( E'eme&"s o3 Co&#e&"io&2' De3i&i"io&s
=rom t,e de#initions advanced so #ar, "ou can see t,at e3learning is
t"picall" de#ined in relation to its use and o# speci#ic tec,nologies. >,e
elements o# t,ese conventional de#initions are4
In#ormation and communication tec,nologies.
% network, including use o# t,e internet and t,e .orld .ide .e&.
Deliver" on time, at an" time.
%n electronic eBc,ange o# in#ormation #or t,e purpose o#
learning.
'owever as "ou can see, t,e a&ove de#initions are potentiall" limiting
&ecause #or man" organisations, e3learning simpl" means a CD36OC,
D/D and applications loaded unto single computer #or computer3&ased
training or instruction. >,ese organisations do need to use networks or
we&3&ased applications
3,),) To42r$s 2 Com0re5e&si#e De3i&i"io& o3 E.Le2r&i&*
>o derive a #oundational de#inition o# e3learning, a set o# logical
statements can &e advanced #or "ou to ,ave a more compre,ensive
de#inition4
E3Learning encompasses an" #orm o# learning transacted &" wa" o#
digital tec,nologies.
E3Learning deliver" s"stems are su&ject to t,e d"namics o#
socio3tec,nological evolution.
E3Learning ma" &e s"nc,ronous or as"nc,ronous, sel#3paced or
instructor3led, a process or a single event, online or o##line, or an"
com&ination o# t,ese modes.
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>,us, taking t,ese statements into consideration and #or t,e purpose o#
t,is course, we ,ere&" advance a &road de#inition o# e3learning #or t,e
purpose o# on3going researc,.
Electronic Learning can be defined as a learning experience involving
the acquisition or transfer of knowledge delivered or transacted
through electronic means.
ote again t,at to restrict t,e de#inition o# e3learning to Internet
connection via networked computers is to ignore mo&ile devices and an"
emerging #orms o# IC> across all dimensions o# t,e learning process.
6estrictive de#initions in terms o# speci#ic tec,nologies are o# limited
long3term relevance to learning transactions in an electronic conteBt.
3,3 E.Le2r&i&* #ersus Re'2"e$ Terms6Co&!e0"s o3 Le2r&i&*
Iou will notice as "ou read wide t,at t,ere are terms and concepts t,at
are seemingl" s"non"mous wit, e3learning, &ut are not necessaril" t,e
same. 1uc, concepts and terms among ot,ers are Distance
Learning$Education, =leBi&le Learning, .e& or Online
Learning$>raining.
E3learning ,as ,istoricall" &een linked wit, distance learning and
#leBi&le learning. In distance learning, various tec,nologies can &e used
to link learners, instructors and resources t,at are separated in time and
space.
On t,e ot,er ,and, t,e main #eature o# #leBi&le learning, as its name
suggests, is its adapta&ilit" to learners need and circumstances. -urns et
al de#ines #leBi&le learning in terms o# its #leBi&le entr", course
components, modes o# learning and points o# eBit w,ic, o##ers t,e
learner control and c,oice regarding t,e content, se(uence, time, place
and met,od o# learning including #leBi&le assessment processes. D)::;E.
.,ile e3learning ma" &e seen as a #orm o# #leBi&le and distance
learning, not all #leBi&le and distance learning necessaril" involves
e3learning D6osen&erg, 788)E. =or eBample, in t,e ational Open
!niversit" o# igeria DO!E, interaction &etween t,e students and t,e
instructors at t,e stud" centers in a conventional classroom st"le is not
e3learning. On t,e ot,er ,and, an interaction &etween t,e distance
learner students o# O! and t,e instructional materials t,roug,
CD36OC, D/D, and Internet is considered an e3learning plat#orm.
Fi*ure,(,) Le2r&i&* Te!5&o'o*ies7 Mo$es 2&$ Re'2"io&s5i0
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B2se$ o& U&$2& 8 9e**e& )---1 :
%s s,own in #igure).7, e3learning eBists in a wider #ield o# endeavour
and ,as relations,ips t,at overlap wit, man" di##erent tec,nologies.
Ceanw,ile, some aut,ors distinguis, e3learning #rom we&3learning
D-eer, 7888E, or we&3&ased training D'orton 7888E. >,ese aut,ors
emp,asise t,e distinctiveness o# t,e we& as an educational medium t,at
can &e used to trans#er in#ormation and knowledge rapidl" wit,out
restriction o# time and location, and potentiall" at a lower cost t,an
alternative educational media or environments D-eer 7880E.
'orton de#ines we&3&ased training as an" purpose#ul, considered
application o# we& tec,nologies to t,e task o# educating a #ellow ,uman
&eing D7887E. -ut &" and large, we& learning still remains a su&set o#
electronic learning &ecause t,e we& tec,nolog" is electronic in #unction.
%s "ou closel" stud" t,e ,istorical association &etween e3learning and
distance education, "ou will see t,ere ,ave &een some un#ortunate
conse(uences. =or eBample, e3learning programs ,ave sometimes &een
criticised #or &eing &oring, poorl" conceived and designed and una&le to
provide individuals wit, t,e knowledge t,e" need. 1imilarl", distance
learning and #leBi&le learning are open to t,ese criticisms. Can" o# t,ese
programmes ,ave disappointed earl" ,opes or promised more t,an t,e"
,ave delivered. E3learning seems to ,ave in,erited some o# t,at legac".
%lt,oug, t,e relations,ips &etween electronic learning and distance
learning and #leBi&le learning ,ave &een cordial, &ut in some instances
t,ere are pro&lems &etween t,e two concepts. In some cases, online
learning ,as &een introduced to augment and improve eBisting practices,
&ut in ot,er cases t,e intention ,as &een to clearl" replace eBisting
conditions wit, an electronic solution as a means o# saving mone". >,is
seldom produces e##ective learning eBperiences and ,as led some
education and training pro#essionals to view e3learning wit, skepticism.
3,; Assum0"io&s o3 E.Le2r&i&*
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>,ere are &asic assumptions a&out e3learning, as well as some
misconceptions people ,ave a&out e3learning.
>,e #ollowing are some o# t,e &asic assumptions o# electronic learning
as adapted #rom Cali#ornia Distance Learning Project4
). %n"time, an" place, an" pace and speedil" in one goal #or electronic
learning.
7. Electronic learning provides access to learners not presentl" served
in traditional settings and en,ances learning opportunities #or t,ose
not &eing served in traditional learning programme.
@. Electronic learning s,ould &e used as a strategic tool to support
individual institutional missions. 'owever t,ere are institutional
structures and cultures t,at do not #oster an environment w,ere
electronic learning can &e easil" utilised.
*. E3learning o#ten re(uires resource s,aring and colla&oration among
providers. It can &e en,anced &" man" kinds o# partners,ip.
0. E3learning incorporating emerging in#ormation tec,nologies,
provides &ot, an opportunit" and a c,allenge to adult educational
institutions and corporate organisations to eBpand t,eir missions and
services.
+. E3learning is most e##ective w,en sta##, along wit, learners, ac(uire
new knowledge and skills. >,us, on3going sta## development must
&e essential part o# t,e e3learning development process.
3,5 Mis!o&!e0"io&s o3 E.Le2r&i&*
>,ere are some misconceptions o# e3learning, and in t,is section we
s,all go t,roug, some o# t,ese misconceptions so t,at t,e rig,t image o#
e3learning will &e propagated.
). >,e most common misconception is t,at e3learning classes,
especiall" online #orm o# it, will &e #airl" sterile and impersonal. -ut
once a person starts to interact wit, ot,er group mem&ers, t,e"
(uickl" discover t,at an online e3learning environment can &e ver"
ric, and ver" personal. Participants o#ten esta&lis, online #riends,ips
t,at outlast t,e particular class. =urt,ermore, people t"picall" #ind
t,at t,e" are drawn into su&ject matter o# t,e class muc, more
deepl" t,an in a traditional course o# t,e discussions t,e" get
involved in.
7. % second misconception is t,at electronic online learning is onl" #or
people w,o ,ave a lot o# eBperience wit, computer skills to
participate in online e3learning instruction, &ut certainl" "ou do not
need to know ver" muc, a&out computer. .it, modern so#tware,
participating in an electronic learning s,ould not re(uire muc, more
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skill or tec,nical know3,ow t,an w,at "ou need to operate an" piece
o# o##ice e(uipment like #aB mac,ine, copier, etc.
@. %not,er common misconception is t,at e3learning classes will &e
eas", easier t,an conventional classes. -ut almost all participants
report t,at t,e" #ind e3learning classes muc, more work, and muc,
more rewarding, t,an traditional courses t,e" ,ave taken. %gain t,is
,as to do wit, t,e t,oug,t o# t,e su&ject matter t,at results #rom
online electronic learning discussions. 1uc, classes also re(uire t,e
sel#3discipline to do t,e preparation re(uired #or e3learning
participation and activities, ,omework is ,omework, w,et,er o##line
or online.
*. =inall", it s,ould &e mentioned t,at almost an" #orm o# assessment
or evaluation is possi&le wit, online e3learning classes. Iou can do
traditional (uiJJes or tests wit, multiple c,oice (uestions or
pro&lems to &e solved i# desiredK t,e" can even &e done wit, time
limits. In #act, it seems t,at assignments and project t,at involve
critical t,inking, creativit", pro&lem3solving and group
discussion$interaction are more appropriate #or online e3learning.
>,e (uestion o# c,eating alwa"s comes up wit, an" #orm o# online
electronic learning since online activit" is done in an unsupervised
setting. >o t,e eBtent t,at assessment involves assignment or projects
uni(ue to a given individual Dor done in a team or group conteBtEK t,is is
not likel" to &e a pro&lem. >ests can also &e made uni(ue to eac,
person, or t,e" can &e conducted in a supervised environment Dlike
li&rar" or learning centreE i# reall" necessar". -asicall", i# people are
going to c,eat, t,e" will #ind a wa", online or not.
%ssessing group per#ormance in an online electronic learning setting is a
little more di##icult t,an evaluating individual e##orts3 particularl" w,en
people do team projects, wit, a single outcome representing t,e
collective work o# t,e group. ote t,at t,is is as true in traditional
classroom settings.
;,- CONCLUSION
%s a conclusion, electronic3learning ,as come to &e a #orm o# &ridge #or
t,ose w,o did not ,ave t,e #irst time opportunit" to #ormal education.
ot onl" t,is, it ,as cut down on t,e time and mone" spent in corporate
training. .e see t,e continual emergence o# e3learning and &eing a&le to
F&iteG into t,e &ig pie o# corporate training valued at H)88&illion.
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>,oug, t,ere are some lapses associated wit, t,e #ull implementation o#
e3learning, especiall" in t,e developing economies o# t,e world, &ut t,e
&ene#its derived #rom it #ar outweig, t,e c,allenges.
5,- SUMMARY
In summar" t,e #ollowing are t,e ke" points on t,e #undamentals o#
E3Learning concept4
i.% more encompassing $e3i&i"io& o# ELECTRONIC LEARNING is a
learning eBperience involving t,e ac(uisition or trans#er o# knowledge
delivered or transacted t,roug, electronic means.
ii.>,e su&ject o# Electronic Learning DE3LearningE ,as &ecome pertinent
in t,e d"namic world o# toda" w,ic, is driven &" in#ormation
tec,nolog".
iii.>,e *'ob2' e!o&om% ,as not &een le#t out o# t,e positive impacts o#
e3learning especiall" in t,e corporate world w,ere e3learning ,as
reduced t,e cost o# training o# personnel.
iv.>,e b2si! !o&!e0" o# e3learning presupposes t,at electronic driven
tec,nologies can &e used to #acilitate and en,ance learning process.
v.%s a #airl" new #ield o# stud", t,e ke" concepts o# e3learning and its
understanding are still emerging. >,ere#ore, an" stud" o# t,e
e##ectiveness and e##icienc" o# e3learning ,as to involve multiple issues.
vi.ote t,at to restrict t,e $e3i&i"io& o3 e.'e2r&i&* to Internet
connection via networked computers is to ignore mo&ile devices and an"
emerging #orms o# IC> across all dimensions o# t,e learning process.
vii..,ile e3learning ma" &e seen as a #orm o# #leBi&le and distance
learning, not all #leBi&le and distance learning necessaril" involves e3
learning D6osen&erg, 788)E.
viii.>,e b2si! 2ssum0"io& o# e3learning is t,at an"time, an" place, an"
pace and speedil" is one goal #or electronic learning.
iB.>,e most common mis!o&!e0"io& is t,at e3learning classes,
especiall" online #orm o# it, will &e #airl" sterile and impersonal.
B.Part o# t,e !ore #2'ue o# e3learning is t,at learning is a li#e3long
process, important to success#ul participation in t,e social, cultural,
civic, and economic li#e o# t,e societ".
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<,- TUTOR.MAR=ED ASSIGNMENT
). Identi#" and compare t,e perspectives #or de#ining electronic
learning.
7. Pull out "our dictionar" and searc, out t,e meaning o# t,e termsK
>raining, Education, Learning, In#ormation, >ec,nolog" and
Electronic.
7,- REFERENCES6FURT>ER READINGS
%ckermann, E. D)::+E. Tools for Teaching: The World Wide Web and a
Web Browser.
'ug,es, 2. D)::*E. Entering the World Wide Web and a Web: A Guide
to Cyberspace Enterprise Integration Technology.
2oc,mer, J. D)::0E. Internet Passport: orthwestnet!s Guide to our
World "nline. -ellevue, .%4 ort,.estet and ort,west
%cademic Computing Consortium, Inc.
CcIsaac, C. L Gunawardena, C. D)::+E. #istance Education.
Coore, C.G. L >,ompson, C.C., wit, Muigle", %.-., Clark, G.C.
D)::8E. The Effects of #istance $earning: A %u&&ary of the
$iterature.
6esearc, Conograp, o. 7. !niversit" Park, P.%4 >,e Penns"lvania
1tate !niversit", %merican Centre #or t,e 1tud" o# Distance
Education. DED @@8, @7)E.
>,e !ltimate .e&C> 'and&ook, .e& 6esource 1ta##, Division o#
Distance and Distri&uted Learning, Pullen Li&rar", Georgia 1tate
!niversit", ovem&er 788).
/erduin, J.6. L Clark, >.%. D)::)E. #istance Education: The
'oundations of Effecti(e Practice) 1an =ransisco, C%4 Josse"3
-ass Pu&lis,ers.
.lllis, -. D)::@E. #istance Education: A Practical Guide. Englewood
Cli##s, J4 Educational >ec,nolog" Pu&lications.
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UNIT ) BENEFITS AND APPLICATIONS OF
ELECTRONIC LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) -ene#its o# E3Learning
@.7 %dvantages and Disadvantages o# E3Learning
@.7.) %dvantages o# E3Learning
@.7.7 Disadvantages o# E3Learning
@.@ %pplications o# E3Learning
*.8 Conclusion
0.8 1ummar"
)7
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(,- INTRODUCTION
>,is unit #ocuses on ot,er #undamental issues o# e3learning to give "ou a
compre,ensive &ackground o# t,e su&ject.
E3learning as a continuall" emerging concept ,as o&vious advantages
t,at ,ave endeared t,e ,eart o# modern da" learners. 'owever,
e3learning ,as not and ma" never completel" replace t,e conventional
#orm o# learning &ecause o# attending c,allenges. -ut t,e concept o#
e3learning is &ound to t,rive &ecause its advantages are signi#icant in t,e
(uest to ,ave ever"&od" educated. Iou know it is commonl" said t,at
t,e merits o# e3learning #ar outweig,s t,e demerits. .it, t,e proper
advantages and disadvantages, learners will &e in a &etter position to
access t,e concept o# e3learning o&jectivel".
In terms o# content and o&jects o# learning, t,e e3learning concept ,as
adopted smaller units o# contents t,at can &e reused. >,is ,elps to
reduce cost, streamlines content creation and &rings a&out increase in
(ualit".
),- OB/ECTIVES
%t t,e end o# t,is unit, "ou must &e a&le to4
identi#" t,e c,aracters and #eatures o# t"pes o# e3learning
identi#" t,e advantages and disadvantages o# e3learning
#orm an independent opinion on t,e relevance o# e3learning to t,e
societ" toda"
know w,at constitutes t,e &asic content o# an e3learning programme
clearl" answer t,e (uestion o# Fw,o are t,e main &ene#iciaries o#
e3learning?G
3,- MAIN CONTENT
3,( Be&e3i"s o3 E.Le2r&i&*
Electronic3learning tec,nologies o##er a m"riad o# &ene#its #or
education, including convenience, #leBi&ilit", e##ectiveness, and
e##icienc".
Co&#e&ie&!e
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Electronic3learning tec,nologies can provide convenient locations #or
&ot, students and instructors. Can" o# t,e tec,nologies, suc, as t,e
Internet, videotape, and telep,one, are easil" accessed at ,ome. Ot,ers,
suc, as desktop videocon#erencing, can &e distri&uted #rom a single
point Dsuc, as a universit"E to multiple remote sites Dsuc, as sc,oolsE.
1atellite transmissions can &e viewed at speci#ied sites, or t,e
transmissions can &e videotaped #or later viewing at ,ome or sc,ool.
F'e?ibi'i"%
Can" #orms o# Electronic3learning provide students t,e option to
participate w,enever t,e" wis,, on an individualised &asis. =or eBample,
some students ma" want to review a videotape in t,e middle o# t,e nig,t
or read t,eir e3mail during earl" morning ,ours. In addition, one student
ma" wis, to spend @8 minutes reviewing a we&site, w,ile anot,er
spends an ,our.
A33or$2bi'i"%
Can" #orms o# electronic3learning involve little or no cost. =or eBample,
over ::A o# t,e ,omes in t,e !nited 1tates ,ave televisions and +0A
are connected to a ca&le3>/ service DCase", Dager, L Cagel, )::9E. =or
t,ese ,omes, it is relativel" eas" #or t,e students to watc, a videotape or
a pu&lic &roadcast television s,ow. In addition, almost all ,omes ,ave
access to a telep,one, ena&ling t,e use o# voicemail and audio
con#erencing.
Mu'"i.se&sor%
One o# t,e &ene#its o# electronic3learning is t,at t,ere is a wide variet"
o# materials t,at can meet ever"oneNs learning pre#erence O at least part
o# t,e time. =or eBample, some students learn #rom visual stimuli, suc,
as video, and ot,ers learn &est &" listening or interacting wit, a
computer program. I# electronic3learning courses are well designed, t,e"
will likel" o##er learners a wide range o# c,oices, t,ere&" providing t,e
optimal com&inations o# interaction and media.
I&"er2!"i#i"%
Contrar" to popular opinion, electronic3learning courses can o##er
increased interactions wit, students. In particular, introverted students
w,o are too s," to ask (uestions in class will o#ten Popen upP w,en
provided t,e opportunit" to interact via e3mail or ot,er individualiJed
means D=ranklin, Ioakam, L .arren, )::+E. >,roug, t,e increased
interactions, teac,ers can &etter meet individual studentNs needs.
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E@ui"%
Educational ine(uit" is a major issue in t,is and ot,er countries. 6ural
sc,ools o#ten ,ave less contact wit, educational trends, #ewer (uali#ied
teac,ers, and more need #or tec,nolog". Electronic3learning o##ers great
potential #or alleviating t,ese issues and ,as &een emplo"ed ver"
e##ectivel" in Canada and %ustralia 3 two countries wit, geograp,icall"
diverse student populations.
3,) A$#2&"2*es 2&$ Dis2$#2&"2*es o3 E.Le2r&i&*
>,e electronic #orm o# learning is muc, di##erent #rom traditional
classroom or training room eBperience even i# used as part o#
conventional class. >,ere are t,ere#ore some advantages and
disadvantages associated wit, electronic #orm o# instruction deliver"
w,ic, is w,at we are set to discuss in t,is section.
3,),( A$#2&"2*es o3 E.Le2r&i&*
EBperience ,as s,own t,at electronic3learning programs o#ten ,ave
more evaluation o# learnersQ progress t,an do t,e class$training room
programs.
Electronic3learning increases access to learning opportunities.
.ell3organised electronic distance learning program accommodates
multiple learning st"les.
Electronic3learning serves learners w,o are not likel" to attend
traditional classroom or training instructions, t,at is, it is considered
e##ective.
In most cases, e3learning is cost e##ective as it can serve as man" or
more learners per unit amount o# mone", >,at is, it is e##icient. =or
eBample, t,e use o# virtual classrooms ,as considera&le cost
advantage #or man" organisations. I-C seeing t,e potentials in
e3learning ,ad a ,ead start in adopting e3learning and is known to
,ave alread" ac,ieved annual savings o# well over H788million >,e
logistics o# organising #ace3to3#ace classroom training can account
#or as muc, as *8 per cent o# corporate training &udget. D2oolen,
788)E.
On3going researc, s,ows t,at electronic distance learning can attract
and serve lower level o# learners.
'aving to write all t,ings in an as"nc,ronous e3learning met,od
gives people a c,oice to t,ink a&out t,eir responses, #or eBample
w,en it is an e3mail #or e3learning.
E3learning, #or eBample t,roug, internet instruction, c,anges t,e
social d"namics o# education, putting ever"one Dstudents, teac,ers,
instructors, and sta##E on e(ual #ooting. !nder normal circumstances,
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ever"one can post messages. 1o online participation ,as t,e same
opportunit" to contri&ute ideas or comments. Consider t,e situation
o# t,e www, a we&site created &" a ,ig, sc,ool student ,as eBactl"
t,e same accessi&ilit" as one created &" a college pro#essor.
1imilarl" an"one on t,e Internet can send a message to an" one else,
regardless o# w,om t,e" are.
E3learning #or eBample minimiJes discrimination and prejudice t,at
arises naturall" in #ace3to3#ace setting. !nless someone deli&eratel"
reveals it, "ou ,ave no idea a&out t,e age, gender, et,nic
&ackground, p,"sical c,aracteristics or disa&ilities o# participating in
online class.
E3learning is #leBi&le, #or eBample, t,e as"nc,ronous #orm o#
e3learning allows participants to control t,eir own timeta&les and #it
learning around t,eir commitments. >,is is a major advantage
especiall" #or adult learners w,o lead complicated li#e.
3,),) Dis2$#2&"2*es o3 E.Le2r&i&*
%s we ,ave considered in !nit @.7.) a&ove on t,e advantages o#
e3learning over conventional learning met,od, it is wort,w,ile #or us to
also consider t,e disadvantages o# electronic #orm o# learning. >,is will
give "ou t,e &alance view o# t,e concept o# electronic learning. >,e
#ollowing are some o# t,e disadvantages associated wit, e3learning4
One o# t,e major draw&acks o# e3learning is in#rastructural
constraints in terms o# ,ardware and access. =or eBample, a virtual
classroom re(uires learners to ,ave access to #ast and relia&le
network and reasona&l" sop,isticated computing #acilities.
%lso learning in a virtual classroom tends to &e instructor3led
Ds"nc,ronousE rat,er &ased on participator" two3wa"
communication.
Intellectual constraint is also an issue. 1ince real communication
takes place t,roug, written message De3mail #ilesE writing skill and
t,e a&ilit" to put t,oug,ts into words are paramount. People w,o
,ave poor writing skills ma" &e at a disadvantage in an online
environment.
% #urt,er look at e3learning indicates t,at one o# t,e side e##ect is o#
an" class involving Internet instruction is plent" o# practice in
writing.. =or man" learners, t,is outcome is just as important as t,e
su&ject matter &eing learned. In ot,er words t,e plent" o# writing can
&e a distraction to knowledge ac(uisition itsel#.
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In addition, virtual classrooms s,are man" o# t,e limitation o# t,e
conventional classroom in t,at t,e" re(uire learners to &e online at a
particular time. >,is negates one o# t,e major advantages o#
electronic communication, w,ic, is t,e a&ilit" to o##er #leBi&le
access.
=rom t,e instructor perspective, in e3learning t,e teac,er does not
automaticall" command a presence in an online environment. >,ere
is no counterpart to standing at t,e #ront o# t,e classroom to capture
t,e attention o# t,e audience. In e3learning, t,e instructor must adopt
t,e role o# a #acilitator or moderator3someone w,o encourages
participation and keep discussion #ocused on certain topics it turn
out, t,is is muc, more di##icult task t,an conventional classroom
teac,ing w,ic, &asicall" involves presentation o# materials.
3,3 A00'i!2"io&s o3 E.Le2r&i&*
Electronic learning applications in ,ig,er education and industr" are
growing at a rapid pace. It is now possi&le to o&tain a college degree
wit,out p,"sicall" attending a traditional class. Likewise, numerous
companies are using Electronic3learning tec,nologies to distri&ute
training courses to emplo"ees on a worldwide &asis.
Electronic learning in 23)7 education is not as prevalent as it is in t,e
adult world due to t,e need to supervise "oung students. >,ere are,
,owever, man" #orms o# distance learning t,at are &ecoming
increasingl" common in sc,ools t,roug,out t,e world. >,e 23)7
applications #or Electronic learning include
Instruction #or 'ome&ound 1tudents
/irtual 'ig, 1c,ools
Instruction #or Distri&uted Classes
Interactions wit, Outside EBperts
Centoring and >utoring o# Distant 1tudents
Colla&orative Projects
%ccess to 6emote 6esources
1ta## Development Programs
I&s"ru!"io& 3or >omebou&$ S"u$e&"s
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Electronic learning tec,nologies o##er a variet" o# options #or students,
w,o, #or one reason or anot,er, are una&le to attend sc,ool. >,ere are
man" options #or meeting t,e needs o# t,e ,ome&ound students. =or
eBample, videotapes can &e sent o# t,e classes, internet connections can
&e esta&lis,ed #or e3mail and con#erencing, or two3wa" interactive video
s"stems can &e installed.
E?2m0'e
Cr. James was teac,ing a class wit, #our students and all #our were
con#ined to t,eir ,omes. >,roug, a project organised &" Pinellas Count"
in =lorida, ,e is a&le to communicate wit, ,is students t,roug,
computers and telecommunications. In particular4
>,e students send in t,eir work via e3mail &e#ore t,e class meets so
t,at t,e teac,er is assured t,at t,e students ,ave organised t,eir
t,oug,ts prior to class discussion.
>,e teac,er gat,ers updated materials De.g., newspaper and magaJine
articlesE and sends t,em immediatel" to t,e students via e3mail.
>,e students also participate in t,eir own group con#erence so t,at
t,e" can s,are pertinent materials wit, eac, ot,er D2antaras, )::@K
*:E.
Vir"u2' >i*5 S!5oo's
1tudents do not ,ave to &e ,ome&ound to &ene#it #rom electronic
learning tec,nologies. 1ome ,ig, sc,ools are eBperimenting wit,
o##ering credit courses #or students w,o are ,ome3sc,ooled, t,ose w,o
,ave previousl" dropped out o# ,ig, sc,ool, t,ose in juvenile detention
institutions, and t,ose w,o need t,e #leBi&ilit" to PattendP sc,ool at
times ot,er t,an ;488 am to @488 pm. /irtual ,ig, sc,ools can o##er t,e
#leBi&ilit" t,at appeals to certain students in speci#ic circumstances,
w,ile maintaining ,ig, standards #or education.
E?2m0'e
Paul needed to re3take %merican 'istor" so t,at ,e could graduate #rom
,ig, sc,ool wit, ,is classmates. >,e pro&lem was t,at ,e also ,ad to
report to work at @488 eac, a#ternoonK t,ere was no time during t,e
sc,ool da" to take t,e course. 'is counselor suggested t,at ,e connect to
t,e Internet and c,eck out t,e =lorida 'ig, 1c,ool at ,ttp4$$#,s.net$. >,e
=lorida 'ig, 1c,ool is a joint project &etween Orange and %lac,ua
Count" pu&lic sc,ools Dsee &elowE. >,e PvirtualP sc,ool curriculum
currentl" includes C,emistr", %lge&ra, -asic, Pascal, 1%> Preparation,
Economics, and %merican 'istor". D%n" =lorida student ma" take t,e
courses wit,out c,arge.E
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I&s"ru!"io& 3or Dis"ribu"e$ C'2sses
% num&er o# sc,ool districts, particularl" in less3populated areas, are
using electronic 3learning tec,nologies to s,are teac,ers among several
sc,ools. =or eBample, i# onl" a #ew students in eac, sc,ool need a
course, t,e" can comprise a single class large enoug, to justi#" t,e cost
o# a teac,er. Distri&uted classes via electronic learning ma" ,elp
alleviate t,e predicted s,ortage o# teac,ers in kindergarten sc,ools.
1ome estimate t,at &" t,e "ear 7888 t,ere will onl" &e ) million
teac,ers #or two million positions DCinoli, )::+E. >,ese s,ortages are
predicted to &e especiall" acute in t,e areas o# science and mat,ematics.
E?2m0'e
Cs. 1usan .illiamson is teac,ing a calculus lesson #rom ,er studio in
%laska and &eaming it up to a satellite. 'er students are scattered all
over t,e ort,west in over )88 sc,ools. >,roug, satellite downlinks at
eac, sc,ool, t,e" can see and ,ear t,eir teac,er. I# t,e" ,ave immediate
(uestions, t,e" can call ,er during t,e class period. Ot,erwise, t,e" can
send individual (uestions to 1usan t,roug, e3mail or #aB. Proctors and
teac,erNs aides supervise t,e students in t,e remote classrooms,
distri&ute learning materials, and administer tests.
I&"er2!"io&s 4i"5 ou"si$e E?0er"s
>ec,nologies suc, as videocon#erences, audio con#erences, and t,e
Internet allow teac,ers to &ring into t,e classroom a guest w,o would
normall" &e una&le to visit. Long distances, di##icult travel conditions,
or &us" sc,edules make it impractical #or man" individuals to visit
sc,ool classrooms as guest speakers. Prominent persons are usuall"
more willing to take )0 minutes to talk wit, a class &" telep,one or
videocon#erence t,an t,e" are to spend a couple o# ,ours traveling to
and #rom t,e sc,ool. In addition, t,ere are numerous we&sites t,at o##er
access to eBperts.
E?2m0'e
Cr. 6e"noldsN team o# students and teac,ers was just em&arking on an
interdisciplinar" stud" o# Cars w,en ,e learned t,at a well3known
science #iction aut,or lived in town. >,e aut,or was ver" interested in
education, and agreed to &ecome an advisor to t,e students as t,e"
investigated #ar3o## worlds. In Language %rts classes, students wrote
science #iction stories wit, t,e aut,orNs guidance. 'e ,eld an audio
con#erence wit, t,e student aut,ors to ,elp t,em develop stor" ideas,
t,en did some editing via e3mail and c,at. >,e Cat, and 1cience classes
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designed Cars researc, stations t,at were judged &" a local team o#
eBperts. >,e engineers and t,e students used videocon#erencing to
displa" and discuss &lueprints.
Me&"ori&* 2&$ Tu"ori&* o3 Dis"2&" S"u$e&"s
1ome sc,ool s"stems ,ave implemented electronic learning
tec,nologies to provide studentsQ access to tutors during t,e earl"
evening ,ours or on weekends. Depending on t,e s"stem, t,e tutors can
work at t,eir own ,omes or at a central location, suc, as t,e sc,ool, to
mentor t,e remote students. Cross3age mentoring is also possi&le wit,
older students ,elping "ounger students &" means o# distance learning.
E?2m0'e

%nita ,ad alwa"s dreamt o# &ecoming an astronaut, and t,anks to a
electronic learning project, s,e now knows ,ow to make ,er dream
come true. .,en an astronaut visited ,er sc,ool district, t,e local
educational c,annel arranged #or an interactive, live &roadcast to area
classrooms. >,roug, t,e &roadcast, %nita learned a&out t,e astronaut
training program.
1tudents, including %nita, #aBed, e3mailed, and called in (uestions to t,e
>/ studio #or t,e astronaut to answer. %#ter t,e &roadcast, t,e teac,er
accessed %1%Ns we&site to #ind out more a&out t,e astronaut program.
.,en t,e students t,oug,t o# more (uestions, t,e" &egan an on3going
electronic dialogue wit, t,eir new mentor &" e3mailing ,im at %1%.
Co''2bor2"i#e Proe!"s
Electronic learning can also &e used to en,ance colla&oration &etween
students in remote classrooms. >,ere are man" projects on t,e .e& t,at
promote pro&lem solving, multicultural education, and communit"
involvement. In most cases, one teac,er or organisation serves as
#acilitator #or a project. %s t,e data is collected #rom t,e remote sc,ools,
t,e #acilitator compiles it and disseminates t,e results.
E?2m0'e
Cs. 6omeroNs class was &eginning a unit on conservation and t,e
environment. In order to make t,e lesson more aut,entic, s,e decided to
participate in t,e 1ave t,e -eac,es project s,e ,ad seen on t,e internet.
>,roug, t,is project, ,er students would colla&orate wit, students all
over t,e world as t,e" eBplored t,eir environment. 1peci#icall", t,e"
would visit local &eac,es, collect t,e data, t,en anal"Je it and s,are t,e
data wit, t,e ot,er students D1ave t,e -eac,es, )::9E.
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A!!ess "o Remo"e Resour!es
2indergarten sc,ools are o#ten isolated #rom ot,er learning
environments, suc, as universities, museums, and li&raries. >,roug,
electronic learning tec,nologies, t,ese resources can &ecome availa&le
#or students in &ot, ur&an and rural areas.
E?2m0'e
>own 'ig, 1c,oolNs art classes learned t,at t,e cit" was redesigning and
updating t,e local art museum. >,e students ,ad plent" o# ideas o# t,eir
own, &ut t,e" needed more in#ormation on ,ow to contri&ute t,eir ideas
to t,e remodeling project. 1ome o# t,e students accessed t,e cit"
government .e& pages to learn a&out t,e sc,edule and procedure #or
providing input a&out t,e museum. %not,er group #ound we&sites #or
museums including t,e Louvre, Prado, ational Galler" o# %rt, and t,e
Cuseum o# Codern %rt. >,is group did comparisons and evaluations o#
t,e virtual art museums, w,ic, &ecame a guide to use in making
recommendations to t,e cit". % t,ird group contacted ot,er sc,ools and
cities to ask a&out art museums around t,e countr". =inall", t,e students
at >own 'ig, addressed t,e cit" council wit, t,eir #indings, and o##ered
to ,elp create a we&site #or t,e newl" designed museum.
S"233 De#e'o0me&" Pro*r2m
%t t,e end o# long da"s in t,e classroom, it is di##icult #or teac,ers to
drive to a universit" or ot,er #acilit" #or in3service credit or to pursue an
advanced degree. >,roug, electronic learning tec,nologies, t,e sta##
development programs can &e delivered to t,e teac,ersN sc,ool or ,ome.
1ome universities o##er entire CasterNs and Doctoral programs via
electronic learning tec,nologies.
E?2m0'e
Cs. -rown enjo"ed ,er position as a t,ird grade teac,er, and ,er Pjo&P
as a mot,er o# two small c,ildren. >,roug, t,e Learn =rom % Distance
Electronic program at !1=, s,e was also a&le to attend college and work
on ,er CasterNs degree. >,e courses were o##ered t,roug, t,e internet,
and s,e was a&le to work at t,e time, place, and space t,at were &est #or
,er.
;,- CONCLUSION
1ome o# t,e disadvantages ascri&ed to e3learning , suc, as t,e #act t,at
online learning involves a lot o# writing, are also t,e case wit, in
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conventional classroom met,od o# teac,ing. -ut t,is does not rule out
t,e #act t,at e3learning re(uires ,ardware access #or it to &e e##ective,
especiall" in t,e developing parts o# t,e world.
E3learning ,as &een variousl" applied to prove its relevance in modern
education s"stem and it ,as &een #ound to &e ver" success#ul. Glo&al
e##ort s,ould &e put into t,e utiliJation o# e3learning to en,ance t,e
(uest #or education #or all.
5,- SUMMARY
1ummaril", t,is unit ,as advanced t,e #ollowing points to en,ance our
understanding o# e3learning.
i. E3learning is a continuall" emer*i&* !o&!e0" 45ose ob#ious
2$#2&"2*es ,ave endeared t,e ,earts o# modern da" learners.
'owever, e3learning ,as not and ma" never completel" replace t,e
conventional #orm o# learning &ecause o# attending c,allenges.
ii. S%&!5ro&ous6I&s"ru!"or . led #orm o# e3learning re(uires t,e
simultaneous participation o# all students and instructor.
iii. As%&!5ro&ous #orm o# e3learning does not re(uire t,e simultaneous
participation o# all students and instructor. 1tudents do not need to
gat,er toget,er in t,e same location at t,e same time.
iv. %mong t,e several advantages associated wit, electronic3learning,
prime among t,em is t,e #act t,at it can reac, out to serve learners
w,o are not likel" to attend traditional classroom or training
instructions. -" t,is, it is considered e##ective.
(. Can" #orms o# electronic3learning provide students t,e option to
participate w,enever t,e" wis,, on an individualised &asis. =or
eBample, some students ma" want to review videotape in t,e middle
o# t,e nig,t or read t,eir e3mail during earl" morning ,ours. In
addition, one student ma" wis, to spend @8 minutes reviewing a
we&site, w,ile anot,er spends an ,our.
vi. Electronic learning applications in ,ig,er education and industr" are
growing at a rapid pace. It is now possi&le to o&tain a college degree
wit,out p,"sicall" attending a traditional class. Likewise, numerous
companies are using electronic3learning tec,nologies to distri&ute
training courses to emplo"ees on a worldwide &asis.
vii. %t t,e end o# long da"s in t,e classroom, it is di##icult #or teac,ers to
drive to a universit" or ot,er #acilit" #or in3service credit or to pursue
an advanced degree. >,roug, electronic learning tec,nologies, t,e
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sta## development programs can &e delivered to t,e teac,ersN sc,ool
or ,ome. 1ome universities o##er entire CasterNs and Doctoral
programs via electronic learning tec,nologies
). Compare and contrast t,e adoption o# e3learning in modern
sc,ool s"stem.
7. Discuss t,e &ene#its associated wit, e3learning.
Egan, C. .., 1e&astian, J., L .elc,, C. D)::), Carc,E. Effecti(e
Tele(ision Teaching: Perceptions of those that Count
&ost...#istance $earners. Proceedings o# t,e 6ural Education
1"mposium, as,ville4 >. DED @*7 0;:E.
UNIT 3 CATEGORIES OF E.LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) Categories
@.7 Impacting =actors
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
One o# t,e &iggest c,allenges in discussing e3learning and t,e categories
arises #rom di##erent understandings o# t,e #ield. Cost o#ten, we attac,
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our eBperiences and career to our conversations, presenting an image o#
e3learning t,at re#lects w,at we ,ave encountered. =or an instructional
designer, e3learning o#ten means courses or learning materials directed
at meeting an o&jective wit,in t,e larger scope o# program development.
% corporate trainer ma" view e3learning as a com&ination o# courses and
knowledge management. o one perspective is s"m&olic o# t,e w,ole
industr".
% danger eBists in discussing various segments o# e3learning4 pa"ing too
muc, attention to distinctions across categories. >,e real #ocus and
uni#"ing t,eme is Dor at least s,ould &eE learning O w,et,er it is in a
classroom, online, &lended, or em&edded. Eac, categor" presented ,ere
is most e##ective w,en properl" matc,ed wit, t,e appropriate learning
environment and desired outcome. one o# t,e categories listed #unction
in isolation. Lines &lur &etween categories, and a success#ul e3learning
implementation will incorporate man" di##erent ones.
),- OB/ECTIVES
%t t,e end o# t,is unit "ou are eBpected to4
know t,e di##erent categories o# e3learning
&e a&le to distinguis, t,e categories o# e3learning
&e a&le to sketc, t,e mindmap o# categories o# e3learning
know t,e two major #orms o# e3learning &ased on t,e deliver"
met,od
know speci#ic tools and tec,nologies applica&le to #orms o#
e3learning.
>,is Cindmap details t,e Interrelation o# Categories4
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Fi*ure (,31 Mi&$m20 o3 C2"e*ories o3 E.'e2r&i&*
3,( T5e C2"e*ories o3 E.Le2r&i&*
>,e main categor" o# e3learning includes t,e #ollowing4
). Courses
7. In#ormal learning
@. -lended learning
*. Communities
0. 2nowledge management
+. etworked learning
;. .ork3&ased learning DEP11E.
Courses
Cost discussion o# e3learning centers on courses. Organisations
t"picall" take eBisting educational materials, add various media,
se(uence t,e material and consider it Ftrans#erredG to t,e online
environment. >,e popularit" o# learning management s"stems DLC1E
like .e&C> and -lack&oard, Dand t,e perception t,at t,e" are needed as
a starting pointE testi#ies to t,e prominence o# courses as a view o# e3
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learning. 1ome designers are &eginning to emplo" simulations, stor"3
telling, and t,e uni(ue traits o# online media in an e##ort to trans#orm t,e
material #or representation in a digital environment. >,e predominance
o# Fcourses as e3learningG view stems #rom t,eir similarities to t,e
classroom environment. -ot, learners and instructors are a&le to relate
to t,e general structure and #low on a course.
I&3orm2' Le2r&i&*
In#ormal learning is per,aps t,e most d"namic and versatile aspect o#
learning. !n#ortunatel", it is also t,e least recognised. In#ormal learning
is a &"3product o# Fin#ormation #oragingG O Ft,e ,uman &e,aviour w,en
searc,ing #or in#ormation was similar to t,at o# t,e ,unter3gat,erers and
animals in searc, #or #oodG DDRrsteler, undatedE. Our need #or
in#ormation Dand ,ow we intend to use itE drives our searc,. 1earc,
engines Dlike GoogleE coupled wit, in#ormation storage tools Dlike =urlE
and personal knowledge management tools like wikis and &logs present
a power#ul toolset in t,e knowledge workers port#olio. Ja" Cross D788@E4
states t,at4 F%t work we learn more in t,e &reak room t,an in t,e
classroom. .e discover ,ow to do our jo&s t,roug, in#ormal learning O
o&serving ot,ers, asking t,e person in t,e neBt cu&icle, calling t,e ,elp
desk, trial3and3error, and simpl" working wit, people in t,e know.
=ormal learning 3 classes and works,ops and online events 3 is t,e
source o# onl" )8A to 78A o# w,at we learn at work.G
B'e&$e$ Le2r&i&*
-lended learning provides t,e &est opportunities #or learning transition
#rom classroom to e3learning. -lended learning involves classroom Dor
#ace3to3#aceE and online learning. >,is met,od is ver" e##ective #or
adding e##icienc" to classroom instruction and permitting increased
discussion or in#ormation review outside o# classrooms. =or eBample, a
new product release ma" &e communicated to sales sta## t,roug, a
t,ree3,our works,op, #ollowed &" online resources and discussions #or
continued learning Dwit,out signi#icantl" impacting t,e work activities
o# t,e sales #orceE. >,e rall"ing cr" o# educational tec,no3prop,ets o#
t,e late :8Qs DFsoon we wonQt need instructorQs, weQll learn ever"t,ing
online on our own timeGE ,as given wa" to t,e realit" t,at learning is a
social process, re(uiring instructor direction and #acilitation. -lended
learning utiliJes t,e &est o# classrooms wit, t,e &est o# online learning.
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Commu&i"ies
Learning is social DDriscoll, 7888,E. Cost pro&lems wit,in our &usiness
environments toda" are compleB and d"namic. Iesterda"Qs solutions do
not alwa"s work toda". Pro&lem solving re(uires di##erent perspectives
to create an accurate understanding o# potential solutions and
environment o# implementation. Online communities allow people to
sta" current in t,eir #ield t,roug, dialogue wit, ot,er mem&ers o# t,e
same organisation, or t,e larger glo&al #ield. Communities strongl"
contri&ute to t,e #low o# tacit knowledge.
=&o4'e$*e M2&2*eme&"
2nowledge Canagement D2CE is t,e signi#icant c,allenge #or
&usinesses in a knowledge econom". 2C involves t,e process o#
identi#"ing, indeBing, and making availa&le Din various #ormatsE
knowledge generated wit,in t,e dail" activities o# an organisation. 1ome
companies ,ave #ound value in managing content, mining e3mails, and
creating communities o# practice. >a#e =rontiers presents eig,t
categories o# knowledge management4 learning and development,
in#ormation management, client #eed&ack, knowledge capture,
knowledge generation, virtual teams, communities o# practice, and
content management s"stems. >,e duplication o# 2C and e3learning
concepts ,ig,lig,ts t,e strong connections Dand &lurringE &etween t,ese
#ields.
Le2r&i&* Ne"4orAs
Communities t"picall" #orm around a particular goal, concept or t,eme.
% learning network is t,e loose, personal coupling o# communities,
resources, and people. It is t,e cornerstone o# personal knowledge
management. /aill D)::+E states t,at4 F>,e permanent w,ite3water in
toda"Qs s"stems is creating a situation in w,ic, institutional learning
patterns are simpl" inade(uate to t,e c,allenge. 1u&ject matter is
c,anging too rapidl"G. >,e utilisation o# personal learning networks
allows knowledge workers to remain current in t,eir #ield.
9orA.b2se$ Le2r&i&*
Electronic Per#ormance 1upport 1"stems DEP11E and work3#low
learning attempt to inject learning content into t,e actual point o# need.
%s an alternative to courses, t,is st"le o# content presentation re(uires
,eav" emp,asis on conteBt, and t,e emplo"ee control in initiating t,e
learning needed. >,is st"le o# learning can &e seen in man" computer
applications DconteBt3sensitive ,elpE. =or organisations, work3&ased
learning re(uires a signi#icant investment in resource creation and
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usa&ilit" planning Din w,at situation will a learner want to know t,is?
'ow s,ould it &e presented? .,at will t,e" searc, #or so t,e" can #ind
it?E. .ork3&ased learning is generall" an enterprise3wide initiative.
3,) Im02!"i&* F2!"ors
-e"ond t,e categories o# e3learning, it is important to note a #ew
additional #actors t,at impact t,e #ield4
). !&i(uitous computing
7. >ools
@. Deliver" #or e3learning.
>,ese t,ree aspects o# e3learning are important to note &rie#l", as t,e"
can in#luence all o# t,e various categories Dand are (uickl" developing
into agents s,aping t,e #uture direction o# e3learningE.
Ubi@ui"ous
!&i(uitous learning re#ers to Fever"w,ere learningG Dt,e internet or
learning content #ollows people aroundE. Core Fknowledge potsG Dwork3
related content, personal knowledge, internetE ,old content and
in#ormation. /arious devices plug in and retrieve t,e in#ormation in t,e
appropriate #ormat DPD%, cell p,one, laptop, or an" ot,er applianceE.
!&i(uitous learning #ul#ills e3learningQs promise o# Fan"time, an"w,ere,
and an" conteBtG.
Too's
>ools #or e3learning #it into various categories, signi#icantl" in#luenced
&" t,e development o# communication tec,nologies on t,e internet as a
w,ole. % #ew eBamples o# tools4
Learning Canagement 1"stems DLC1E
Learning Content Canagement 1"stem DLCC1E
Colla&orative tools DaColla&, GrooveE
Identit" management and digital rig,ts O still an emerging #ield, &ut
as t,e success o# Cicroso#tQs Passport reveals, end3users o#
communication tools re(uire control over t,eir identit". Digital
rig,ts tools D#or ensuring learning content can &e Flegall"G usedE will
also continue to grow in popularit"E.
6epositories O CE6LO> is an eBample o# centraliJed learning
content repositories, &ut man" decentraliJed repositories #ollow t,e
success o# content s,aring programs like 2aSa%.
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/oice over IP D/oIPE tools like 1k"pe D,ttp4$$www.sk"pe.orgE will
su&stantiall" alter t,e communication landscape. 1imple, e##ective
social tools are critical #or larger scale adoption o# learning t,at
represents t,e manner in w,ic, people work.
Ot,er social tools4 wikis, &logs, instant messaging are &eing rapidl"
adopted due to ease o# use.
De'i#er%
T%0es B2se$ o& De'i#er% Me"5o$ BS"u$e&".I&s"ru!"or I&"er2!"io&sC
>,ere are two &road t"pes o# e3learning &ased deliver" met,od and on
t,e relations,ip &etween t,e students and t,e instructor in terms o# space
and time4
(, S%&!5ro&ous6I&s"ru!"or Le$1 >,is #orm re(uires t,e simultaneous
participation o# all students and instructor. It is real time. >,e
advantage o# s"nc,ronous instruction is t,at t,e interaction is done in
Freal timeG and ,as immediac".
>,e disadvantage o# s"nc,ronous instruction is t,at not all t,e students
will &e availa&le to receiving t,e instructions. EBamples o# s"nc,ronous
e3learning are interactive >/, tele$video con#erencing and computer
con#erencing, arc,ived presentations, and Internet c,at.
), As%&!5ro&ous1 >,is #orm does not re(uire t,e simultaneous
gat,er toget,er in t,e same location at t,e same time. 6at,er students
ma" c,oose t,eir own instructional time #rame and gat,er materials
according to t,eir sc,edule. It is considered as dela"ed presentation
t,roug, learning management s"stems.
%s"nc,ronous e3learning is more #leBi&le t,an s"nc,ronous. %lso its
sel#3paced #ormat accommodates multiple learning levels and sc,edules.
EBamples o# as"nc,ronous deliver" include, e3mail, list serves,
audiocassettes courses, CD36OC, D/D, and world wide we&3&ased
courses.
>,e advantages o# as"nc,ronous e3learning includes studentsQ c,oice o#
location, and time, and Dincase o# telecommunications suc, as e3mailE
interaction opportunities #or all students.
% disadvantage o# as"nc,ronous to consider, wit, e3mail interaction is
considera&le written eBc,ange, w,ic, reall" pile up.
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S%&!5ro&ous As%&!5ro&ous
Vi$eo /ideocon#erencing
/ideotape,
-roadcast /ideo
Au$io %udiocon#erencing
%udiotape,
6adio
D2"2
Internet c,at,
Desktop videocon#erencing
E3mail,
CD36OC
Fi*ure (,;, Commo& S%&!5ro&ous 2&$ As%&!5ro&ous Te!5&o'o*ies
T%0es B2se$ o& Me$i2 2&$ Te!5&o'o*% o3 I&s"ru!"io&
>,ere are di##erent t"pes o# e3learning &ased on tec,nolog" deplo"ed
and interactions &etween t,e learner and t,e tutor. % t,oroug,
understanding o# t,e t"pes o# e3learning will ,elp t,e learner in ,is
selection process to meet t,eir knowledge ac(uisition needs. -ased on
needs and t"pes, t,e appropriate tec,nolog" #or stud" will &e deplo"ed.
E3learning w,ic, is a modalit" o# &road, miBed categor" o# deliver" can
also &e classi#ied into t"pes &ased on media and tec,nolog" o#
instruction. >,e t"pes ,ere can &e organised along several descriptive
dimensions. 6emem&er, ,owever, t,at t,ese individual t"pes can &e
miBed into ,"&rid #orms.
>,e t"pes wit, t,eir c,aracteristics and nota&le #eatures are ,ig,lig,ted
in t,e ta&le &elow.
Me$i26Te!5&o'o*% C52r2!"eris"i!s No"2b'e Fe2"ures
I&"er&e" Instructional deliver" t,roug,
t,e internet, eit,er onl"
learning modules or t,e entire
course.
It is still undergoing
improvement. It ,as &road&and
communication.
E.m2i' %s"nc,ronous teBt #iles and
attac,ments.
Good tool to stimulate learning
and writing
CD.ROM %udio learning tool, ver"
mo&ile and ineBpensive w,en
com&ined wit, print
materials.
!se#ul in language learning and
practice.
L20"o0 Com0u"er /ersatile approac, to
providing a wide range o#
learning activities #rom skill
and drill to simulation.
'ardware is eBpensive and is
&eing replaced.
Te'e!o&3ere&!e Electronic communication O#ten use proprietar" so#tware
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&etween among people at
separate locations. Can &e
audio, audio grap,ic, video or
computer &ased.
and comes in &road&and
communication t,at is
accessi&le.
DVD7 VCD /isual and audio toolK t,e
c,eckout approac, wit, print
materials makes it popular.
Culti3sensor" tool wit, linear
#orm.
T2b'e (,(1 T%0es o3 E.Le2r&i&* B2se$ o& Me$i2 2&$ Te!5&o'o*%
o3 I&s"ru!"io&
;,- CONCLUSION
>,e di##erent #orms o# electronic learning ,ig,lig,ted in t,is unit go a
long wa" to s,ow seemingl" compleBities in t,e #orms and categories o#
e3learning. 'owever, a proper understanding o# t,e concept o# e3
learning will ,elp "ou in knowing w,ere to place t,e #orm o# e3learning
"ou are engaging per time.
5,- SUMMARY
In summarising t,is unit, t,e #ollowing point, will ,elp "ou ,ave an
overview o# t,e unit4
i. One o# t,e &iggest c,allenges in discussing e3learning and its
categories arises #rom di##erent understandings o# t,e #ield.
ii. one o# t,e categories listed #unctions in isolation. Lines &lur
&etween categories, and a success#ul e3learning implementation will
incorporate man" di##erent ones.
iii. Cost discussion o# e3learning centres on courses. Organisations
t"picall" take eBisting educational materials, add various media,
se(uence t,e material and consider it Ftrans#erredG to t,e online
environment.
iv. In#ormal learning is per,aps t,e most d"namic and versatile aspect
o# learning.
v. -lended learning provides t,e &est opportunities #or learning
transition #rom classroom to e3learning. -lended learning involves
classroom Dor #ace3to3#aceE and online learning.
vi. 2C involves t,e process o# identi#"ing, indeBing, and making
availa&le Din various #ormatsE knowledge generated wit,in t,e dail"
activities o# an organisation.
vii. >,e utilisation o# personal learning networks allows knowledge
workers to remain current in t,eir #ield.
viii.=or organisations, work3&ased learning re(uires a signi#icant
investment in resource creation and usa&ilit" planning Din w,at
situation will a learner want to know t,is?
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iB. !&i(uitous learning re#ers to Fever"w,ere learningG Dt,e internet or
learning content #ollows people aroundE.
B. >ools #or e3learning #it into various categories, signi#icantl"
in#luenced &" t,e development o# communication tec,nologies on
t,e internet as a w,ole.
Bi. 1"nc,ronous$Instructor3Led #orm o# e3learning re(uires t,e
simultaneous participation o# all students and instructor. It is real
time.
Bii. %s"nc,ronous #orm o# e3learning does not re(uire t,e simultaneous
gat,er toget,er in t,e same location at t,e same time.
Biii. E3learning w,ic, is a modalit" o# &road, miBed categor" o#
deliver" can also &e classi#ied into t"pes &ased on media and
tec,nolog" o# instruction.
). Discuss 0 categories o# e3learning wit, eBamples.
7. Enumerate 0 media and tec,nolog" used #or e3learning.
Cross, J. D788@, Ca"E. Infor&al $earning O >,e Ot,er 98A. 6etrieved
on Octo&er )0, 788* #rom
,ttp4$$www.internettime.com$Learning$>,eA78Ot,er
A7898A70.,tm
Driscoll, C. D7888E. Psychology of $earning for Instruction, eed,am
'eig,ts4 C%, %ll"n L -acon.
DRrsteler, J. C. D!ndatedE. Infor&ation *unters, 6etrieved on Octo&er
)0 #rom ,ttp4$$www.in#ovis.net$E3Jine$788*$numT)0@.,tm
1iemens, G, D788@E. The Whole Picture of E+learning, 6etrieved on
Octo&er )0 #rom
,ttp4$$www.elearnspace.org$%rticles$w,olepicture.,tm
/aill, P. -., D)::+E. $earning as a Way of Being, 1an =rancisco, C%4
Josse"3-lass Inc.
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UNIT ; INFORMATION AND COMMUNICATION
TEC>NOLOGIES I
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) /oice$%udio >ec,nologies
@.7 Computer >ec,nologies
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
%ll #orms o# e3learning depend on access to electronic communication
tec,nologies. In general, t,e more interactive t,e approac,, t,e greater
t,e demands on t,e communication networks, alt,oug, t,e transmission
o# teBt is less demanding t,an t,e transmission o# visual images and
sound.
Can" o# t,e recent advances in e3learning ,ave &een driven &" t,e
eBpansion o# #iBed3line network capacit" and t,e growt, in t,e Internet
use. O# particular interest to man" in t,e e3learning #ield ,as &een t,e
emergence o# t,e .orld .ide .e&, w,ic, o##ers a user3#riendl"
grap,ical inter#ace t,roug, w,ic, learners can gain access to a ,uge
range o# in#ormation, including images, data #ile and sound as well as
teBt. Core recentl", t,ere ,as &een a rapid sound growt, o# new mo&ile
communications tec,nologies t,at o##er internet access w,ile &"passing
&ot, t,e #iBed3line network and t,e we&.
%n" assessment o# t,e potential o# e3learning must accommodate all
t,ese tec,nologies, t,at is, t,e various e3learning tec,nologies and t,eir
network capacit" re(uirements.
>,e various tec,nologies used in electronic learning can &e roug,l"
divided into t,ree categories4 audio DvoiceE, computer DdataE, and video.
Eac, o# t,ese categories ,as several su&divisions. -e aware, ,owever,
t,at man" o# t,e tec,nologies overlap into more t,an one categor". =or
eBample, t,oug,, audio con#erences and videocon#erences can take
place using a computer and t,e Internet. >,e &asic tec,nologies are
illustrated in t,e ta&le &elow. >,e #ollowing units o# t,is course provide
advantages, disadvantages and guidelines #or eac, tec,nolog".
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Voi!e6Au$io
>elep,one
/oicemail
%udio con#erences
%udiotape
6adio
Com0u"er
E3mail
.e&3&ased courses
/ideocon#erences
CD36OC
Colla&oration
so#tware
Vi$eo
/ideotape
1atellite deliver"
Cicrowave
-roadcast video
Desktop /ideo
Fi*ure (,5: E.Le2r&i&* Te!5&o'o*ies
),- OB/ECTIVES
%t t,e end o# t,is stud", "ou s,ould &e a&le4
to see t,e tec,nolog" perspective o# e3learning
to know t,e di##erent t"pes o# communication tec,nologies deplo"ed
in e3learning
to di##erentiate t,e di##erent t"pes o# communication tec,nologies
to know t,e advantages and disadvantages o# t,e tec,nologies
to give guide to t,e t"pe o# tec,nolog" to &e deplo"ed in
e3learning curriculum design
description o# communication tec,nologies t,at ,ave &een developed
to implement and manage e3learning.
3,- MAIN CONTENT
3,( Voi!e6Au$io Te!5&o'o*ies
%udio or voice tec,nologies o##er cost3e##ective wa"s to en,ance
electronic learning courses. >,e audio component o# an e3learning
course can &e as simple as a telep,one wit, voicemail, or it can &e as
compleB as an audiocon#erence wit, microp,ones, telep,one &ridges,
and speakers. D%udio con#erences via a computer will &e discussed in
=igure @.@.
(, Au$io"20es
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%udiotapes DcassettesE are ineBpensive, easil" duplicated, and ver"
versatile. >,e" can &e used to deliver lectures, panel discussions, or
instructions #or t,e electronic learner. %udio is especiall" use#ul in
courses t,at re(uire t,e nuances o# in#lection, suc, as #oreign languages,
or t,ose t,at are designed #or non3readers.
%udiotapes ,ave several advantages #or t,e deliver" o# electronic
learning courses. =irst, t,e" are ver" ineBpensive and readil" accessi&le.
%lmost all students ,ave access to a cassette pla"er in t,eir ,ome,
sc,ool, or car. %udiotapes are also eas" to create, eas" to duplicate, and
eas" to use. Disadvantages o# audiotapes include t,e #act t,at t,e" are
not interactive, and t,e" do not provide t,e visual elements t,at man"
students desire.
.,en using audiotapes #or instruction, &e sure to record t,em using t,e
&est e(uipment possi&le. % low ,iss during t,e recording process ma"
result in a major distraction w,en t,e duplicate is pla"ed. %lso, include
print materials to en,ance t,e tapes and encourage interactions via
voicemail, e3mail, #aB, or ot,er means.
), Au$io Co&3ere&!es
>elep,ones are one o# t,e simplest, most accessi&le tec,nologies used
#or electronic learning. >elep,one conversations can &e used to mentor
individual students or to reac, numerous students simultaneousl" via a
con#erence call Daudio con#erenceE. I# more t,an one person is at eac,
location, audio con#erences can &e set up using speakerp,ones and
telep,one &ridges Dsee =igure @.@E. 1peakerp,ones ,ave &een improved
in t,e past #ew "ears, &ut t,e" still ,ave some limitations. Common
speakerp,ones are called simpleB message devices 3 t,at means t,at
people at &ot, ends o# t,e connection cannot talk at t,e same time.
Fi*ure (,<, Au$io !o&3ere&!e usi&* 2 Te'e05o&e Bri$*e
.,en one o# t,e parties pauses, or w,en someone in a classroom talks
loudl", t,e standard speakerp,one switc,es o## its speaker and activates
its microp,one. %t t,is point, t,e voice o# t,e distant person is cut o##,
and t,e #low reverses so t,at t,e distant person can ,ear w,at is &eing
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said in t,e classroom. Codern speakerp,ones are capa&le o# making t,is
simpleB c,anges in direction so (uickl" t,at it is usuall" onl" a minor
distraction. %s &ot, guest speakers and students &ecome #amiliar wit,
t,e limitations, t,e" learn a pattern o# &rie# pauses during interactive
discussion to prevent interruptions.
Can" telep,one lines ,ave simple con#erence3calling #eatures t,at make
it eas" to connect t,ree locations. .,en more t,an t,ree locations must
&e connected, t,e &est solution is to use a telep,one &ridge. >,e &ridge
is an electronic s"stem t,at links multiple telep,one lines and
automaticall" &alances all audio levels. >,e &ridge can &e provided
t,roug, t,e telep,one compan", or it mig,t &e owned and operated &"
t,e sc,ool s"stem.
% &ridge can &e eit,er call in or call out. .it, a call3in &ridge,
participants in t,e telep,one con#erence are given t,e &ridge telep,one
num&er a,ead o# time. >,e participants t,en call t,e num&er to connect
to t,e call. =or eBample, 1out, Carolina conducted teac,er training wit,
,undreds o# teac,ers &" providing a toll3#ree telep,one num&er and
speci#ic times #or teac,ers to call into t,e con#erence. % call3out &ridge
arrangement re(uires a person, usuall" an operator, to dial t,e telep,one
num&ers o# all t,e locations t,at will participate in t,e con#erence. %s
eac, num&er is reac,ed, it &ecomes connected to t,e call.
%udiocon#erences are relativel" eas" to set up and conductK ,owever, it
ma" &e di##icult to maintain studentsN interest #or long periods o# time
wit,out visual elements. >,ere#ore, audiocon#erences used #or distance
learning s,ould &e s,ort, well3planned, and supplemented wit, visual
materials t,at are distri&uted in advance.
A$#2&"2*es o3 Au$io Te!5&o'o*ies
I&e?0e&si#e1 %ll o# t,e audio$voice tec,nologies are relativel"
ineBpensive.
E2si'% 2!!essib'e1 %lmost ever" ,ome in t,e !nited 1tates ,as a
telep,one. In addition, most students ,ave access to an audiotape
pla"er in t,eir ,ome or in a car.
E2s% "o use1 %lmost ever"one is com#orta&le using a telep,one and
an audiocassette. .it, voice tec,nologies, t,ere is no so#tware to
install and no ,ardware to con#igure.
Dis2$#2&"2*es o3 Au$io Te!5&o'o*ies
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M2% re@uire s!5e$u'i&*1 1ome o# t,e voice tec,nologies Dsuc, as
audio con#erencesE are s"nc,ronous, meaning t,at t,e" must &e
sc,eduled at a convenient time #or t,e students and teac,er.
No" !o&$u!i#e "o #isu2' i&3orm2"io&1 Can" students #ind it ,ard to
#ocus and learn strictl" t,roug, audio input. In addition, audio3onl"
#ormat restricts t,e content t,at can &e conve"ed Da&stract concepts
are ver" di##icult to conve" t,roug, audioE.
M2% be im0erso&2'1 .it, audio3onl" interactions, t,ere is no e"e
contact and no &od" language. 1tudents ma" &e Pturned o##P &" a
talking &oB.
Gui$e'i&es 3or I&!or0or2"i&* Au$io Te!5&o'o*ies
Dis"ribu"e #isu2' m2"eri2's i& 2$#2&!e1 I# an audio con#erence is
sc,eduled, ,andouts or ot,er visual materials t,at mig,t &e o# value
during t,e presentation s,ould &e distri&uted well in advance.
Se" !ommu&i!2"io& 0ro"o!o's1 1ince t,e participants will not &e
a&le to see eac, ot,er, it is important to agree on protocols to ,elp
identi#" t,e speaker in an audio con#erence. In most cases, it is
advisa&le to instruct all speakers to state t,eir name &e#ore making
comments. =or eBample, P>,is is Car", and I would like to comment
a&out...P
E&!our2*e i&"er2!"io&1 In an audio con#erence, interactions s,ould
&e &uilt into t,e #ormat. =or eBample, instructors s,ould call on
speci#ic students, instruct students to take turns asking (uestions, and
make sure t,at one student is not allowed to monopoliJe t,e
conversation. .it, &ot, audio con#erences and audiotape deliver",
students s,ould &e re(uired to use e3mail, #aB, or voicemail to
engage in #urt,er interactions wit, eac, ot,er and t,e instructor.
Re!or$ 2u$io !o&3ere&!es o& 2u$io"20es1 It is ver" eas" to record
an audio con#erence. >,at wa", "ou can distri&ute t,e tapes #or
students w,o were una&le to participate in t,e con#erence and #or
t,ose w,o would like to review t,e content.
Ge" "o A&o4 "5e s"u$e&"s1 I# possi&le, seek wa"s to get to know t,e
students, suc, as visiting t,e remote sites, gat,ering t,e students
toget,er in one place, or eBc,anging p,otograp,s or videotapes.
3,) Com0u"er Te!5&o'o*ies
.it, t,e increased popularit" o# t,e internet, computer tec,nologies are
receiving more and more attention as a means o# delivering e3 learning.
>,e primar" computer tec,nologies used #or electronic distance
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education include e3mail, online colla&orations, and we&3&ased
education.
(, E.m2i'
1ending e3mail messages is a common and ineBpensive wa" #or students
to communicate wit, instructors. In some cases, an entire e3learning
course ma" &e structured using e3mail as t,e onl" met,od o#
communication. In ot,er cases, e3mail ma" &e used to supplement audio
or video tec,nologies.
In addition to PregularP e3mail messages, &ulletin &oards and listserves
can also &e used to conduct e 3learning initiatives. -ulletin &oards Dalso
called discussion groups or newsgroupsE are electronic #orums w,ere
students can PpostP messages or read messages t,at ot,ers ,ave posted.
% t,readed discussion group is a &ulletin &oard t,at allows students to
repl" to speci#ic messages Dt,e repl" is t,en indented or in some wa"
linked to t,e original messageE. Listserves are automated e3mail
distri&ution s"stems. In ot,er words, i# "ou send an e3mail message to a
listserve, it will automaticall" &e distri&uted to all ot,er mem&ers o# t,e
listserve. Can" #acult" mem&ers esta&lis, &ulletin &oards or listserves
#or e3 learning classes to #acilitate t,e interactions among t,e students.
T5e 2$#2&"2*es o3 e.m2i' communications include versatilit" and
convenience. In addition to sending straig,t teBt, most e3mail s"stems
now allow students to attac, #iles. >,at means t,at t,e" can send
PowerPoint #iles, spreads,eets, or an" ot,er t"pe o# #ile to eac, ot,er.
>,e convenience o# e3mail is t,at it can &e accessed at an" time o# t,e
da" or nig,t. In addition, students can o#ten o&tain an e3mail account #or
little or no cost.
Dis2$#2&"2*es o3 e.m2i' include t,e re(uirement to ,ave an internet
connection and t,e compleBit" o# learning to use e3mail so#tware and
attac,ments. %lt,oug, more and more students ,ave access to t,e
internet at ,ome, it is not sa#e to assume t,at t,e" will all ,ave e(ual
access. Prior to involving students in e3mail instruction, "ou must ensure
t,at t,e" all ,ave t,e ,ardware, so#tware, and knowledge to make t,e
communications success#ul.
), O&'i&e Co''2bor2"io&1 I&"er&e" C52" 2&$ Co&3ere&!i&*
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E3mail communications are as"nc,ronous, meaning t,at t,e" do not take
place simultaneousl". 'owever, s"nc,ronous communications are
possi&le t,roug, online c,at, s,ared w,ite&oards, and videocon#erences.
Online c,at re#ers to a two3wa", interactive eBc,ange on t,e Internet. In
c,at mode, two or more people at remote computers connect to t,e same
c,at ProomP and t"pe messages. %s eac, t"pes ,is or ,er message, t,e
ot,ers can see t,e messages on a s,ared screen Dsee =igure).;E. Online
c,at allows students and teac,ers to communicate in Preal3time.P =or
eBample, man" instructors will esta&lis, virtual o##ice ,ours, during
w,ic, t,e" will &e availa&le to c,at wit, an" students w,o ma" ,ave
(uestions. -ecause t,e c,at takes place on t,e Internet, t,ere are no
p,one c,arges to worr" a&outU
Fi*ure (,7 C52" s!ree&
1,ared w,ite&oards are anot,er #orm o# colla&oration o# t,e Internet. I#
two or more people are connected to t,e Internet at t,e same time, t,e"
can communicate t,roug, grap,ic images on a s,ared w,ite&oard Dsee
=igure ).9E. 1imple drawings tools are provided t,at allow t,em to draw
arrows, circles, and ot,er simple s"m&ols in t,e s,ared space. In
addition, one or &ot, o# t,em can paste in images or teBt t,at was copied
#rom anot,er source. 1,ared w,ite&oards re(uire special so#tware Dsuc,
as C!31ee Ce or et CeetingE. 1ome o# t,e more advanced so#tware
even allows users at remote sites to s,are applications. =or eBample, an
instructor ma" ,ave EBcel on ,is or ,er computer and &e a&le to displa"
it on a remote studentNs computer. >,e student and teac,er will &ot, &e
a&le to input data and make revisions.
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Fi*ure (,D1 A s52re$ 45i"e bo2r$ i& use
>,e advantages o# online colla&oration t,roug, c,at or s,ared
w,ite&oards are t,at t,e communications are s"nc,ronous and t,e
#eed&ack #or t,e students is immediate. >,e disadvantages include t,e
need #or similar so#tware at &ot, sites and t,e re(uirement to sc,edule
t,e interactions in advance. In addition, t,e num&er o# participants ma"
&e limited #or simultaneous colla&oration.

3, 9eb.b2se$ E$u!2"io&
>,e .orld .ide .e& ,as opened a w,ole new arena #or e3learning
courses and t,e access to remote resources. >,e .e& can &e used to
en,ance education t,roug, remote access to resources or eBperts or it
can &e used to deliver educational programs.
%s an en,ancement to education, teac,ers can locate relevant .e& sites
#or students to eBplore or ,ave students conduct searc,es #or in#ormation
related to a speci#ic topic. -ookmark #iles or .e& pages wit, links can
&e developed to provide (uick access to appropriate sites #or t,e
students. =or eBample, =igure ).: presents a .e& page t,at was created
#or t,e stud" o# art.
Fi*ure (,: 9eb 02*e 4i"5 'i&As "o re'e#2&" 2r" resour!es,
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A$#2&"2*es o3 Com0u"er Te!5&o'o*ies
A''o4 se'3.02!e$ i&s"ru!"io&1 Computers allow learners to proceed
at t,eir own pace, receive #eed&ack immediatel", and review as o#ten
as t,e" like.
M2% i&!or0or2"e "e?"7 *r205i!s7 2u$io7 2&$ #i$eo1 .it, t,e trend
toward digital audio, digital video, and computer animations, it is
eas" to incorporate various media into computer programs.
A''o4 5i*5 'e#e's o3 i&"er2!"i#i"%1 Computer tec,nologies allow
em&edded (uestions and interactions, as well as online colla&oration.
Pro#i$e 4ri""e& re!or$ o3 $is!ussio&s 2&$ i&s"ru!"io&1 Computer
logs can easil" &e generated #or computer interactions in distance
learning.
I&e?0e&si#e1 .it, access to t,e Internet, it is relativel" ineBpensive
to participate in computer tec,nologies #or distance learning.
9or'$4i$e 2!!ess1 >,e internet can &e accessed &" millions o#
people t,roug,out t,e world. >,ere is no ot,er wa" to reac, so man"
people #or so little mone".
Dis2$#2&"2*es o3 Com0u"er Te!5&o'o*ies
Re@uire 52r$42re 2&$ so3"42re1 %t a minimum, a computer and
internet connection are re(uired #or most electronic learning options
t,at involve computers.
Ge&er2''% re'% o& 4ri""e& !ommu&i!2"io&s1 %lt,oug, it is possi&le
to include audio and video in computer3&ased distance learning, most
o# t,e communications are in t,e #orm o# teBt.
Re@uire subs"2&"i2' 0'2&&i&*1 E3mail and ot,er as"nc,ronous
computer tec,nologies re(uire a great deal o# planning and
preparation on t,e part o# t,e instructor.
Com0u"er #iruses, I# students send assignments via a computer,
t,ere is alwa"s a risk o# viruses, especiall" i# t,e" send programs or
attac,ed #iles.
No *u2r2&"ee$ 0er3orm2&!e1 Computer networks are notoriousl"
unrelia&le. I# students wait until t,e last minute to c,eck t,eir e3mail
messages or searc, t,e we&, t,ere is alwa"s t,e risk t,e server ma"
&e down or t,e we&sites ma" ,ave moved.
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Gui$e'i&es 3or I&!or0or2"i&* Com0u"er Te!5&o'o*ies
Pro#i$e 2$e@u2"e s"ru!"ure 2&$ *ui$e'i&es1 >,e most success#ul
as"nc,ronous projects include deadlines and a structure.
Pro#i$e "ime'% 3ee$b2!A "o 02r"i!i02&"s1 1ince t,e
communications in computer3&ased distance learning are more
impersonal t,an video3&ased deliver", it is eBtremel" important to
provide (uick and relevant #eed&ack to students.
Ge" "o A&o4 "5e s"u$e&"s1 I# possi&le, tr" to meet t,e students,
eit,er in person or t,roug, video. In some cases, t,e students ma" &e
a&le to meet once or twiceK i# not, videotapes can &e sent to students
to increase personal communications.
E&sure su33i!ie&" "e!5&i!2' su00or"1 In a per#ect world, t,e
computer and t,e tec,nolog" would &e invisi&le to t,e students. It is
ver" important to provide su##icient tec,nical support so t,at t,e
students can get ,elp w,en t,e" need it.
;,- CONCLUSION
It is o&vious t,at tec,nolog" is t,e plat#orm #or success#ul e3learning,
t,ere#ore emp,asis is &eing placed on tec,nolog". 'owever t,is s,ould
not &e at t,e eBpense o# content or t,e &od" o# knowledge to &e
imparted.
5,- SUMMARY
i. >,e various tec,nologies used in electronic learning can &e roug,l"
divided into t,ree categories4 audio DvoiceE, computer DdataE, and
video Dsee =igure @.7E. Eac, o# t,ese categories ,as several
su&divisions. -e aware, ,owever, t,at man" o# t,e tec,nologies
overlap into more t,an one categor".
ii. %udio or voice tec,nologies o##er cost3e##ective wa"s to en,ance
electronic learning courses. >,e audio component o# an
e3learning course can &e as simple as a telep,one wit, voicemail,
or it can &e as compleB as an audiocon#erence.
iii. >elep,ones are one o# t,e simplest, most accessi&le tec,nologies
used #or electronic learning. >elep,one conversations can &e used
to mentor individual students or to reac, numerous students
simultaneousl" via a con#erence call Daudiocon#erenceE.
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iv. .it, t,e increased popularit" o# t,e Internet, computer
tec,nologies are receiving more and more attention as a means o#
delivering e3learning. >,e primar" computer tec,nologies used
#or electronic distance education include e3mail, online
colla&orations, and we&3&ased education.
v. >,e .orld .ide .e& ,as opened a w,ole new arena #or
e3learning courses and t,e access to remote resources. >,e .e&
can &e used to en,ance education t,roug, remote access to
resources or eBperts or it can &e used to deliver educational
programs.
Compare and contrast t,e use o# computer tec,nolog" and video
tec,nolog" in e3learning.
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*@
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'ansen, . D)::9E. 1ave t,e -eac,es )::9. An International Pro0ect for
Global Awareness.
Cinoli, D. D)::+E. #istance $earning Technology and Applications.
-oston, C.%4 %rtec, 'ouse.
Coore, C.G. L >,ompson, C.C. D)::8E. The Effects of #istance
$earning: A %u&&ary for the $iterature) 1esearch Conograp,
o 7. !niversit" Park, >,e Penns"lvania 1tate !niversit"4
%merican Center #or Distance Education DED @@8 @7)E.
OQeil, C L Cc'ug,, P. DEdsE D)::+E. Effecti(e #istance $earning)
%leBandria4 /.%. %merican 1ociet" #or >raining and
Development.
Parker, %. D)::;E. A #istance Education *ow+to ,anual:
1eco&&endations fro& the 'ield) Educational Technology
1e(iew. 1e(iew: 2) 3+45
Porter, L.6. D)::;E. Creating the .irtual Classroo&: #istance $earning
with the Internet. I4 Jo,n .ile" L 1ons Inc.
1alvador, 6 D)::+E. What! ew in et Connecti(ity6 Electronic
$earning: )+D)E, )*.
1c,utte, J.G. D)::+E. .irtual Teaching in *igher Education: The ew
Intellectual %uperhighway or 7ust another Traffic 7a&6
>,or&urg, D.D. D)::0E. Welco&e to the Co&&unication Age) Internet
1esearch, 0 D)E, +*3;8.
.illis, -. D)::0, Octo&erE. #istance $earning at a Glance. !niversit"
o# Ida,o Engineering Outreac,.
/erduin, J.6. and Clark, >.%. D)::)E. #istance Education: The
'oundation of Effecti(e Practice. 1an =ransisco, C%4 Josse"3
-ass Pu&lis,ers.
UNIT 5 INFORMATION AND COMMUNICATION
TEC>NOLOGIES II
CONTENTS
**
C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) /ideo >ec,nologies
@.7 Emerging >ec,nologies
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
>,is unit w,ic, is a continuation o# t,e previous unit treats E3learning
in#ormation and communication tec,nologies #urt,er.
),- OB/ECTIVES
%t t,e end o# t,is unit, "ou s,ould &e a&le to4
see t,e tec,nolog" perspective o# e3learning
di##erentiate t,e di##erent t"pes o# communication tec,nologies
give guide to t"pe o# tec,nolog" to &e deplo"ed in e3learning
curriculum design
description o# communication tec,nologies t,at ,ave &een developed
to implement and manage e3learning
eBplain /ideo >ec,nologies
eBplain Emerging >ec,nologies.
3,- MAIN CONTENT
3,( Vi$eo Te!5&o'o*ies
>,e a&ilit" to see and ,ear an instructor o##ers opportunities #or
&e,aviour modeling, demonstrations, and instruction o# a&stract
concepts. /ideo tec,ni(ues #or electronic learning are o#ten
c,aracterised &" t,e transmission media Dvideotapes, satellites,
television ca&les, computers, and microwaveE. Eac, o# t,e media can &e
descri&ed as it relates to t,e direction o# t,e video and audio signals3
one3wa" videoK two3wa" videoK one3wa" audioK and two3wa" audio Dsee
=igure ).)8E.
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Fi*ure (,(- T5ree 2u$io 2&$ #i$eo !o&3i*ur2"io&s.
(, Vi$eo"20es
/ideotapes suc, as /CDs o##er a popular, eas"3to3use #ormat #or
instructional materials. %lmost all students ,ave access to a videotape
pla"er at ,omes, and t,e" are also common at sc,ool. /ideotapes can &e
used #or demonstrations or documentaries. In addition, it is (uite eas" to
videotape a lecture #or a student w,o is una&le to attend class.
/ideotapes ,ave several advantages #or t,e deliver" o# distance
learning. In addition to eas" access to t,e ,ardware, t,e tapes are (uite
ineBpensive. I# a video camcorder is availa&le, videotapes are relativel"
eas" to record Dalt,oug, pro#essional sta## and e(uipment will provide a
muc, &etter product t,an an amateur production teamE.
Disadvantages o# videotapes include t,e #act t,at t,e" are not
interactive. In addition, t,e" wear out wit, continual use and can &e
costl" to send via t,e mail.
.,en using videotapes #or instruction, &e sure to record t,em using t,e
&est e(uipment availa&le. I# possi&le, emplo" pro#essional
videograp,ers and editors to ac,ieve pro#essional (ualit". Interactions
t,roug, voicemail, e3mail, #aB, or ot,er means s,ould also &e
encouraged.
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), S2"e''i"e Vi$eo!o&3ere&!i&*
=ull3motion video telecon#erencing Dre#erred to as videocon#erencingE
o##ers t,e PneBt &est t,ing to &eing t,ere.P 1atellite transmission is one
o# t,e oldest, most esta&lis,ed tec,ni(ues #or videocon#erencing. In
most cases, satellite deliver" o##ers one3wa" video and two3wa" audio.
>wo sets o# e(uipment are needed #or satellite s"stems. >,e uplink Da
large satellite dis,E transmits t,e video and audio signals to t,e satellite.
>,e downlink Da small dis, antennaE receives and displa"s t,e signals
Dsee =igure ).))E.
Fi*ure (,(( Co&3i*ur2"io& 3or s2"e''i"e #i$eo!o&3ere&!es
.,en satellite videocon#erences are used #or distance learning, a studio
classroom must &e properl" wired #or t,e lig,ting, microp,ones, and
cameras needed to produce an accepta&le lesson. >,e cameras are
usuall" connected to a control room, w,ere one or more tec,nicians
control t,e signals. >,e resulting television signal is t,en sent to t,e
uplink transmitter. !plink transmitters are ver" eBpensive and are o#ten
s,ared wit, ot,er sc,ools or &usinesses.
>,e receiving sites o# satellite videocon#erences Din most cases ot,er
sc,oolsE must ,ave satellite downlinks. >,ese dis,es select, ampli#", and
#eed t,e signals into t,e classrooms, w,ere t,e" can &e displa"ed on
standard television monitors. >o provide two3wa" audio wit,
interactions #rom t,e remote classrooms &ack to t,e teac,er, a telep,one
&ridge is usuall" emplo"ed.
1atellite videocon#erencing is ver" eBpensive. It would not &e
cost3e##ective #or most sc,ool s"stems to use uplinks to originate
distance3education classes unless t,e sc,ool s"stems were in a position
to market t,e classes over wide geograp,ical areas. It is reasona&le,
,owever, #or a sc,ool to use a downlink to receive commercial courses
t,at are delivered t,roug, satellite c,annels. One eBample o# an
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educational s"stem t,at makes use o# satellite communication is ECG
DEducational Canagement GroupE.
3, Mi!ro42#e Te'e#isio& Co&3ere&!i&*
1atellites are a popular met,od #or ena&ling video communications over
long distances. Cicrowave transmissions provide a cost3e##ective
met,od #or videocon#erencing in more localiJed areas. Cost microwave
s"stems are designed to transmit video signals to areas t,at are not more
t,an 78 miles apart Dsee =igure ).)7E.
Fi*ure (,() Co&3i*ur2"io& 3or mi!ro42#e "r2&smissio&.
>,e most common microwave s"stems use #re(uencies t,at ,ave &een
designated &" t,e =ederal Communications Commission D=CCE as
Instructional >elevision =iBed 1ervice DI>=1E stations. .,en compared
wit, satellite or commercial &roadcast television, I>=1 stations operate
at a lower power, and t,e transmission e(uipment is relativel"
ineBpensive. 6eception e(uipment is also reasona&l" priced, as long as
t,e receiving sites are located wit,in 78 miles o# t,e transmitter and
t,ere are no ,ills or tall &uildings to &lock t,e line3o#3sig,t signal.
One draw&ack o# microwave I>=1 communication involves t,e limited
num&er o# c,annels availa&le in an" one area. Can" metropolitan areas
alread" ,ave all availa&le c,annels in use, so no #urt,er eBpansion o#
I>=1 telecon#erencing is possi&le in t,ese areas.
;, C2b'e 2&$ Bro2$!2s" Te'e#isio&
Ca&le and pu&lic &roadcast television ,ave &een used to distri&ute
instruction #or "ears. In addition to t,e educational networks, suc, as
C, t,e Learning C,annel, and Jones Computer Program, almost all
pu&lic ca&le television s"stems allow sc,ools to transmit television
courses. >,is t"pe o# connection can &e used to transmit one3wa" video
and one3wa" audio to t,e communit" at large or &etween speci#ic
sc,ools. =or eBample, i# two area ,ig, sc,ools do not eac, ,ave enoug,
students to justi#" an advanced mat, course, t,e" mig,t team up to teac,
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C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
a single course delivered t,roug, ca&le television. In one sc,ool, t,e
teac,er would conduct a regular classK in t,e ot,er sc,ool, t,e students
would watc, and listen t,roug, a standard ca&le television c,annel.
Electronic learning t,roug, ca&le television s"stems re(uires &ot, a
studio and c,annels t,roug, w,ic, to &roadcast. >,e cost depends
largel" on t,e Ppartners,ipP o##ered &" t,e ca&le or &roadcast s"stem.
Even t,oug, t,e &roadcast will take place at a sc,eduled time, researc,
s,ows t,at t,e majorit" o# t,e students will tape t,e program and pla" it
&ack at a convenient time.
Ca&le companies will soon &e a&le to use t,e tec,nolog" o# digital video
to o##er ,undreds o# c,annels to eac, ,ome and sc,ool. %lt,oug, man"
o# t,ese c,annels will &e used #or commercial entertainment purposes, it
is almost certain t,at a large num&er o# c,annels will &ecome availa&le
#or education.
5, Di*i"2' BDesA"o0C Vi$eo!o&3ere&!i&*
Desktop videocon#erencing uses a computer along wit, a camera and
microp,one at one site to transmit video and audio to a computer at
anot,er site or sites. >,e remote sites also transmit video and audio,
resulting in two3wa" video and two3wa" audio communications.
.it, digital videocon#erencing, all o# t,e computers involved must ,ave
a videocon#erencing &oard installed. >,ese &oards o#ten ,ave t,e a&ilit"
to compress and decompress t,e digitiJed video, and t,e" are called
codec &oards Dsee =igure ).)@E. Picture >el and /tel are two well3known
,ardware$so#tware companies t,at suppl" desktop video solutions #or
sc,ools.
Fi*ure (,(3 Co&3i*ur2"io& 3or $esA"o0 #i$eo!o&3ere&!i&*
%lt,oug, desktop videocon#erencing is considera&l" less eBpensive t,an
satellite or microwave s"stems, t,ere are a couple o# limitations. =irst,
t,e images are usuall" transmitted at )0 images per second, ,al# t,e
normal video speed. >,is causes t,e video to appear somew,at jerk" i#
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an" rapid motion takes place. % second concern is related to t,e
connection &etween t,e computers. Cost s"stems ,ave &een
demonstrated eit,er t,roug, local area networks DL%sE or t,roug,
relativel" #ast connections, suc, as I1D or >) lines. 1lower
connections, suc, as a connection wit, a 79.9 modem, can negativel"
a##ect t,e (ualit" o# &ot, audio and video.
<, I&"er&e" Vi$eo!o&3ere&!i&*
It is also possi&le to conduct videocon#erences over t,e Internet. >wo
popular so#tware programs t,at allow videocon#erences are C!1ee3Ce
#rom Cornell !niversit" and etCeeting #rom Cicroso#t. In &ot, cases,
"ou need a video camera and digitiJing card to transmit video signals. %
microp,one, speakers Dor ,eadsetE and an audio card are re(uired #or
audio Dsee =igure ).)*E.
Fi*ure (,(; Co&3i*ur2"io& 3or I&"er&e" #i$eo!o&3ere&!i&*,
Internet videocon#erencing usuall" results in a small image a&out )$)+t,
t,e siJe o# a computer screen. >,e video is generall" jerk" Da&out @ or *
#rames per secondE, depending on t,e speed o# t,e Internet connection.
In most cases, a regular modem is #ar too slow to transmit e##ective
video.
.,ile all o# t,is sounds ver" eBciting, it is still ver" earl" in t,e
development process. >,e images t,at are produced &" products like
C!31ee Ce are eBtremel" low in (ualit", and can not &e used #or man"
instructional purposes. .it, luck, it is possi&le to identi#" an individual
i# ,e or s,e #ills t,e entire window, &ut even t,en, t,ere ma" &e poor
s"nc,roniJation &etween lips and sound.
A$#2&"2*es o3 Vi$eo Te!5&o'o*ies
A''o4 bo"5 2u$io 2&$ #i$eo !ommu&i!2"io&s1 /ideo tec,nologies
can provide t,e visual and audio realism o# a #ace3to3#ace
class. It is generall" considered t,e PneBt &est t,ing to &eing t,ereP.
08
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F2!i'i"2"e 0erso&2' 3ee'i&*s1 /ideo tec,nologies ena&le students
and instructors to see #acial eBpressions and &od" language, adding
personalities to communication.
E&2b'e 5i*5 'e#e's o3 i&"er2!"io&1 Cost video communications are
s"nc,ronous, allowing ,ig, degrees o# interactions, (uestions and
answers, etc.
Dis2$#2&"2*es o3 Vi$eo Te!5&o'o*ies
M2% be E?0e&si#e1 Cameras and editing e(uipment can &e
eBpensive. In addition, t,e in#rastructure at eac, site and t,e links
&etween sites can &e costl". =or eBample, in =lorida t,e rate is H*88
per ,our #or satellite time.
Re@uire 2 *re2" $e2' o3 0'2&&i&* 2&$ 0re02r2"io&1 >o &e
e##ective, t,e camera crews and t,e instructor must practice and
&ecome a team. =acult" mem&ers generall" need practice and
training to &e e##ective in t,is domain.
Mus" be s!5e$u'e$1 Cost videocon#erences are not spontaneous.
Instead, t,e" must &e planned and t,e necessar" resources must &e
sc,eduled.
Re@uire "e!5&i!2' su00or" "e2m1 -ecause o# t,e compleBit" o#
video recording, miBing, and transmission, a tec,nical support team
is re(uired. In addition, site #acilitators are necessar" to ensure t,e
e(uipment works properl" at t,e receiving stations.
Gui$e'i&es 3or I&!or0or2"i&* Vi$eo Te!5&o'o*ies
A#oi$ "5e E"2'Ai&* 5e2$,E1 F>,e earl" da"s o# distance education
witnessed t,e inclusion o# t,e worst aspects o# t,e old passive$lecture
paradigm, w,ic, were even more deadl" #rom a distance t,an in
personP DParker, )::;4)8E. >alking ,ead re#ers to simpl" videotaping
t,e instructor w,ile s,e or ,e is talking. Instead, tr" to var" t,e
camera angle, include still images o# appropriate grap,ics, and
encourage student interactions.
Pr2!"i!e 4i"5 "5e !2mer2s 2&$ "5e !re4 be3ore "5e 'esso&1 It is
important to plan practice times #or t,e instructor and t,e camera
crew. -" working toget,er, t,e" can anticipate eac, ot,erNs needs
and provide t,e &est possi&le transmissions.
E&!our2*e i&"er2!"io&s1 Interactions can &e added to video3&ased
deliver" in man" wa"s. I# t,e lessons are two3wa", (uestions and
0)
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ot,er t"pes o# interactions can &e included. I# t,e" are one3wa"
video, interactions can &e added t,roug, e3mail messages or t,e
telep,one.
Use "5e bes" !2mer2s 0ossib'e1 >,e old sa"ing Pgar&age inK gar&age
outP is ver" true o# video. >,e ver" &est possi&le (ualit" e(uipment
s,ould &e used.
E&sure @u2'i"% 2u$io1 Losses in audio (ualit" will &e noticea&le
long &e#ore losses in video (ualit". %lwa"s ensure good recording,
pla"&ack, and speaker (ualit".
;,- CONCLUSION
It is o&vious t,at tec,nolog" is t,e plat#orm #or success#ul e3learningK
t,ere#ore emp,asis is &eing placed on tec,nolog". 'owever t,is s,ould
not &e at t,e eBpense o# content or t,e &od" o# knowledge to &e
imparted. .it, emerging tec,nologies, e3learning will continuall"
eBperience acceptance #rom t,e marketplace. Conclusivel", t,e
tec,nolog" to &e adopted #or an" e3learning process s,ould &e suita&le
#or t,e purpose. .ell enoug, t,ere are several tec,nologies to c,oose
#rom.
5,- SUMMARY
i. >,e various tec,nologies used in electronic learning can &e
roug,l" divided into t,ree categories4 audio DvoiceE, computer
DdataE, and video Dsee =igure @.7E. Eac, o# t,ese categories ,as
several su&divisions. -e aware, ,owever, t,at man" o# t,e
tec,nologies overlap into more t,an one categor".
ii. %udio or voice tec,nologies o##er cost3e##ective wa"s to en,ance
electronic learning courses. >,e audio component o# an e3
learning course can &e as simple as a telep,one wit, voicemail,
or it can &e as compleB as an audio con#erence.
iii. >elep,ones are one o# t,e simplest, most accessi&le tec,nologies
used #or electronic learning. >elep,one conversations can &e used
to mentor individual students or to reac, numerous students
simultaneousl" via a con#erence call Daudio con#erenceE.
iv. .it, t,e increased popularit" o# t,e Internet, computer
tec,nologies are receiving more and more attention as a means o#
delivering e3learning. >,e primar" computer tec,nologies used
#or electronic distance education include e3mail, online
colla&orations, and we&3&ased education.
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v. >,e .orld .ide .e& ,as opened a w,ole new arena #or
e3learning courses and t,e access to remote resources. >,e .e&
can &e used to en,ance education t,roug, remote access to
resources or eBperts or it can &e used to deliver educational
programs.
vi. /ideo tec,ni(ues #or electronic learning are o#ten c,aracterised
&" t,e transmission media Dvideotapes, satellites, television
ca&les, computers, and microwaveE.
vii. Desktop videocon#erencing uses a computer along wit, a camera
and microp,one at one site to transmit video and audio to a
computer at anot,er site or sites. >,e remote sites also transmit
video and audio, resulting in two3wa" video and two3wa" audio
communications.
). List some o# t,e guidelines #or incorporating video tec,nolog" in
e3learning.
7. Discuss t,e application o# ca&le and &roadcast television in
electronic education.
Case", P.,Dasger, . and Cagel, C. D)::9E. E&erging Technology:
Collis, -. D)::+E. Tele+$earning in a #igital World) London
Egan, C..., 1e&astian, J., L .elc,, C. D)::), Carc,E. Effecti(e
#istance $earners. Proceedings o# t,e 6ural Education
=eele", J. D)::;, %ugustE. .ide&and .e&. #igital .ideo. *73*9.
0@
C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
Guideboo/ for %yste& Planning and I&ple&entation. I4 Indiana
!niversit".
Global Awareness.
Coore, C.G. L >,ompson, C.C. D)::8E. The Effects of #istance
$earning: A %u&&ary for the $iterature. 1esearch Conograp,
o 7. !niversit" Park, >,e Penns"lvania 1tate !niversit"4
Development.
Parker, %. D)::;E. A #istance Education *ow+To ,anual:
1eco&&endations fro& the 'ield) Educational >ec,nolog"
6eview4 6eview, 9, ;3)8
Porter, L.6. D)::;E Creating The .irtual Classroo&: #istance $earning
with the Internet. I4 Jo,n .ile" L 1ons Inc.
$earning )+ D)E, )*.
>,or&urg, D.D. D)::0E. Welco&e to the Co&&unication Age) Internet
1esearch, 0 D)E, +*3;8.
.illis, -. D)::0, Octo&erE. #istance $earning at a Glance) !niversit"
'oundation of Effecti(e Practice) 1an =rancisco, C%4 Josse"3
-ass Pu&lis,ers.
0*
C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
MODULE )
!nit ) E3Learning Process and 1"stems
!nit 7 Connectivit", -andwidt, and %ccess to E3learning
!nit @ 1trategies #or Instructing and Learning
!nit * Implementation o# E3Learning
!nit 0 Evaluation o# E3Learning
UNIT ( E.LEARNING PROCESS AND SYSTEMS
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) E3Learning Processes
@.7 Learning Contents and O&jects
@.@ E3Learning >ec,nologies
@.* Learning Content Canagement
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
%lt,oug, t,e #ocus o# e3learning s,ould &e on delivering learning
outcomes #or people and organisations, muc, o# t,e popular literature on
t,e su&ject is preoccupied wit, t,e deplo"ment o# speci#ic tec,nologies.
>,is unit adopts a di##erent tack. It &egins &" #ocusing on t,e crucial
issue o# ,ow people communicate and learn in an electronic
environment. >,is leads into an appraisal o# some widel" ,eld ideas
a&out t,e potential #or creating modular Vlearning o&jectsQ, w,ic, in turn
serves as &ackground #or a discussion o# t,e terms used to descri&e t,e
tec,nologies t,at ,ave &een developed to implement and manage e3
learning.
),- OB/ECTIVES
-" t,e end o# t,is unit, "ou s,ould &e a&le to understand4
,ow people communicate in an electronic environment
,ow people learn in an electronic environment
t,e so#tware t,at drive e3learning
t,e various applications o# learning so#tware.
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3,- MAIN CONTENT
3,( E.Le2r&i&* Pro!esses
Like an" learning process, e3learning depends on e##ective
communication o# ,uman knowledge, w,et,er t,is occurs in a #ace3to3
#ace classroom or across t,e Internet. Electronic tec,nologies can no
more guarantee e##ective communication t,an t,e" can trans#orm
VjBi(wopQ into a meaning#ul word. >,e medium alone does not create
t,e message.
>,e e##ectiveness o# e3learning also depends on esta&lis,ing two3wa"
communication &etween teac,ers and learners, and among learners
t,emselves. !n#ortunatel", w,en e3learning was #irst popularised, it was
widel" promoted as a means o# minimising costs &" delivering
pre3packaged content to large populations o# learners &" means o#
electronic networks or CD36OCs. 1uc, an approac, relies on one3wa"
communication #rom teac,er to learner, attenuating t,e learning
eBperience. It views learners as atomised individuals and #ails to take
into account t,e social conteBt in w,ic, learning occurs. %&ove all, it
does not engage learners activel" in t,e process o# learning.
On t,e ot,er ,and, online tec,nologies can also &e used to #oster
interactive and colla&orative engagement. >,is can &e eit,er
s"nc,ronous or as"nc,ronous4 learners and instructors ma" eit,er ,ave
regular, sc,eduled sessions w,et,er t,e" all VmeetQ simultaneousl"
online, or Dmore commonl"E use electronic #orums to eBc,ange ideas in
t,eir own time.
>,e most #amiliar #orm o# s"nc,ronous electronic communication is real
time two3wa" teBt3&ased online c,at, w,ic, is widel" used in e3learning.
Core sop,isticated #orms o# s"nc,ronous instruction include virtual
classrooms, w,ic, use in#ormation and communication tec,nologies to
mimic a traditional classroom environment. >,is ma" involve video3
con#erencing or t,e use o# s,ared electronic w,ite&oards, w,ic, allow
learning materials to &e created and modi#ied in real time, eit,er &" t,e
instructor or t,e learners.
In man" cases, eBc,anges during s"nc,ronous instruction can &e
arc,ived so t,at learners can review t,em later.
>,e use o# virtual classrooms ,as considera&le cost advantages #or man"
organisations. >,e logistics o# organising #ace3to3#ace classroom
training can account #or as muc, as *8 per cent o# corporate training
&udgets D2oolen 788)40E. On t,e ot,er ,and, virtual classrooms ,ave
several draw&acks. >,e" re(uire learners to ,ave access to #ast, relia&le
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networks and reasona&l" sop,isticated computing #acilities. Learning in
a virtual classroom also tends to &e instructor3led rat,er t,an &ased on
participator", two3wa" communication. %&ove all, virtual classrooms
s,are man" o# t,e limitations o# t,e conventional classroom in t,at t,e"
re(uire learners to &e online at a particular time. >,is negates one o# t,e
major advantages o# electronic communication, w,ic, is its a&ilit" to
o##er #leBi&le access.
-" contrast, as"nc,ronous instruction allows participants to control t,eir
own timeta&les and learning around t,eir ot,er commitments. >,is is a
major &onus, especiall" #or adult learners w,o lead complicated lives.
Can" o# t,e tec,nologies used in as"nc,ronous e3learning also permit
two3wa" communication &etween learners and instructors, or
multi3directional, colla&orative communication among learners
t,emselves. Listed &elow are some o# t,e communication tec,nologies
most commonl" used in as"nc,ronous4
Em2i' is t,e most common #orm o# electronic in#ormation eBc,ange.
Co''2bor2"i#e 'e2r&i&* 3orums promote learner interaction t,roug,
mess2*e bo2r$s, w,ere students can post (uestions and answersK
"e?" !52" or 3orums, w,ere learners can communicate outside t,e
main classroomK and "5re2$e$ $is!ussio&s, w,ere #acilitators and
students can discuss a given topic and review eac, ot,erQs responses.
E.bo2r$s allow learners and instructors to create images, teBt and
in#ormation and present t,em to ot,er participants.
A00'i!2"io& s52ri&* allows instructors and learners to work
colla&orativel" on t,e same learning materials, eit,er simultaneousl"
or in se(uence. Participants can see w,at is ,appening at all times.
Simu'2"io&s or #ir"u2' '2bor2"ories permit learners to work in
teams to construct projects and complete t,em at t,eir pre#erred
pace.
Libr2r%6'e2r&i&* sessio& !2!5e 2!!ess provides access to arc,ived
teBt, presentations, video, audio and data. >,is is especiall" use#ul
#or revision or #or reviewing s"nc,ronous learning sessions a student
ma" ,ave missed.
Re2'."ime "es"s 2&$ e#2'u2"io& can &e triggered at agreed times or
completed at t,e learnerQs own pace.
Vi$eo 2&$ 2u$io s"re2mi&* can &e used to disseminate in#ormation
to learners, and can also ena&le learners to see and speak wit, t,e
#acilitator via t,e internet rat,er t,an &" telep,one.
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=rom t,e instructorQs point o# view, e3learning also o##ers classroom
management tec,nologies t,at permit instructors to log students into
VclassesQ, esta&lis, work groups, manage interaction &etween students
and receive #eed&ack in real time. Ot,er support services include real3
time reporting on learnersQ progress, timeta&ling, tracking student and
teac,er activities, and aut,oring tools #or generating content.
%s"nc,ronous learning can &e designed to develop &ot, cognitive and
per#ormance skills, engaging learners in a Vcognitive
apprentices,ipQ DCollins, -rown L ewman, cited in -rown, Collins L
Duguid ):9:&4 @7O*7E. >,is supports an educational p,ilosop," in
w,ic, learners are active pla"ers in t,e process o# learning.
3,) Le2r&i&* Co&"e&"s 2&$ Obe!"s
Electronic learning cuts across several educational sectors o# t,e societ",
especiall" t,e academics, institutions, government, t,e corporate sector
and t,e communit", and t,e general consumer sectors. Eac, o# t,ese
sectors approac, e3learning wit, di##erent t"pe o# end3use in mind i.e.
di##erent o&jectives. >,e approac, to e3learning in corporate conteBt is
ver" di##erent #rom t,at in #ormal educational institutions. 'istoricall",
learning in educational settings ,as &een organised around
sel#3contained su&jects or course units. In contrast man" proponents o#
e3learning in corporate setting envisage s"stems &ased on muc, smaller
units o# content known as 'e2r&i&* obe!".
952" is Le2r&i&* Obe!"
Learning o&jects are small instructional components t,at can &e reused
in di##erent learning conteBts. >,e" are designed to &e internet
delivera&le, making t,em simultaneousl" availa&le. >,is makes it
possi&le #or developers to colla&orate on and &ene#it immediatel" #rom
new versions. Creating small, reusa&le pieces o# instructional media
makes it easier #or instructors to organise t,e pieces into curricula t,at
#it t,eir individual instructional goals.
>,e purpose o# adapting t,is paradigm s,i#t is to encourage t,e re3use o#
common elements, t,ere&"4
Decreasing cost
1treamlining content creation
Improving (ualit".
>,e idea is to structure learning content into common &uilding &locks
t,at can &e (uickl" #ound, reassem&led and customised according to t,e
particular conteBt and learnersQ needs. =ast retrieval is ac,ieved t,roug,
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tagging eac, o&ject wit, metadata, including descriptive in#ormation on
aut,ors,ip, content and composition as well as su&sidiar" in#ormation
suc, as an" pre3re(uisite knowledge or special access conditions.
D-rennan, =unke L %nderson 788)E.
No"e "52" 2 me"2$2"2 is 2 $es!ri0"io& o3 'e2r&i&* !o&"e&" or 'e2r&i&*
obe!"
Cetadata can also &e su&jective, providing evaluative in#ormation suc,
as ,ow well an o&ject works in a particular learning situation. =or
eBample, t,e course content o# t,e C-% DE3LearningE programme o# t,e
ational Open !niversit" o# igeria DO!E can &e considered to &e a
learning o&ject. %nd a su&jective description o# it &" a metadata
suggests it can &e applied in part to t,e C-% DE3Li&rar"E programme o#
t,e same !niversit" DO!E.
%s personaliJation &ecomes a ke" element o# learning, su&jective
metadata &ecomes increasingl" important D'odgins 788)E.
'owever, "ou will note t,at t,oug, t,e corporate organisational use o#
e3learning s"stems Dcompared to t,e #ormal educational institutional
useE, ena&les e##ective re3use o# content wit,out compromising t,e
conteBt and t,emes o# o&ject. %s t,e" travel over several modules or
courses, t,ere are some draw&acks. =or eBamples, t,e disaggregating o#
learning o&jects will a##ect w,at e3learning can ac,ieve. 1ome
knowledge can &e &roken and reassem&led in wa"s t,at can promote t,e
creation o# e3learning content in s,ort pieces. 1uc, contents can &e
re3used and reassem&led #leBi&l". 'owever reducing all knowledge to
&it3siJed pieces t,at an"one can reassem&le ,as risk, most especiall" in
loosing t,e integrit" o# instructional design and t,e situated meaning
t,at some knowledge onl" possess w,en packaged wit, ot,er pieces o#
knowledge.
=or #urt,er understanding o# t,e advantages and disadvantages in
paradigm s,i#t, note t,at disaggregating learning o&jects to t,eir smallest
#orm can greatl" #acilitate t,e re3use o# learning o&ject #or multiple and
su&se(uent learning activit". 'owever, i# a learning o&ject is
disintegrated and dispersed to t,e eBtent t,at it loses its relations,ip to
t,e instructional purpose or t,e applied outcome t,at can &e assessed as
a stand3alone outcome, t,en its real value is onl" as a #orm o# data or
in#ormation trans#er O> 2O.ELEDGE trans#er. >,is is &ecause &"
de#inition a learning o&ject ,olds value &ecause it supports learning t,at
can ena&le knowledge trans#er.
.,at t,en could &e t,e solution to t,e loss o# value o# learning o&ject
t,roug, inappropriate application? .ile" D788)E strongl" suggests t,at
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learning o&jects cannot &e com&ined indiscriminatel", t,e" cannot &e
assem&led in an" old manner, and it re(uires skills to put t,em toget,er.
.ile" in pro##ering solution, suggested t,at learning o&jects s,ould &e
regarded as atoms Dt,e atoms concept o# learning o&jectE, noting t,at4
ot ever" atom is com&ina&le wit, ever" ot,er atom.
%toms can &e assem&led onl" in certain structures prescri&ed &" t,eir
own internal structure. 1ome training is re(uired in order to assem&le
t,em.
Fi*ure,(,) A$#2&"2*es 2&$ Dis2$#2&"2*es o3 Dis2**re*2"i&*
Le2r&i&* Obe!"s "o "5eir sm2''es" !om0o&e&"s
A!"i#i"% I&3orm2"io& Le2r&i&* =&o4'e$*e
Ease o#
design and
reuse
CaBimiJe ease o# use
and repacking #or
multiple purposes.
Core di##icult to
maintain instructional
integrit" &ecause t,e
tec,nolog" content, or
person c,anges t,e
pedagog" need to &e
reviewed.
/er" di##icult to ac,ieve
reuse &ecause as
tec,nolog", content or
person c,anges so s,ould
t,e knowledge &ecome.
Ease o# use CaBimiJe porta&ilit"
and accessi&ilit" as
an"one can Fgra& and
goG as re(uired
Can &e easier to access,
&ut integrit" o#
relations,ip to learning
outcomes in t,e given
situation can rapidl" &e
lost.
Ease o# access &ut wit,out
situated meaning and
relevance to individualQs
needsK it is just
in#ormation.
Ease o#
management
Once on a central
data&ase and
metatagged it is eas"
to move, manage and
track.
Clustering into learning
components Dcourse,
curriculum etcE can
ease maintenance &ut it
is ,ard to manage
learning outcomes #or
one learning o&ject t,at
ma" relate to multiple
learning components.
Can use templates and
data&ase to store, retrieve
and maintain o&jects &ut
to ,old knowledge value it
,as to demonstrate an
applied outcome.
3,3 E.Le2r&i&* Te!5&o'o*ies
%t present, e3learning tec,nologies encompass t,ree main areas o#
activit"4
Co&"e&" !re2"io& 2&$ m2&2*eme&"1 t,e sourcing, creation, storage
and management o# e3learning content O #unctions t"picall"
addressed &" a Learning Content Canagement 1"stem DLCC1EK
Le2r&i&* m2&2*eme&"1 t,e capture and application o# in#ormation
a&out learning resources, eBisting skills and learning activities to
measure and manage learning outcomes at t,e organisational level O
#unctions t"picall" addressed &" a Learning Canagement 1"stem
DLC1EK and
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Le2r&i&* 2!"i#i"%1 t,e deliver" o# e3learning content, #acilitating
interaction and learning assessment O #unctions t"picall" per#ormed
&" instructors or trainers D-rennan, =unke L %nderson 788)4 )8E.
>,e t,ree do not necessaril" eBist as discrete, identi#ia&le s"stems. >,ere
is overlap and am&iguit" in t,eir #unctions and de#initions. >,e term
Vvirtual learning environmentsQ is also sometimes used to promote
s"stems t,at ,ave c,aracteristics o# all t,ree. Put simpl", an LCC1
generates, stores, structures and delivers e3learning content D-rennan,
=unke L %nderson 788)4 *E, w,ereas an LC1 is more an administrative
tool t,at ,andles enrolment or registration, tracks studentsQ progress, and
records assessment scores and course completions. Learning content is
created t,roug, aut,oring tools Dsee, #or eBample, C,apman L 'all
788)E, w,ic, are generall" part o# t,e #unctions o# t,e LCC1.9
6elearning to E3Learn -rennan, =unke and %nderson D788)E identi#" t,e
#ollowing ke" &uilding &locks t,at a good LCC1 will provide4
Eas"3to3use content creation tools and support #or reusa&le learning
o&jectsK
=leBi&le course design and deliver"K
%dministrative #unctions and assessment toolsK
Open inter#ace wit, an LC1 or ot,er enterprise s"stemK
Communication and colla&orative #unctionsK
1ecurit" #unctionsK
=acilities #or content migrationK and
%utomated implementation processes.
-" contrast, LC1s operate at t,e ot,er end o# t,e learning trajector",
supporting and anal"sing t,e learning transactionK t,eir #ocus is on
assessing learning outcomes and appraising t,e relations,ip o# outcomes
to investment. .,ile LC1s ,ave &ecome a standard component o# e3
learning tec,nolog", %ldric, D788)E regards t,em as Vempt" ,ig,wa"sQ,
and suggests t,at organisations o#ten make costl" investments in
tec,nologies t,at deliver little #unctionalit". !ltimatel", ,e claims,
Vw,ile we need learning management, we ma" not need learning
management s"stemsQ D%ldric, 788)4)E.
%ldric, also points out t,at as o# 788) t,e LC1 market ,as ,ad no clear
leader. 'e &elieves t,at t,e competitive state o# t,e market ,as increased
&u"ersQ #rustration &ecause di##erent vendors promote suc, di##erent
approac,es to managing e3learning. In a competitive market, e3learning
tec,nolog" providers are driven to di##erentiate and value3add t,eir
s"stems &" o##ering uni(ue #eatures. >,is produces pro&lems in
esta&lis,ing compara&ilit", and t,ere#ore compounds &u"er con#usion.
%ldric, summarises t,e pro&lem as #ollows4
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%s wit, most rapidl" evolving industries, t,ereQs an inverse correlation
&etween t,e suppliers wit, t,e largest customer &ases and t,ose wit, t,e
&est arc,itecture. In ot,er words, WclientsX usuall" ,ave to c,oose
&etween sta&ilit" and sop,istication, or compromise t,eir needs D%ldric,
788)4 )E.
Even t,oug, some time ,as elapsed since %ldric, made t,ese
o&servations, it s,ould not &e assumed t,at t,e issues ,ave &een
resolved DEgan 7887E. It seems t,at alt,oug, t,ere is emerging
agreement on w,at an e##ective LC1 s,ould do, t,ere are still gaps
&etween market eBpectations and t,e tec,nologies on o##er.
3,; Le2r&i&* M2&2*eme&" S%s"ems
% learning management s"stem DLC1E is a so#tware application or
we&3&ased tec,nolog" used to plan, implement, and assess a speci#ic
learning process. >"picall", a learning management s"stem provides an
instructor wit, a wa" to create and deliver content, monitor student
participation, and assess student per#ormance. % learning management
s"stem ma" also provide students wit, a&ilit" to use interactive #eatures
suc, as t,readed discussions, video con#erencing, and discussion
#orums.
2e" to t,ese development e##orts is t,e creation o# international standard
#or e3learning. >,e %dvanced Distance Learning Group, sponsored &"
t,e !nited 1tates Department o# De#ense, ,as created a set o#
speci#ications called 1,area&le Content O&ject re#erence Codel
D1CO6CE to encourage t,e standardisation o# learning management
s"stems.
1everal eBamples o# learning management s"stems are as #ollows4
9ebCT
.e&Ct is an integrated e3learning s"stems t,at give #acult" mem&ers t,e
tutorial #leBi&ilit" to teac, t,eir own wa", provide tools to en,ance
interaction &etween students and #acult", and o##er course materials and
well designed content #rom teBt&ook pu&lis,ers.
B'2!Abo2r$
>,is ,elps "ou to create #ree course we&site to &ring "our learning
materials, class discussions, and even tests online. 1upplement an
eBisting class or teac, a course entirel" on t,e we&.
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Lo"us Le2r&i&* S02!e
>,is is t,e I-C course management s"stem &ased on Lotus otes.
9ebE$
>,is so#tware$site o##ers eBtensive comparative in#ormation on a ver"
large group o# online course tools and course management applications.
Firs" C'2ss
>,is is developed as a communications environmentK t,is application is
centred on its messaging and con#erencing capa&ilities.
Dis!o#er% S!5oo'
>,is is &ased on Discover" C,annel In#ormationK t,is site o##ers teac,ers
an arra" o# tools t,at can ,elp to customise t,e instructorQs own work
;,- CONCLUSION
>,e process #or e3learning is continuall" undergoing c,anges to meet t,e
need o# end users, w,et,er corporate, government or #ormal educational
institutions. Learning o&jects are #undamental to t,e concept o#
e3learning especiall" #or its application in corporate organisations, &ut
we must guide against t,e over3#ragmentiJing t,e o&ject #or it to retain it
relevance in o##ering knowledge value. >,e so#tware t,at drives
e3learning processes, t,at is, learning management s"stem is eBpanding
&" t,e da". >,e market is also on t,e increase &ecause o# t,e o&vious
and anticipated demand #or e3learning to ac,ieve #leBi&ilit" and to cut
down on training eBpenses.
5,- SUMMARY
%lt,oug, t,e #ocus o# e3learning s,ould &e on delivering learning
outcomes #or people and organisations, muc, o# t,e popular literature on
t,e su&ject is preoccupied wit, t,e deplo"ment o# speci#ic tec,nologies.
Like an" learning process, e3learning depends on e##ective
communication o# ,uman knowledge, w,et,er t,is occurs in a
#ace3to3#ace classroom or across t,e internet.
>,e use o# virtual classrooms ,as considera&le cost advantages #or man"
organisations.
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%&ove all, virtual classrooms s,are man" o# t,e limitations o# t,e
conventional classroom in t,at t,e" re(uire learners to &e online at a
particular time. >,is negates one o# t,e major advantages o# electronic
communication, w,ic, is its a&ilit" to o##er #leBi&le access.
=rom t,e instructorQs point o# view, e3learning also o##ers classroom
management tec,nologies t,at permit instructors to log students into
VclassesQ, esta&lis, work groups, manage interaction &etween students
and receive #eed&ack in real time.
Learning o&jects are small instructional components t,at can &e reused
in di##erent learning conteBts. >,e" are designed to &e internet
delivera&le, making t,em simultaneousl" availa&le.
Cetadata is a description o# learning content or learning o&ject.
Cetadata can also &e su&jective, providing evaluative in#ormation suc,
as ,ow well an o&ject works in a particular learning situation.
'owever, i# a learning o&ject is disintegrated and dispersed to t,e eBtent
t,at it loses its relations,ip to t,e instructional purpose or t,e applied
outcome t,at can &e assessed as a stand3alone outcome, t,en its real
value is onl" as a #orm o# data or in#ormation trans#er O>
2O.ELEDGE trans#er.
% learning management s"stem DLC1E is a so#tware application or we&3
&ased tec,nolog" used to plan, implement, and assess a speci#ic learning
process.
2e" to t,e development e##orts o# learning management s"stems is t,e
creation o# international standard #or e3learning.
). Di##erentiate Learning Content #rom Learning O&jects.
7. Cention t,e advantages o# paradigm s,i#t #rom learning content
to learning o&ject.
-rennan, =unke and %nderson D788)E.
Collins, -rown L ewman, cited in -rown, Collins L Duguid ):9:&4
@7O*7E.
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,ost...#istance $earners) Proceedings o# t,e 6ural Education
1"mposium4 as,ville, >. DED @*7 0;:E.
UNIT ) CONNECTIVITY7 BAND9IDT> AND ACCESS
TO E.LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
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@.8 Cain Content
@.) -andwidt, versus Communications >ec,nologies
@.7 -andwidt, versus E3Learning %pplications
@.@ >"pes o# Connectivit"
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
Iou need to know t,at a major concern #or e3learning is t,e connectivit"
and transmission speed &etween t,e teac,ing site and t,e students. 1ome
e3learning tec,nologies use analog transmissions and some use digital.
>raditional electronic distance learning tec,ni(ues Dsuc, as telep,one
and videotapeE are analog Drepresented &" a continuous wave#ormE.
ewer tec,nologies Dsuc, as t,e computer and desktop
videocon#erencesE are digital Drepresented &" &inar" codes o# Jeros and
onesE.
>,e trend is to move toward primaril" digital s"stems. >,e pro&lem is
t,at digital #iles Despeciall" audio and videoE are ,uge, and t,e" re(uire
PpipesP or ca&les wit, tremendous capacit" to transmit (uickl" and
e##ectivel". >,e transmission capacit" o# a ca&le or a tec,nolog" is
re#erred to as t,e &andwidt,. >,e greater t,e &andwidt,, t,e greater t,e
amount o# digital in#ormation t,at can &e transmitted per second.
-andwidt, actuall" re#ers to t,e amount o# in#ormation t,at can &e sent
or received at a point on a computer network4 t,e greater t,e &andwidt,,
t,e greater t,e carr"ing capacit" and speed o# transmission. -andwidt,
is a major issue in t,e deplo"ment o# e3learning. >,e ,ig,er t,e (ualit"
and (uantit" o# audio, video, interaction and processing tasks, t,e more
sop,isticated t,e communications tec,nolog" re(uired. >,e &andwidt,s
o# various communications tec,nologies are depicted in >a&le ).@
-andwidt, also costs mone", so t,ere is a #inancial cost imperative to
manage t,e amount o# &andwidt, used #or e3learning, particularl" w,ere
it is used to support remote and distance users w,o ma" not ,ave access
to #ast data connections. >,e most common wa" o# dealing wit,
&andwidt, constraints is to minimiJe t,e amount o# in#ormation t,at is
to &e communicated, usuall" at a considera&le cost to learning (ualit"K
strategies suc, as data compression and cac,ing #iles are also used.
),- OB/ECTIVES
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de#ine concisel" t,e meaning o# &andwidt,
list out t,e roles &andwidt,, access and connectivit" ,as to pla" in t,e
e##ective implementation o# e3learning
enumerate &andwidt, o# di##erent e3learning communication
tec,nologies associated wit, t,em
list di##erent t"pes o# connectivit" #or e3learning
enumerate t,e advantages eac, #orm o# connectivit" o##ers over ot,ers.
3,- MAIN CONTENT
3,( B2&$4i$"5 #ersus Commu&i!2"io&s Te!5&o'o*ies
=or users o# t,e Internet, t,e content and services t,at can &e accessed
are dictated &" t,e &andwidt, availa&le. Ideall", t,e connection s,ould
&e &road&and D,ig,3speed data transmissionE, w,ic, is considera&l"
#aster t,an t,e standard 0+.+ k&ps dial3up modem speed. >a&le ).0
depicts t,e range o# communications availa&le across di##erent
&andwidt,s, #rom mo&ile cellular network voice connections at :.0 k&ps
to t,e muc, larger 7*88 k&ps.

%t present, onl" t,e densel" settled regions o# a##luent nations ,ave
access to #iBed3line s"stems t,at will support t,e #ull range o# #unctions
outlined in >a&le ).@. Deliver" in rural areas is costl", di##icult or
impossi&le. Even in some a##luent economies, t,e moderniJation o#
#iBed3line networks ,as proceeded more slowl" t,an earl" projections
suggested. In %ustralia, #or eBample, t,e take3up o# &road&and
connections ,as &een slow. In 7887, onl" )8 per cent o# ,omes ,ad
,ig,3speed &road&and connections over 0+.+ k&ps DOIE 78874 ):E.
%t t,e same time, alt,oug, t,e Vmo&ile InternetQ is widel" seen as
o##ering an alternative avenue o# opportunit" #or e3learning, it ,as
several &arriers to overcome. ot onl" are most mo&ile internet devices
una&le to access t,e same amount o# &andwidt, as #iBed devices, &ut
t,e" are smaller and tend to ,ave less usa&le screens and ke"pads. %s
"et, no Vkiller applicationQ ,as emerged to de#ine ,ow mo&ile devices
could &e used #or e3learning. >,e prospect o# ,aving mo&ile access to
learning materials O in t,e Vrig,t ,ere, rig,t nowQ conteBt O is appealing,
&ut it will re(uire a su&stantial investment in applications to make use o#
t,e new tec,nologies. On t,e ot,er ,and, given t,e astonis,ing pace o#
innovation in t,e past two decades, it would &e ras, to adopt an
approac, to e3learning t,at eBcluded developments in t,is area.
3,) B2&$4i$"5 #ersus E.Le2r&i&* A00'i!2"io&s
+;
C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
B2&$4i$"5 F s0ee$ Ab0s
A00'i!2"io&s :,< (;,; )D <; (;; 3D; )--- );--
>ransaction
processing
:,< )*.* 79 +* )** @9* 7888 7*88
Cessaging$teBt )*.* )*.* 79 +* )** @9* 7888 7*88
/oice$1C1 )*.* )*.* 79 +* )** @9* 7888 7*88
>eBt c,ats 33 33 79 +* )** @9* 7888 7*88
1till images 3 3 79 +* )** @9* 7888 7*88
Internet $virtual
private network
3 3 33 +* )** @9* 7888 7*88
Data&ase access 3 3 33 +* )** @9* 7888 7*88
%pplication
s,aring
3 3 33 33 )** @9* 7888 7*88
Low3(ualit"
video
3 3 33 33 )** @9* 7888 7*88
'ig,3(ualit"
video
3 3 3 3 33 33 7888 7*88
T2b'e (,3 B2&$4i$"5 2&$ E.'e2r&i&* A00'i!2"io&
3,3 T%0es o3 Co&&e!"i#i"%
%ccess to t,e Internet t,roug, a standard modem t,at transmits at
79,888 &its per second D79.92&psE can &e eBcruciatingl" slow O causing
jerk" movies, disjointed sounds, and long wait times. >,ere are several
options availa&le now or in t,e near #uture t,at will ,elp to eBpand t,e
&andwidt, and increase t,e speed o# in#ormation trans#er. >,ese options
include I1D lines, >) lines, %D1L modems, ca&le modems, and
satellite deliver"
S"2&$2r$ Mo$ems
>,e PstandardP speed #or modems is currentl" &etween 79.9 2&ps and
0+ 2&ps. >,ose speeds can provide e##ective communications via e3mail
and we&sites t,at do not ,ave eBtensive grap,ics. %dvantages o#
standard modems include low cost and compati&ilit" wit, standard
telep,one lines.

%lt,oug, t,e &andwidt, and speed o# modems continue to improve,
t,e" are #ar too slow #or most video applications. In addition, two
modems o# di##erent speeds will communicate at t,e slower o# t,e rates.
=or eBample, i# "ou ,ave a 0+ 2&ps modem, &ut "our Internet 1ervice
+9
C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
Provider ,as 79.9 2&ps modems, "ou will onl" &e a&le to communicate
at 79.9 2&ps. Ot,er #actors, suc, as t,e amount o# congestion on t,e
internet, also a##ect t,e transmission rate.
ISDN
I1D stands #or Integrated 1ervices Digital etwork. It is a totall"
digital s"stem designed to transmit in#ormation #aster t,an standard
modems. I1D is o#ten used #or desktop videocon#erencing or Internet
access. % single I1D line wit, two c,annels can transmit data at )79
2&ps Da&out #ive times #aster t,an a regular modemE. I1D telep,one
lines use inter#ace devices Dcalled I1D terminal adapters or I1D
modemsE to connect to computers Dsee =igure ).)0E.
Fi*ure (,(51 ISDN !o&&e!"io&s
I1D ,as great potential #or distance learning &ecause it can use t,e
copper telep,one wire s"stem t,at is currentl" in place. >o implement
I1D on a large scale, ,owever, telep,one companies need to upgrade
t,eir switc,ing e(uipment, and ,omes and sc,ools need to upgrade t,eir
telep,ones and computer inter#aces.
%t present, I1D availa&ilit" and costs var" dramaticall". In some
areas, I1D lines are availa&le #or nearl" t,e same cost as standard
voice lines, &ut, in ot,er areas, t,e" are eit,er ver" eBpensive or
unavaila&le. .,en c,ecking on t,e price o# an I1D connection, &e
aware t,at some s"stems re(uire a connection #ee, a mont,l" #ee, and a
c,arge per minute.
T( 2&$ T3 Li&es
% standard >) line Dalso re#erred to as D1)E allows digital in#ormation
to &e transmitted at ),0** 2&ps D).0** C&psE. >,is transmission speed
+:
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is almost 0* times #aster t,an a 79.9 2&ps modem. -ecause >) lines can
&e (uite eBpensive to lease, man" sc,ools lease a P#ractionalP >) line
t,roug, w,ic, t,e" ,ave access to a portion o# t,e &andwidt,.
>@ lines Dalso re#erred to as D1@E are even #aster t,an >) lines. >,e >@
lines can transmit data at **.;@+ C&ps. >,is is roug,l" e(uivalent to 7:
simultaneous >) lines. >@ lines are eBtremel" eBpensive, t,oug,. In
most cases, >@ lines are used to connect parts o# t,e Internet &ack&one
or to connect supercomputers at government and researc, sites. -ot, >)
and >@ lines can support video, audio, and data transmissions.
ADSL Mo$ems
%D1L stands #or %s"mmetric Digital 1u&scri&er Line. %D1L modems
can transmit data to users at up to : C&ps. >,e return rate D&ack to t,e
I1P or InternetE is not (uite as #ast O onl" +*8 2&ps. In most cases, t,e
di##erence in t,e trans#er rates is accepta&le #or internet access. .e are
most likel" to receive large #iles #rom t,e internet Dsuc, as grap,ics and
videoE t,at re(uire t,e #aster rates. On t,e ot,er ,and, we generall" do
not send &ack as muc, data to t,e internet Dper,aps an e3mail message
or a click on a ,"perlinkE. >,ere#ore, t,e slower rate on t,e return
segment is not detrimental.
% major advantage o# %D1L tec,nolog" is t,at it uses standard, copper
telep,one linesK ,owever, t,e telep,one lines in man" areas need to &e
upgraded to allow t,e rapid transmission o# data. 1everal companies,
including -ell %tlantic, Paci#ic -ell, and G>E are promoting %D1L and
plan to c,arge approBimatel" H)88 per mont, D=eele", )::;E. %n %D1L
modem is re(uired as well as an Et,ernet card #or "our computer.
C2b'e Mo$ems
In some areas, ca&le companies are o##ering internet access t,roug, t,e
same ca&le t,at delivers television signals to our ,omes. I# "our area ,as
&een con#igured #or t,is service, "ou can connect a ca&le line to a
network card on "our computer.
>,e main advantage o# ca&le modems is t,e &andwidt,. Ca&le modems
can &ring data to "our computer at roug,l" *88 times #aster t,an a
regular modem D1alvador, )::+E. I# "ou ,ave a )8 C&ps network card in
a computer, "ou ma" &e a&le to receive in#ormation at t,at speed. %s
illustrated in t,e ta&le &elow, ca&le modems o##er one o# t,e #astest
tec,nologies availa&le #or Internet access D=eele", )::;E.
;8
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Te!5&o'o*% S0ee$
)D,D Mo$em 79.9 2&ps
ISDN )79 2&ps
S2"e''i"e *88 2&ps
T( ).0 C&ps
ADSL : C&ps
C2b'e Mo$em )8 C&ps
T2b'e1 (,;1 Com02riso& o3 s2m0'e "r2&s3er r2"es,
Even t,oug, ca&le modems are #aster t,an most ot,er tec,nologies, t,e"
are not t,e most eBpensive. >,e relative eBpenses #or mont,l" use o# t,e
various tec,nologies are illustrated in t,e ta&le ).0 &elow.
Te!5&o'o*% Mo&"5'% Cos" Pri!e =b0s6mo&"5
)D,D Mo$em H70 .9;
ISDN H98 .+@
S2"e''i"e H*8 .)8
T( H)088 ).88
ADSL H*8 .88*
C2b'e Mo$em H*0 .880
T2b'e (,5 Comparison o# approBimate mont,l" #ees. D=eele", )::;E
Disadvantages o# ca&le modems are t,at "ou must ,ave a computer wit,
a network card and "ou must purc,ase a ca&le modem Dsee =igure ).)+E.
In addition, t,e trans#er rate ma" &e slowed i# too man" people in "our
;)
C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
neig,&or,ood all connect to t,e Internet at t,e same time. %lt,oug, t,is
tec,nolog" is new and t,e standards #or ca&le modems are not #irml"
esta&lis,ed, ca&le modems o##er great potential #or ,ig,3speed access to
t,e Internet #or sc,ools and ,omes.
Fi*ure (,(<1 C2b'e mo$em i& 2 5ome
S2"e''i"e De'i#er%
It is also possi&le to receive in#ormation #rom t,e internet via satellite.
1atellite access is relativel" #ast, does not re(uire t,e installation o#
telep,one or data lines, and is not adversel" a##ected &" t,e num&er o#
users.
1atellite deliver", ,owever, is usuall" one3wa"K "ou cannot send
in#ormation &ack up to t,e satellite Dnot on a sc,ool &udget, an"wa"E. In
most cases, a telep,one line is used to send in#ormation &ack to t,e
Internet or service provider, and t,e satellite is used to receive
in#ormation Dsee =igure ).);E. >,is con#iguration works well in most
cases, &ecause t,e in#ormation "ou send &ack is generall" ver" small Da
mouse click or an e3mail messageEK w,ereas, t,e in#ormation "ou
receive can &e (uite large Dvideo #iles, we& pages, etc.E.
Fi*, (,(71 Co&&e!"i&* "o "5e i&"er&e" #i2 s2"e''i"e
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;,- CONCLUSION
>rul", t,e issues o# connectivit" and &andwidt, pla" signi#icant part in
pursuing a success#ul e3learning programme. -ut t,e cost o# deplo"ing
ade(uate &andwidt, is #orestalling t,e #ull implementation o# a
&road&and e3learning. >,e developing economies are ,ig,l"
disadvantaged in t,eir a&ilit" to access enoug, &andwidt, to eBecute
sop,isticated #orms o# e3leaning suc, as videocon#erencing.
Considera&le e##orts are made in communications tec,nologies to
eBpand t,e &andwidt, availa&le #or e3learning.
5,- SUMMARY
i. Iou need to know t,at a major concern #or e3learning is t,e
connectivit" and transmission speed &etween t,e teac,ing site
and t,e students.
ii. -andwidt, actuall" re#ers to t,e amount o# in#ormation t,at can
&e sent or received at a point on a computer network4 t,e greater
t,e &andwidt,, t,e greater t,e carr"ing capacit" and speed o#
transmission.
iii. =or users o# t,e internet, t,e content and services t,at can &e
accessed are dictated &" t,e &andwidt, availa&le. Ideall", t,e
connection s,ould &e &road&and D,ig,3speed data transmissionE,
w,ic, is considera&l" #aster t,an t,e standard 0+.+ k&ps dial3up
modem speed.
iv. >,ere are several options availa&le now or in t,e near #uture t,at
will ,elp to eBpand t,e &andwidt, and increase t,e speed o#
in#ormation trans#er. >,ese options include I1D lines, >) lines,
%D1L modems, ca&le modems, and satellite deliver".
v. >,e PstandardP speed #or modems is currentl" &etween 79.9 2&ps
and 0+ 2&ps. >,ose speeds can provide e##ective
communications via e3mail and we&sites t,at do not ,ave
eBtensive grap,ics. %dvantages o# standard modems include low
cost and compati&ilit" wit, standard telep,one lines.
vi. I1D stands #or Integrated 1ervices Digital etwork. It is a
totall" digital s"stem designed to transmit in#ormation #aster t,an
standard modems.
vii. It is also possi&le to receive in#ormation #rom t,e internet via
satellite. 1atellite access is relativel" #ast, does not re(uire t,e
;@
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installation o# telep,one or data lines, and is not adversel"
a##ected &" t,e num&er o# users.
). De#ine &andwidt, and modem and di##erentiate t,e two.
7. Discuss &andwidt, connection tec,nologies #rom cost and speed
perspectives.
Case", P.,Dasger, . and Cagel, C. D)::9E. E&erging Technology:
Collis, -. D)::+E Tele+$earning in a #igital World) London
Egan, C..., 1e&astian, J., L .elc,, C. D)::), Carc,E. Effecti(e
distance learners. Proceedings o# t,e 6ural Education
=eele", J. D)::;, %ugustE. Wideband Web.#igital .ideo) *73*9.
Guideboo/ for %yste& Planning and I&ple&entation) I4 Indiana
!niversit".
Global Awareness.
Coore, C.G. L >,ompson, C.C. D)::8E. The effects of #istance
$earning: A %u&&ary for the $iterature) 1esearch Conograp,
;*
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o. 7. !niversit" Park, >,e Penns"lvania 1tate !niversit"4
Development.
Parker, %. D)::;E. % Distance Education 'ow3>o Canual4
6ecommendations #rom t,e =ield. Educational Technology
1e(iew. 6eview) 9, ;3)8.
Porter, L.6. D)::;E Creating The .irtual Classroo&: #istance $earning
with the Internet) I4 Jo,n .ile" L 1ons Inc.
$earning, )+D)E, )*.
>,or&urg, D.D. D)::0E. .elcome to t,e Communication %ge, Internet
1esearch, 0 D)E, +*3;8.
.illis, -. D)::0, Octo&erE. #istance $earning at a Glance) !niversit"
'oundation of Effecti(e Practice. 1an =rancisco, C%4 Josse"3
-ass Pu&lis,ers.
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UNIT 3 STRATEGIES FOR INSTRUCTING AND
LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) 1igni#icance and 6easons
@.7 Planning and Organisation
@.@ Ceeting eeds
@.* E##ective >eac,ing 1kills
@.0 Interaction and =eed&ack
@.+ Pro#ile o# Learners
@.; Development
@.9 Improvement
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
Classroom teac,ers rel" on a num&er o# visual and uno&trusive cues
#rom t,eir students to en,ance t,eir deliver" o# instructional content. %
(uick glance, #or eBample, reveals w,o is attentivel" taking notes,
pondering a di##icult concept, or preparing to make a comment. >,e
student w,o is #rustrated, con#used, tired, or &ored is e(uall" evident.
>,e attentive teac,er consciousl" and su&consciousl" receives and
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anal"ses t,ese visual cues and adjusts t,e course deliver" to meet t,e
needs o# t,e class during a particular lesson.
In contrast, t,e distant teac,er ,as #ew, i# an", visual cues. >,ose cues
t,at do eBist are #iltered t,roug, tec,nological devices suc, as video
monitors. It is di##icult to carr" on a stimulating teac,er3class discussion
w,en spontaneit" is altered &" tec,nical re(uirements and distance.
.it,out t,e use o# a real3time visual medium suc, as television, t,e
teac,er receives no visual in#ormation #rom t,e distant sites. >,e teac,er
mig,t never reall" know, #or eBample, i# students are asleep, talking
among t,emselves or even in t,e room. 1eparation &" distance also
a##ects t,e general rapport o# t,e class. Living in di##erent communities,
geograp,ic regions, or even states deprives t,e teac,er and students o# a
common communit" link.
),- OB/ECTIVES
%t t,e end o# t,is unit, "ou s,ould &e a&le to ac,ieve t,e #ollowing
goals4
understand t,e &est practical tips to adapt in teac,ing in e3learning
environment
&e e(uipped wit, t,e e##ective wa"s o# learning in an e3learning
environment
list out ,ow to plan and organise #or e3learning instructing
&e a&le to pro#ile a learner.
3,- MAIN CONTENT
3,( Si*&i3i!2&!e 2&$ Re2so&
Can" teac,ers #eel t,e opportunities o##ered &" distance education
outweig, t,e o&stacles. In #act, instructors o#ten comment t,at t,e
#ocused preparation re(uired &" electronic teac,ing improves t,eir
overall teac,ing and empat," #or t,eir students. >,e c,allenges posed
&" distance education are countered &" opportunities to4
6eac, a wider student audience.
Ceet t,e needs o# students w,o are una&le to attend on3campus
classes.
Involve outside speakers w,o would ot,erwise &e unavaila&le.
Link students #rom di##erent social, cultural, economic, and
eBperiential &ackgrounds.
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3,) P'2&&i&* 2&$ Or*2&is2"io&
In developing or adapting distance electronic instruction, t,e core
content remains &asicall" unc,anged, alt,oug, its presentation re(uires
new strategies and additional preparation time. 1uggestions #or planning
and organising a distance delivered course include4
-egin t,e course planning process &" stud"ing distance education
researc, #indings. >,ere are several researc, summaries availa&le Dsee
Coore L >,ompson, )::8E.
-e#ore developing somet,ing new, c,eck and review eBisting materials
#or content and presentation ideas.
%nal"se and understand t,e strengt,s and weaknesses o# t,e possi&le
deliver" s"stems availa&le to "ou De.g., audio, video, data, and printE not
onl" in terms o# ,ow t,e" are delivered De.g., satellite, microwave, #i&er
optic ca&le, etc.E, &ut in terms o# learner needs and course re(uirements
&e#ore selecting a miB o# instructional tec,nolog".
'ands3on training wit, t,e tec,nolog" o# deliver" is critical #or &ot,
teac,er and students. Consider a pre3class session in w,ic, t,e class
meets in#ormall" using t,e deliver" tec,nolog" and learns a&out t,e
roles and responsi&ilities o# tec,nical support sta##.
%t t,e start o# class initiate a #rank discussion to set rules, guidelines,
and standards. Once procedures ,ave &een esta&lis,ed, consistentl"
up,old t,em.
Cake sure eac, site is properl" e(uipped wit, #unctional and accessi&le
e(uipment. Provide a toll3#ree P,otlineP #or reporting and recti#"ing
pro&lems.
I# course materials are sent &" mail, make sure t,e" are received well
&e#ore class &egins. >o ,elp students keep materials organised, consider
&inding t,e s"lla&us, ,andouts, and ot,er readings prior to distri&ution.
1tart o## slowl" wit, a managea&le num&er o# sites and students. >,e
logistical di##iculties o# distant teac,ing increase wit, eac, additional
site.
3,3 Mee"i&* Nee$s
>o #unction e##ectivel", students must (uickl" &ecome com#orta&le wit,
t,e nature o# teac,ing and learning at a distance. E##orts s,ould &e made
to adapt t,e deliver" s"stem to &est motivate and meet t,e needs o# t,e
students, in terms o# &ot, content and pre#erred learning st"les. Consider
t,e #ollowing strategies #or meeting studentsN needs4
%ssist students in &ecoming &ot, #amiliar and com#orta&le wit, t,e
deliver" tec,nolog" and prepare t,em to resolve t,e tec,nical pro&lems
t,at will arise. =ocus on joint pro&lem solving, not placing &lame #or t,e
occasional tec,nical di##icult".
;9
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Cake students aware o# and com#orta&le wit, new patterns o#
communication to &e used in t,e course D'olm&erg, ):90E.
Learn a&out studentsN &ackgrounds and eBperiences. Discussing t,e
instructorNs &ackground and interests is e(uall" important.
-e sensitive to di##erent communication st"les and varied cultural
&ackgrounds. 6emem&er, #or eBample, t,at students ma" ,ave di##erent
language skills, and t,at ,umor is culturall" speci#ic and will not &e
perceived t,e same wa" &" all.
6emem&er t,at students must take an active role in t,e distance
delivered course &" independentl" taking responsi&ilit" #or t,eir
learning.
-e aware o# studentsN needs in meeting standard universit" deadlines,
despite t,e lag time o#ten involved in rural mail deliver".
3,; E33e!"i#e Te2!5i&* SAi''s
=or t,e most part, e##ective distance electronic teac,ing re(uires t,e
en,ancement o# eBisting skills, rat,er t,an developing new a&ilities. Pa"
special attention to t,e #ollowing4
6ealisticall" assess t,e amount o# content t,at can &e e##ectivel"
delivered in t,e course. -ecause o# t,e logistics involved, presenting
content at a distance is usuall" more time consuming t,an presenting t,e
same content in a traditional classroom.
-e aware t,at student participants will ,ave di##erent learning st"les.
1ome will learn easil" in group settings, w,ile ot,ers will eBcel w,en
working independentl".
Diversi#" and pace course activities and avoid long lectures. Intersperse
content presentations wit, discussions and student3centered eBercises.
'umanise t,e course &" #ocusing on t,e students, not t,e deliver"
s"stem.
Consider using a print component to supplement non3print materials
Dsee Gra,am L .edman, ):9:E.
!se locall" relevant case studies and eBamples as o#ten as possi&le to
assist students in understanding and appl"ing course content. >"picall",
t,e earlier in t,e course t,is is done, t,e &etter.
-e concise. !se s,ort, co,esive statements and ask direct (uestions,
realising t,at tec,nical linkages mig,t increase t,e time it takes #or
students to respond.
Develop strategies #or student rein#orcement, review, repetition, and
remediation. >owards t,is end, one3on3one p,one discussions and
electronic mail communication can &e especiall" e##ective.
%nd #inall"...relaB. Participants will (uickl" grow com#orta&le wit, t,e
process o# distance education and t,e natural r,"t,m o# e##ective
teac,ing will return.
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3,5 I&"er2!"io& 2&$ Fee$b2!A
!sing e##ective interaction and #eed&ack strategies will ena&le t,e
instructor to identi#" and meet individual student needs w,ile providing
a #orum #or suggesting course improvements. >o improve interaction
and #eed&ack, consider t,e #ollowing4
!se pre3class stud" (uestions and advance organisers to encourage
critical t,inking and in#ormed participation on t,e part o# all learners.
6ealise t,at it will take time to improve poor communication patterns.
Earl" in t,e course, re(uire students to contact "ou and interact among
t,emselves via electronic mail, so t,e" &ecome com#orta&le wit, t,e
process. Caintaining and s,aring electronic journal entries can &e ver"
e##ective toward t,is end.
%rrange telep,one o##ice ,ours using a toll3#ree num&er. 1et evening
o##ice ,ours i# most o# "our students work during t,e da".
Integrate a variet" o# deliver" s"stems #or interaction and #eed&ack,
including one3on3one and con#erence calls, #aB, e3mail, video, and
computer con#erencing. .,en #easi&le, consider personal visits as well.
Contact eac, site Dor studentE ever" week i# possi&le, especiall" earl" in
t,e course. >ake note o# students w,o do not participate during t,e #irst
session, and contact t,em individuall" a#ter class.
!se pre3stamped and addressed postcards, out3o#3class p,one
con#erences, and e3mail #or #eed&ack regarding course content,
relevanc", pace, deliver" pro&lems, and instructional concerns.
'ave students keep a journal o# t,eir t,oug,ts and ideas regarding t,e
course content, as well as t,eir individual progress and ot,er concerns.
'ave students su&mit journal entries #re(uentl".
!se an on3site #acilitator to stimulate interaction w,en distant students
are ,esitant to ask (uestions or participate. In addition, t,e #acilitator can
act as "our on3site Pe"es and earsP.
Call on individual students to ensure t,at all participants ,ave ample
opportunit" to interact. %t t,e same time, politel" &ut #irml" discourage
individual students or sites #rom monopolising class time.
Cake detailed comments on written assignments, re#erring to additional
sources #or supplementar" in#ormation. 6eturn assignments wit,out
dela", using #aB or electronic mail, i# practical.
3,< Pro3i'e o3 Le2r&ers
>,e primar" role o# t,e student is to learn. !nder t,e &est o#
circumstances, t,is c,allenging task re(uires motivation, planning, and
t,e a&ilit" to anal"Je and appl" t,e in#ormation &eing taug,t. In a
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distance education setting, t,e process o# student learning is more
compleB #or several reasons D1c,uemer, )::@E4
Can" distance3education students are older, ,ave jo&s, and #amilies.
>,e" must coordinate t,e di##erent areas o# t,eir lives w,ic, in#luence
eac, ot,er Y t,eir #amilies, jo&s, spare time, and studies.
Distant students ,ave a variet" o# reasons #or taking courses. 1ome
students are interested in o&taining a degree to (uali#" #or a &etter jo&.
Can" take courses to &roaden t,eir education and are not reall"
interested in completing a degree.
In distance education, t,e learner is usuall" isolated. >,e motivational
#actors arising #rom t,e contact or competition wit, ot,er students is
a&sent. >,e student also lacks t,e immediate support o# a teac,er w,o is
present and a&le to motivate and, i# necessar", give attention to actual
needs and di##iculties t,at crop up during stud".
Distant students and t,eir teac,ers o#ten ,ave little in common in terms
o# &ackground and da"3to3da" eBperiences and t,ere#ore, it takes longer
#or student3teac,er rapport to develop. .it,out #ace3to3#ace contact,
distant students ma" #eel ill at ease wit, t,eir teac,er as an PindividualP
and uncom#orta&le wit, t,eir learning situation.
In distance education settings, tec,nolog" is t"picall" t,e conduct
t,roug, w,ic, in#ormation and communication #low. !ntil t,e teac,er
and students &ecome com#orta&le wit, t,e tec,nical deliver" s"stem,
communication will &e in,i&ited.
3,7 De#e'o0me&"
-eginning students ma" ,ave some di##icult" determining w,at t,e
demands o# a course o# academic stud" actuall" are &ecause t,e" do not
,ave t,e support o# an immediate peer group, read" access to t,e
instructor, or #amiliarit" wit, t,e tec,nolog" &eing used #or deliver" o#
t,e electronic distance3education course. >,e" ma" &e unsure o#
t,emselves and t,eir learning. Corgan D)::)E suggests t,at distant
students w,o are not con#ident a&out t,eir learning tend to concentrate
on memoriJing #acts and details in order to complete assignments and
write eBams. %s a result, t,e" end up wit, a poor understanding o#
course material. 'e views memorisation o# #acts and details as a
Fsur#ace approac,G to learning and summarises it as #ollows4
i, Sur32!e 200ro2!5
=ocuses on t,e PsignsP De.g., t,e teBt or instruction itsel#E.
=ocuses on discrete elements.
Cemorises in#ormation and procedures #or tests.
!nre#lectivel" associate concepts and #acts.
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=ails to distinguis, principles #rom evidence, new in#ormation #rom
old.
>reats assignments as somet,ing imposed &" t,e instructor.
Cuc, emp,asis is #ocused on t,e demands o# assignments and eBams
leading to a knowledge t,at is cut3o## #rom ever"da" realit".
Distant students need to &ecome more selective and #ocused in t,eir
learning in order to master new in#ormation. >,e #ocus o# t,eir learning
needs to s,i#t t,em #rom a Fsur#ace approac,G to a Fdeep approac,G.
Corgan D)::)E summarises t,is approac, as #ollows4

ii, Dee0 200ro2!5
=ocuses on w,at is Psigni#iedP De.g., t,e instructorQs argumentsE.
6elates and distinguis,es new ideas and previous knowledge.
6elates concepts to ever"da" eBperience.
6elates and distinguis,es evidence and argument.
Organises and structures content.
Internalises ,ow instructional material relates to ever"da" realit".
3,D Im0ro#eme&"
>,e s,i#t #rom Fsur#aceG to FdeepG learning is not automatic. -rundage,
2eane, and Cackneson D)::@E suggest t,at adult students and t,eir
instructors must #ace and overcome a num&er o# c,allenges &e#ore
learning takes place including4 &ecoming and sta"ing responsi&le #or
t,emselvesK PowningP t,eir strengt,s, desires, skills, and needsK
maintaining and increasing sel#3esteemK relating to ot,ersK clari#"ing
w,at is learnedK rede#ining w,at legitimate knowledge isK and dealing
wit, content. >,ese c,allenges are considered in relation to distance
education4
Be!omi&* 2&$ s"2%i&* res0o&sib'e 3or "5emse'#es1 'ig, motivation
is re(uired to complete distant courses &ecause t,e da"3to3da" contact
wit, teac,ers and ot,er students is t"picall" lacking. Instructors can ,elp
motivate distant students &" providing consistent and timel" #eed&ack,
encouraging discussion among students, &eing well prepared #or class,
and &" encouraging and rein#orcing e##ective student stud" ,a&its.
O4&i&* o&eGs s"re&*"5s7 $esires7 sAi''s7 &ee$s1 1tudents need to
recognise t,eir strengt,s and limitations. >,e" also need to understand
t,eir learning goals and o&jectives. >,e instructor can ,elp distant
students to eBplore t,eir strengt,s$limitations and t,eir learning
goals$o&jectives &" assuming a #acilitative role in t,e learning process.
Providing opportunities #or students to s,are t,eir personal learning
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goals and o&jectives #or a course ,elps to make learning more
meaning#ul and increases motivation.
M2i&"2i&i&* 2&$ i&!re2si&* se'3.es"eem1 Distant students ma" &e
a#raid o# t,eir a&ilit" to do well in a course. >,e" are &alancing man"
responsi&ilities including emplo"ment and raising c,ildren. O#ten t,eir
involvement in distance education is unknown to t,ose t,e" work wit,
and ignored &" #amil" mem&ers. 1tudent per#ormance is en,anced i#
learners set aside time #or t,eir instructional activities and i# t,e" receive
#amil" support in t,eir academic endeavours. >,e instructor can
maintain student sel#3esteem &" providing timel" #eed&ack. It is critical
#or teac,ers to respond to studentsQ (uestions, assignments, and
concerns in a personalised and pleasant manner, using appropriate
tec,nolog" suc, as #aB, p,one, or computer. In#ormative comments t,at
ela&orate on t,e individual studentQs per#ormance and suggest areas #or
improvement are especiall" ,elp#ul.
Re'2"i&* "o o"5ers1 1tudents o#ten learn most e##ectivel" w,en t,e"
,ave t,e opportunit" to interact wit, ot,er students. Interaction among
students t"picall" leads to group pro&lem3solving. .,en students are
una&le to meet toget,er, appropriate interactive tec,nolog" suc, as e3
mail s,ould &e provided to encourage small group and individual
communication. %ssignments in w,ic, students work toget,er and t,en
report &ack or present to t,e class as a w,ole, encourage student3to3
student interaction. Ensure clear directions and realistic goals #or group
assignments D-urge, )::@E.
C'2ri3%i&* 452" is 'e2r&e$1 Distant students need to re#lect on w,at
t,e" are learning. >,e" need to eBamine t,e eBisting knowledge
#rameworks in t,eir ,eads and ,ow t,ese are &eing added to or c,anged
&" incoming in#ormation. EBaminations, papers, and class presentations
provide opportunities #or student and teac,er to evaluate learning.
'owever, less #ormal met,ods o# evaluation will also ,elp t,e students
and teac,er to understand learning. =or eBample, periodicall" during t,e
course t,e instructor can ask students to write a &rie# re#lection on w,at
t,e" ,ave learned and t,en provide an opportunit" #or t,em to s,are
t,eir insig,ts wit, ot,er class mem&ers.
Re$e3i&i&* 452" 'e*i"im2"e A&o4'e$*e is1 -rundage, 2eane, and
Cackneson D)::@E suggest t,at adult learners ma" #ind it di##icult to
accept t,at t,eir own eBperience and re#lections are legitimate
knowledge. I# t,e instructor takes a #acilitative rat,er t,an aut,oritative
role, students will seeYt,eir own eBperience as valua&le and important
to t,eir #urt,er learning. -urge D)::@E suggests ,aving learners use #irst3
person language to ,elp t,em claim owners,ip o# personal values,
eBperiences, and insig,ts.
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De2'i&* 4i"5 !o&"e&"1 1tudent learning is en,anced w,en content is
related to eBamples. Instructors tend to teac, using eBamples t,at were
used w,en t,e" received t,eir training. =or distance learning to &e
e##ective, ,owever, instructors must discover eBamples t,at are relevant
to t,eir distant students. Encourage students to #ind or develop eBamples
t,at are relevant to t,em or t,eir communit".
;,- CONCLUSION
>eac,ing and learning at a distance is demanding. 'owever, learning
will &e more meaning#ul and FdeeperG #or distant students, i# t,e
students and t,eir instructor s,are responsi&ilit" #or developing learning
goals and o&jectivesK activel" interacting wit, class mem&ersK promoting
re#lection on eBperienceK relating new in#ormation to eBamples t,at
make sense to learnersK maintaining sel#3esteemK and evaluating w,at is
&eing learned. >,is is t,e c,allenge and t,e opportunit" provided &"
distance education.
5,- SUMMARY
In contrast, t,e distant teac,er ,as #ew, i# an", visual cues. >,ose cues
t,at do eBist are #iltered t,roug, tec,nological devices suc, as video
monitors. It is di##icult to carr" on a stimulating teac,er3class discussion
w,en spontaneit" is altered &" tec,nical re(uirements and distance.
Can" teac,ers #eel t,e opportunities o##ered &" distance education
outweig, t,e o&stacles. In #act, instructors o#ten comment t,at t,e
#ocused preparation re(uired &" electronic teac,ing improves t,eir
overall teac,ing and empat," #or t,eir students.
=or t,e most part, e##ective distance electronic teac,ing re(uires t,e
en,ancement o# eBisting skills, rat,er t,an developing new a&ilities.
!sing e##ective interaction and #eed&ack strategies will ena&le t,e
instructor to identi#" and meet individual student needs w,ile providing
a #orum #or suggesting course improvements.
>o #unction e##ectivel", students must (uickl" &ecome com#orta&le
wit, t,e nature o# teac,ing and learning at a distance.
In a distance education setting, t,e process o# student learning is more
compleB #or several reasons.
-eginning students ma" ,ave some di##icult" determining w,at t,e
demands o# a course o# academic stud" actuall" are &ecause t,e" do not
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,ave t,e support o# an immediate peer group, read" access to t,e
instructor, or #amiliarit" wit, t,e tec,nolog" &eing used #or deliver" o#
t,e electronic distance3education course.
>,e s,i#t #rom Fsur#aceG to FdeepG learning is not automatic.
). Discuss t,e teac,ing skill #or e##ective e3learning.
7. Compare and contrast deep and sur#ace approac,es in t,e
learning process.
-lanc,ard, .. D):9:E. Telecourse Effecti(eness: A 1esearch+1e(iew
8pdate, Ol"mpia, .%4 .as,ington 1tate -oard #or Communit"
College Education, DED @78 00*E.
-rundage, D., 2eane, 6., and Cackneson, 6. D)::@E. Application of
$earning Theory to the Instruction of Adults, In >,elma -arer3
1tein and James %. Draper DEds.E. The Craft of Teaching Adults
Dpp. )@)3)**E. >oronto, Ontario4 Culture Concepts. DED @+7
+**E.
-urge, E. D)::@E. Adult #istance $earning: Challenges for
Conte&porary Practice) In >,elma -arer31tein and James %.
Draper DEds.E. The Craft of Teaching Adults, Dpp.7)037@8E.
>oronto, Ontario4 Culture Concepts, DED @+7 +**E.
Gra,am, 1..., L .edman, J.=.D):9:E. Enhancing the Appeal of
Teletraining) Journal o# Instructional Ps"c,olog", )+D*E,
)9@3):).
'olm&erg, -. D):90E. Co&&unication in #istance %tudy) In %tatus and
Trends of #istance Education, Lund, 1weden4 Lector Pu&lis,ing.
Coore, C.G.,L >,ompson, C.C., wit, Muigle", %.-., Clark, G.C., L
Go##, G.G.D)::8E. The Effects of #istance $earning: A %u&&ary
of the $iterature) 6esearc, Conograp, o. 7. !niversit" Park,
P%4 >,e Penns"lvania 1tate !niversit", %merican Center #or t,e
1tud" o# Distance Education, DED @@8 @7)E.
Corgan, %. D)::)E. 1esearch into %tudent $earning in #istance
Education, /ictoria, %ustralia4 !niversit" o# 1out, %ustralia,
!nderdale, DED @*7 @;)E.
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C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
1c,uemer, 6. D)::@E. %o&e Psychological Aspects of #istance
Education, 'agen, German"4 Institute #or 6esearc, into Distance
Education, DED @0; 7++E.
.illis, -. D)::@E. #istance Education: A Practical Guide) Englewood
Cli##s, J4 Educational >ec,nolog" Pu&lications. Guide Edited
&" >ania Gottsc,alk.
UNIT ; IMPLEMENTATION OF E.LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) Implementation Procedures
@.7 Conduct On3going Evaluation
@.@ 2e"s to 1uccess
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@.* %dministering E3Learning
@.0 6ecord 2eeping
@.+ Pro#ile o# Learners
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
>,e e3learning programme usuall" s,ould ,ave a tec,nolog" plan o#
implementation in place. It provides t,e guidelines to set priorities. It is
recommended t,at "ou routinel" surve" "our learners regarding access
to and interest in computers and t,e internet. Determining learnersQ
access to videotape and D/D pla"ers s,ould &e documented. >,is
in#ormation will ,elp plan "our intervention strateg".
Including e3learning in "our instructional strategies assumes t,ere is a
need. % learner centre needs assessment addressing t,e demand #or e3
learning, identi#"ing potential learners, t,eir learning st"les, and
deliver" s"stem alternatives s,ould &e t,e starting point. >,e goal is to
de#ine t,e most cost3e##ective met,ods to serve t,e targeted learner
wit,in "our tec,nical capa&ilities.
),- OB/ECTIVES
identi#" t,e major p,ases in implementing e3learning
eBplain t,e components o# E3learning and ,ow to conduct needs
assessment
eBplain conduct tec,nolog" anal"sis
eBplain t,e ke"s to success in implementing e3learning
enumerate ,ow a coordinator administers an e3learning center.
3,- MAIN CONTENT
3,( Im0'eme&"2"io& Pro!e$ure
>,e implementation o# electronic learning tec,nologies re(uires care#ul
planning. >,e #igure &elow illustrates t,e major p,ases in t,e e3learning
implementation process
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Fi*ure (,(D1 Im0'eme&"2"io& Pro!e$ure
(, Co&$u!" Nee$s Assessme&"
>,e needs assessment or anal"sis p,ase consists o# #our parts4 course
anal"sis, audience anal"sis, instructor anal"sis, and tec,nolog" anal"sis.
Course 2&2'%sis1 >,e course anal"sis seeks to identi#" content areas
t,at could &e en,anced, eBpanded, or initiated t,roug, distance learning
tec,ni(ues. -egin &" eBamining t,e instructional needs t,at are not
&eing met and determining i# distance learning could contri&ute.
Potential areas could include courses t,at ,ave a ,ig, demand, &ut #ew
instructorsK courses t,at are needed in geograp,icall" diverse locationsK
courses t,at would &ene#it #rom remote eBpertsK and courses t,at could
address special needs, suc, as ,ome&ound students.
Au$ie&!e A&2'%sis1 Electronic Distance learning tec,ni(ues are not
appropriate #or all students. In most cases, a great deal o# motivation and
t,e a&ilit" to work in a sel#3paced environment are essential. Iou s,ould
care#ull" eBamine t,e locations o# t,e students also. =or eBample4 .ill
t,e instruction &e delivered to sc,ools or to ,omes? Can t,e students
read? .,at are t,eir learning st"les? Is supervision re(uired?
I&s"ru!"or A&2'%sis1 .it, e3learning, #acilitators and tec,nical support
teams are also necessar". =or eBample, t,ere ma" &e a Pteac,erP w,o
delivers t,e lesson via a videocon#erencing s"stem. >,e class is t,en
sent to several sc,ools t,roug,out t,e area, and remote students
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participate. %t eac, site, ,owever, supervisors must &e in t,e room wit,
t,e studentsK tec,nical support sta## must make sure t,at t,e e(uipment
is #unctioning.
Te!5&o'o*% A&2'%sis1 %s outlined in c,apters +3:, t,ere are man"
di##erent tec,nologies t,at can &e used to deliver distance learning.
1electing t,e most appropriate tec,nolog" depends on t,e content area,
t,e learning st"les o# t,e students, and t,e eBisting ,ardware and
so#tware. =or eBample, #oreign language instruction re(uires an audio
component, and .e&3&ased education is impossi&le i# t,e students do
not ,ave access to a computer.
>,e geograp,ical locations o# t,e teac,ers and students can also impact
t,e tec,nolog" solution DDistance Learning4 % Primer, )::;E. >,e
#ollowing ta&le provides recommendations &ased on t,e num&er o# sites.
One Can" 1 1atellite videocon#erence
One Can" % /ideo$audiotapes, CD36OC
=ew =ew 1 Computer videocon#erence
=ew =ew % .e&3&ased education
Can" Can" 1 Internet c,at
Can" Can" % E3mail
T2b'e (,<1 Te!5&o'o*% 2&2'%sis
), Ou"'i&e I&s"ru!"io&2' Go2's 2&$ Obe!"i#esH Pro$u!e
I&s"ru!"io&2' M2"eri2's
P>,e danger in not ,aving clear goals and pedagogical o&jectives is t,at
tec,nolog" will &e ac(uired &ut not trul" integrated into t,e teac,ing,
learning, and researc, o# t,e sc,oolP D'organ, )::9, 7E. % well3
structured electronic distance learning course must place instructional
o&jectives #oremost. >,e tec,nolog" s,ould &e as invisi&le as possi&le O
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just anot,er tool t,at teac,ers can use to e##ectivel" conve" t,e content
and interact wit, students.
%#ter t,e goals and o&jectives are outlined, t,e instructional materials
can &e designed and developed. It is important not to underestimate t,e
commitment re(uired #or t,is step O creating e##ective materials #or
distance learning is an eBtremel" time3consuming and energ"3
consuming process. 6egardless o# w,et,er t,e tec,nolog" is audiotape
or satellite video, ample time must &e allocated to ensure t,at t,e
materials are accurate, appropriate, and structured to maBimise t,e
&ene#its #or distant students and to minimiJe t,e limitations.
3, Pro#i$e Tr2i&i&* 2&$ Pr2!"i!e 3or I&s"ru!"ors 2&$
F2!i'i"2"ors
Can" o# t,e tec,ni(ues and skills used in a classroom teac,ing situation
do not translate directl" into an e3learning approac,. >eac,er training
programs are important to ac(uaint t,e teac,ers wit, t,e use o#
tec,nolog" as well as to ,elp wit, t,e re3design o# t,e instructional
strategies.
P>ele3learning allows us to do t,e same t,ings, &ut di##erentl"...&ut also,
to do t,ings di##erentl"P D>,orn&urg, )::0E. In particular, most teac,ers
need assistance and practice wit,4
E##ective strategies #or implementing small group activities and
individual practice.
>ec,ni(ues #or maBimising teac,er$student and student$student
interactions.
1uccess#ul approac,es #or integrating tec,nolog" into t,e
teac,ing$learning process.
>actics #or motivating students at a distance.
=acilitators and support personnel are also crucial to success#ul distance
learning eBperiences. I# students are located at remote sites, #acilitators
will likel" &e t,e on3t,e3spot contacts #or t,e students. It is important
t,at t,e" are #ull" integrated into t,e course and communicate #re(uentl"
wit, t,e instructor. In addition, support personnel are important #or &ot,
t,e instructor and t,e students to ensure t,at t,e tec,nolog" #unctions as
it s,ould and do not cause undue #rustration.
;, Im0'eme&" "5e Pro*r2m
%#ter t,e training is complete and a pilot test ,as &een conducted to
ensure t,e tec,nolog" is #unctioning, t,e program can &e implemented.
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One important #actor to keep in mind is t,e need to include structured
activities. >imelines, deadlines, and #eed&ack ,elp to motivate students
and provide t,e #ramework t,e students need to #unction in a #leBi&le
environment.
%not,er important aspect to keep in mind during t,e implementation
p,ase is t,e need to emp,asise interactions. 6esearc, strongl" supports
t,e need #or interaction in distance learning initiatives. PPrograms need
to include met,ods #or receiving #eed&ack, providing ,elp, and creating
a sense o# &elongingP DParker, )::;, )8E. 1tudents o# all ages respond
positivel" w,en t,e" know someone cares.
3,) Co&$u!" O&.*oi&* E#2'u2"io&
=ormative evaluation takes place t,roug,out t,e development and
implementation. %t eac, step o# t,e wa", instructors and administrators
s,ould stop and review. In addition to (uer"ing t,e students, ask ot,ers
w,o ,ave implemented similar programs to assess t,e approac,. Cake
revisions as o#ten necessar".
1ummative evaluations take place a#ter t,e instruction is completed and
provides data #or #uture planning D.illis, )::0E. Evaluations can &e
conducted t,roug, surve"s, ac,ievement tests, interviews, or ot,er
met,ods. Care#ul anal"sis o# summative evaluations can &e used to
identi#" &ot, strengt,s and weaknesses o# t,e distance learning course,
content, and approac,.
>,e #ollowing #actors ,ave &een s,own to impact t,e success o# a
distance learning project4
=e%s "o Su!!ess
1elect t,e appropriate tec,nolog".
%llow plent" o# time #or planning.
Provide consistent and timel" #eed&ack to students.
Encourage student3to3student interactions.
Provide training #or t,e instructors and #acilitators.
Ensure a support structure #or students.
'ave a &ack3up plan #or t,e tec,nolog".
Practice, practice, practice.
3,; A$mi&is"eri&* E.Le2r&i&*
%n e3learning programme normall" ,as an assigned coordinator. >,e
coordinators responsi&ilities include4
7. eeds assessment and learner identi#ication.
@. Innovative programme application approval and reporting.
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*. Carketing and promotion.
0. Outreac, and recruitment.
+. Coordination wit, classroom programmes.
;. %ssessment and enrollment.
9. >esting and progress monitoring.
:. Learning materials inventor".
)8. Instructor supervision.
)). Canaging and using students and programme in#ormation.
)7. Programme evaluation and improvement.
>,e area w,ere programme appears to ,ave t,eir most di##icult" is
assessing t,e learnerQs a&ilit" to learn in a sel#3directed conteBt and
providing individual assistance. 1creening and counselling s,ould occur
during e3learning distance enrolment process.
Providing individual assistance will var" dramaticall" according to t,e
t"pe o# e3learning intervention. Instructor3learner contact is necessar",
especiall" i# applied to t,e educational or in#ormal sc,ool s"stem. 'ow
and ,ow o#ten it is provided varies. I# regular #ace3to3#ace contact is
impractical, telep,one contact or written contact s,ould &e used and
documented. E3mail and c,at activities are important in Internet e3
learning provided s"stem.
3,5 Re!or$ =ee0i&*
E3Learning centres are re(uired to maintain tracking o# programmes and
students data on all enrolled learners. Learner can &e identi#ied &"
c,ecking t,e e3learning &oB on t,e special programme t,at runs t,e e3
learning s"stem. >,is provides demograp,ic programmatic in#ormation
on eac, learner.
%dditional learnerQs progress in#ormation is normall" maintained in an
individual port#olio or #ile. >,e content is &ased on t,e t"pe o# e3
learning programme. >,is in#ormation is invalua&le in working wit, t,e
individual learner and monitoring ,er or ,is progress.
;,- CONCLUSION
o matter ,ow lauda&le an e3learning programme ma" &e in terms o#
content, knowledge and tec,nolog", t,e implementation process is w,at
eventuall" guarantees t,e success o# suc, a programme. >,is is ,uman3
centred activit" and t,us s,ould &e t,e ke" #actor to t,e success o#
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e3learning. % lot o# skill, planning and accounta&ilit" are re(uired to
success#ul implement an" e3learning project.
5,- SUMMARY
i. >,e e3learning programme usuall" s,ould ,ave a tec,nolog" plan
o# implementation in place. It provides t,e guidelines to set
priorities.
ii. >,e implementation o# electronic learning tec,nologies re(uires
care#ul planning.
iii. >,e course anal"sis seeks to identi#" content areas t,at could &e
en,anced, eBpanded, or initiated t,roug, distance learning
tec,ni(ues. -egin &" eBamining t,e instructional needs t,at are
not &eing met and determining i# distance learning could
contri&ute.
iv. Electronic distance learning tec,ni(ues are not appropriate #or all
students. In most cases, a great deal o# motivation and t,e a&ilit"
to work in a sel#3paced environment are essential.
v. Can" o# t,e tec,ni(ues and skills used in a classroom teac,ing
situation do not translate directl" into an e3learning approac,.
vi. % well3structured electronic distance learning course must place
instructional o&jectives #oremost.
vii. %not,er important aspect to keep in mind during t,e
implementation p,ase is t,e need to emp,asise interactions.
viii. =ormative evaluation takes place t,roug,out t,e development and
implementation.
iB. %n e3learning programme normall" ,as an assigned coordinator.
B. E3Learning centers are re(uired to maintain tracking o#
programmes and students data on all enrolled learners.
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). Discuss t,e ke"s to success in t,e implementation o# an e3
learning programme.
7. Discuss t,e practical steps to t,e implementation o# an e3learning
programme.
-arron, %. E., L Orwig, G. .. D)::;E. ew Technologies for
Education: A Beginner9s Guide) Englewood, CO4 Li&raries
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-arron , %. E., L Ivers, 2. .. D)::+E. The Internet and Instruction:
Ideas and Acti(ities) Englewood, CO4 Li&raries !nlimited.
Case", P., Dager, . and Cagel, C. D)::9E. E&erging Technology:
Tools for Today and To&orrow. %/ /ideo Cultimedia Producer.
78D)E, ** 3 0@.
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,ost...#istance $earners. Proceedings o# t,e 6ural Education
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-oston, C%4 %rtec, 'ouse.

Coore, C. G. L >,ompson, C.C. D)::8E. The Effects of #istance
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%merican Center #or t,e 1tud" o# Distance Education DED @@8
@7)E.
ONeill, C. L Cc'ug,, P. DEds.E D)::+E. Effecti(e #istance $earning)
%leBandria, /%4 %merican 1ociet" o# >raining and
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6ecommendations #rom t,e =ield. Educational Technology
1e(iew) 9, ;3)8.
Porter, L. 6. D)::;E. Creating the .irtual Classroo&: #istance
$earning with the Internet) I4 Jo,n .ile" L 1ons, Inc.
1alvador, 6. D)::+E. .,atNs ew in et Connectivit"? Electronic
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1c,utte, J. G. D)::+E. .irtual Teaching in *igher Education: The ew
Intellectual %uperhighway or 7ust Another Traffic 7a&6
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>,orn&urg, D. D. D)::0E. .elcome to t,e Communication %ge. Internet
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'oundations of Effecti(e Practice) 1an =rancisco, C%4 Josse"3
-ass Pu&lis,ers.
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UNIT 5 EVALUATION OF E.LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) >,e 6easons #or Evaluation
@.7 1teps in Evaluation Process
@.@ >"pes o# Evaluation
@.* Cet,ods o# Evaluation
@.0 .,at to Evaluate
@.+ Evaluation >ips
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
Once "ou ,ave invested valua&le time and resources in setting up and
maintaining an e3learning course, it is well wort, t,e e##ort to evaluate
its e##ectiveness.
6ossi and =reeman D)::@E de#ined evaluation as Ft,e s"stematic
application o# social researc, procedures #or assessing t,e
conceptualiJation, design, implementation, and utilit" o# programmes.
>,ere are man" ot,er similar de#initions and eBplanations o# evaluation,
and in #act, eac, evaluation are slig,tl" di##erent, wit, several di##erent
steps.
Evaluation can reveal uneBpected results, per,aps learners are using
onl" speci#ic areas o# t,e site, or per,aps t,e" are using t,e site in a wa"
"ou ,ad not anticipated, or per,aps t,e" are not using t,e site at all. >,is
knowledge t,oug, could &e dis,eartening, can save "ou #rom
misspending time and e##ort. !nderstanding t,e strengt,s and #allings o#
"our approac, will allow "ou to adapt "our strateg" and make &est use
o# t,e medium.
),- OB/ECTIVES
de#ine evaluation
eBplain t,e purpose o# undergoing evaluation and &e a&le to
di##erentiate t,em
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conduct an e3learning evaluation
identi#" w,at "ou need to evaluate
e(uip "oursel# wit, some evaluation strategies.
3,- MAIN CONTENT
3,( T5e Re2so&s 3or E#2'u2"io&
Generall", t,ere are man" di##erent reasons to evaluate a programme.
Can" people t,ink o# programme evaluation as a nerve3wrecking
process meant to determine continued #unding or recognition. %lso, one
important purpose o# an" evaluation s,ould &e continual programme
improvement. %lt,oug, making decisions on continued #unding or
recognition can &e a purpose o# programme evaluation, t,ere are man"
ot,ers, less worrisome reasons to evaluate a programme. 1ome o# t,ese
are as #ollows4
>o provide in#ormation to programme personnel and ot,er aspects o#
t,e programme t,at works well and are potential pro&lems.
>o catc, potential pro&lems earl" in t,e programme so t,e" can &e
corrected &e#ore more serious pro&lems occur.
>o guide #urt,er e##orts. =or instance, an evaluation ma" &ring to
lig,t issues t,at need to &e eBamined in greater detail or an initial
evaluation o# programmme implementation ma" &e used, in part, to
guide a later evaluation o# long3term impact.
>o provide in#ormation on w,at tec,nical assistance ma" &e needed
>o determine w,at impact t,e programme is ,aving on participants.
=rom a teac,erQs perspective in an e3learning environment, e##ective
teac,ers use a variet" o# means, some #ormal and ot,ers in#ormal, to
determine ,ow muc, and ,ow well t,eir students are learning. =or
eBample, to #ormall" evaluate student learning, most teac,ers use
(uiJJes, tests, eBaminations, term papers, la& reports, and ,omework.
>,ese #ormal evaluation tec,ni(ues ,elp t,e instructor to evaluate
student ac,ievement and assign grades.
>o evaluate classroom learning in#ormall", teac,ers also use a variet" o#
tec,ni(ues. =or eBample, teac,ers pose (uestions, listen care#ull" to
student (uestions and comments, and monitor &od" language and #acial
eBpressions. In#ormal, o#ten implicit evaluations permit t,e teac,er to
make adjustments in t,eir teac,ing4 to slow down or review material in
response to (uestions, con#usion, and misunderstandingsK or to move on
w,en student per#ormance eBceeds eBpectations.
.,en teac,ing under e3learning program, educators must address a
di##erent teac,ing c,allenge t,an w,en teac,ing in a traditional
classroom. =or eBample, instructors no longer ,ave4
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% traditional, #amiliar classroom.
% relativel" ,omogeneous group o# students.
=ace3to3#ace #eed&ack during class De.g. studentsN (uestions,
comments, &od" language, and #acial eBpressionsE.
>otal control over t,e distance deliver" s"stem.
Convenient opportunities to talk to students individuall".
=or t,ese reasons, e3learning educators ma" #ind it use#ul to not onl"
#ormall" evaluate students t,roug, testing and ,omework, &ut to use a
more in#ormal approac, Dsee %ngelo and Cross, )::@E in collecting data
to determine4
1tudent com#ort wit, t,e met,od used to deliver t,e e3learning
instruction.
%ppropriateness o# assignments.
Clarit" o# course content.
I# class time is well spent.
>eac,ing e##ectiveness.
'ow a course can &e improved.
3,) S"e0s i& E#2'u2"io& Pro!ess
Eac, evaluation could &e slig,tl" di##erent, as t,ere are several steps t,at
are usuall" #ollowed in an" evaluation process suc, as an e3learning
project. % diagrammatic overview o# t,e steps o# a Ft"picalQ evaluations
are as #ollow.
S"e0 (
Get an Overview o# t,e e3learning programme
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S"e0 )
Determine .," Iou %re Evaluating
S"e0 3
Determine .,at Iou eed >o 2now and
=ormulate 6esearc, Muestions
S"e0 ;
=igure Out .,at In#ormation Iou eed
>o %nswer Muestions
S"e0 5
Design t,e Evaluation
S"e0 <
Collective In#ormation$D
S"e0 7
%nal"se In#ormation
S"e0 D
=ormulate Conclusions
S"e0 :
Communicate 6esult
S"e0 (-
!se 6esult >o Codi#" Programme
Fi*ure (,(:1 S"e0s o3 E#2'u2"io& Pro!ess
3,3 T%0es o3 E#2'u2"io&
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Evaluation can &e eit,er #ormative, summative, or a com&ination o#
&ot,.
Form2"i#e E#2'u2"io&
% #ormative evaluation is alwa"s conducted in t,e earl" stages o# a
programme and addresses (uestions a&out implementation and ongoing
planning. >,is t"pe o# evaluation t"picall" eBamines process rat,er t,an
product. In t,e case o# tec,nological programmes suc, as e3learning, a
#ormative evaluation mig,t ask i# e(uipment was received on time, i# t,e
eBpected num&er o# #acilitators received pro#essional development, w,at
skills #acilitators learnt #rom pro#essional development, or i# t,e
e(uipment is &eing used in t,e classroom as planned.
Generall", #ormative evaluations are also use#ul #or various purposes
suc, as4
>,e" ma" ,elp catc, pro&lem earl" on, w,ile t,e" can still &e
corrected.
>,e" are an evaluation process, so t,e" ma" &e use#ul in
understanding w," di##erent outcomes emerge and improving
programme management
>,e" provide an opportunit" to collect &aseline data #or #uture
summative Dor FimpactG evaluations
>,e" ,elp identi#" appropriate outcomes #or summative evaluations.
1peci#icall" as it relates to e3learning process in practical terms,
#ormative evaluation4
Is an on3going process to &e considered at all stages o# instruction?
.ill ena&le t,e instructor to improve t,e course as ,e$s,e proceeds.
=acilitates course and content adaptation.
.ill identi#" major gaps in t,e instructional plan or t,e need #or
minor adjustments.
1ome strategies t,at educators can use to collect #ormative data #rom
t,eir e3learning students include4
Post cards 3 provide eac, student wit, pre3stamped and pre3
addressed postcards. On a weekl" &asis, ,ave students use t,e
postcards to s,are t,eir concerns or respond to (uestions during t,e
last t,ree to #ive minutes o# class.
Electronic mail 3 Can &e a ver" e##ective wa" #or instructors and
students to communicate. %not,er plus, w,ile t,e instructor is
eliciting in#ormation a&out classroom learning, students &ecome
#amiliar wit, t,e use o# electronic mail, a valua&le skill.
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>elep,one 3 Call students o#ten. %sk t,em open ended (uestions
De.g., P.,at snags did "ou run into on t,e second writing
assignment?PE to let students voice t,eir concerns. =ollow wit,
pro&es De.g., P>,en, will "ou need more in#ormation sources?PE. 1et
p,one3in o##ice ,ours &ut &e sure to welcome calls at ot,er times.
Summ2"i#e E#2'u2"io&
1ummative evaluations assess programme outcomes or impacts. It
determines t,e relations,ip o# di##erent #actors to outcomes, similar to
#ormative evaluations, some in#ormation used in #ormative evaluations
is collected earl" in t,e li#e o# a programme De.g., &aseline score, test
scoresE. !nlike #ormative evaluations, ,owever, a portion o# t,e
in#ormation is collected a#ter t,e programme ,as &een completel"
implemented and ade(uate time ,as passed to eBpect outcomes to occur.
In case o# tec,nological programmes suc, as e3learning, a summative
evaluation mig,t ask i# #acilitator tec,nolog" skills improved as a result
o# a pro#essional development activit", i# #acilitators are using
tec,nolog" to a greater eBtent in t,eir instruction, or i# tec,nolog"
improved studentQs motivation or per#ormance.
1ome advantages o# summative evaluation include4
>,e" can, i# designed correctl", provide evidence #or a cause3and3
e##ect relations,ip.
>,e" assess long3term e##ects.
>,e" provide data on impacts.
>,e" can provide data on c,ange across time.
1peci#icall" as it relates to e3learning process in practical terms,
summative evaluation4
%ssesses overall e##ectiveness o# t,e #inis,ed product or course.
Can &e a spring&oard in developing a revision plan.
Can &e a &aseline o# in#ormation #or designing a new plan, program,
or course.
.ill not ,elp current students since it is conducted upon course
completion.
1ome (uestions t,at educators ma" want to ask students w,en collecting
summative data include4
List #ive weaknesses o# t,e course.
List t,ree Dor #iveE strengt,s o# t,e course.
I# "ou were teac,ing t,e course, w,at would "ou do di##erentl"?
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1tudent &ackground in#ormation4 age, level in sc,ool, num&er o#
distance delivered courses taken prior to t,is one.
.,at would "ou recommend to a #riend planning to take t,is course?
.,at did "ou t,ink would &e covered in t,is course &ut was not?
.ould "ou recommend t,is course to a #riend? .," or w," not?
3,; E#2'u2"io& Me"5o$s
.it,in t,e conteBt o# #ormative and summative evaluation, data ma" &e
collected t,roug, (uantitative and (ualitative met,ods.
Iu2&"i"2"i#e E#2'u2"io&
Involves asking (uestions w,ic, can &e statisticall" ta&ulated and
anal"sed, #re(uentl" using a scale, c,eck list, or "es$no responses.
Limit students to responding to t,e categories made availa&le to
t,em.
eeds a large student sample #or relevant statistical anal"ses.
Muantitative met,ods ma" &e most use#ul #or gat,ering in#ormation on
large num&ers o# respondents #or w,om more in3dept,, personalised
approac,es are not #easi&le. 'owever, t,e" do ,ave some signi#icant
draw&acks4
Can" distance education courses ,ave relativel" small class siJes
wit, students #rom various &ackgrounds. >,ese small, strati#ied
populations t"picall" de#" relevant statistical anal"sis.
Muantitative surve"s t"picall" result in a rate o# return o# under 08
percent. % low rate o# return o#ten suggests t,at onl" t,ose #eeling
ver" positive or negative a&out t,e course responded to t,e
evaluation.
-" de#inition and design, #orced c,oice surve"s o##er respondents a
limited num&er o# possi&le response options. >,ere#ore, #res,
insig,ts and uni(ue perspectives #alling outside t,e provided
response categories go unreported.
>,e cum&ersome and o#ten tedious nature o# (uantitative data
collection can discourage #ormative evaluation, and o#ten results in
an over3reliance on summative evaluation.
1tatistical anal"sis o#ten results in an illusion o# precision t,at ma"
&e #ar #rom realit".
Iu2'i"2"i#e E#2'u2"io&

Is t"picall" more su&jective.
Involves gat,ering a wider range and dept, o# in#ormation.
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Is more di##icult to ta&ulate into neat categories.
.ill &e less a##ected &" t"pical small class siJe.
Is a more #leBi&le and d"namic met,od.
Is not limited to pre3conceived topic o# in(uir".
%llows #or student output o# topics.
Can use4
Open ended (uestioningK wit, respondents asked to identi#" course
strengt,s and weaknesses, suggest c,anges, eBplore attitudes towards
distance deliver" met,ods, etc..
Participant o&servationK wit, t,e distance educator o&serving group
d"namics and &e,aviour w,ile participating in t,e class as an
o&server, asking occasional (uestions, and seeking insig,ts regarding
t,e process o# distance education.
on3participant o&servationK wit, t,e distance educator o&serving a
course De.g., an audio con#erence, interactive television class, etc.E
wit,out actuall" participating or asking (uestions.
Content anal"sisK wit, t,e evaluator using predetermined criteria to
review course documents including t,e s"lla&us and instructional
materials as well as student assignments and course3related planning
documents.
InterviewsK wit, a #acilitator or speciall" trained individual collecting
evaluative data t,roug, one3on3one and small3group interviews wit,
students.
3,5 952" "o E#2'u2"e
>,ere must &e reasons in evaluation o# a project like an e3learning.
>,ere#ore t,e #ollowing areas must &e considered4
Use o3 "e!5&o'o*% 3 #amiliarit", concerns, pro&lems, positive
aspects, attitude toward tec,nolog".
C'2ss 3orm2"s 3 e##ectiveness o# lecture, discussion, (uestion and
answerK (ualit" o# (uestions or pro&lems raised in classK
encouragement given students to eBpress t,emselves.
C'2ss 2"mos05ere 3 conduciveness to student learning.
Muantit" and (ualit" o# interaction wit, ot,er students and wit,
instructor.
Course !o&"e&" 3 relevanc", ade(uate &od" o# knowledge,
organisation.
Assi*&me&"s . use#ulness, degree o# di##icult" and time re(uired
timeliness o# #eed&ack, reada&ilit" level o# print materials.
Tes"s 3 #re(uenc", relevanc", su##icient review, di##icult", #eed&ack.
Su00or" ser#i!es 3 #acilitator, tec,nolog", li&rar" services, instructor
availa&ilit".
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S"u$e&" 2!5ie#eme&" 3 ade(uac", appropriateness, timeliness,
student involvement.
S"u$e&" 2""i"u$e 3 attendance, assignments su&mitted, class
participation.
I&s"ru!"or . contri&ution as discussion leader, e##ectiveness,
organisation, preparation, ent,usiasm, openness to student views.
3,< E#2'u2"io& Ti0s
>o e##ectivel" conduct an evaluation eBercise in an e3learning
environment, t,e #ollowing tips will &e valua&le and save time4
C,eck out and adapt alread" pu&lis,ed (uestionnairesK t,ereQs no
need to re3invent t,e w,eel.
Dra#t and revise (uestionsK c,ange i# necessar".
Cake use o# #ollow3up pro&es4
%lternate &etween instruction and interaction.
1e(uence "our (uestions #or &est e##ect 3 go a,ead and ask #or
suggestions #or improvement &e#ore asking #or w,at is good. >,is
will ,elp conve" sincerit" #or seeking improvements.
Place open3ended (uestions a#ter (uick answer (uestions. >,is gives
students &uilt3in t,inking time.
On summative evaluation, assure anon"mit". >,is can &e
accomplis,ed &" ,aving all (uestionnaires sent to a neutral site
w,ere t,e" would &e removed #rom t,eir envelopes and #orwarded to
t,e instructor wit,out a postmark.
Esta&lis, rapport &" &eing interested and supportive. .it,,old
judgmental responses.
%dapt to t,e student in degree o# #ormalit" and pace o#
communication.
!se evaluation as a met,od #or understanding teac,ing and learning.
>r" to get &ot, positive and negative #eed&ack. It is important not onl"
to know w,at is not working, &ut also w,at is working.
;,- CONCLUSION
Evaluation is under3valued and under3utilised in some e3learning
programme. Outcome &ased learning will drive electronic learning in t,e
#uture. Iet some programmes cannot e##ectivel" document programmes
and learnersQ outcomes and strengt,s. >,e eBpansion o# e3learning as
accepta&le modalit" will &e tied to our a&ilit" to document outcomes
and, w,en necessar", compare t,em wit, classroom3centred learning.
5,- SUMMARY
)8*
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i.Once "ou ,ave invested valua&le time and resources in setting up
maintaining an e3learning course, it is well wort, t,e e##ort to evaluate its
e##ectiveness.
ii.Evaluation can reveal can reveal an uneBpected results, per,aps
learners are using onl" speci#ic areas o# t,e site, or per,aps t,e" are using
t,e site in a wa" "ou ,ad not anticipated, or per,aps t,e" are not using t,e
site at all.
iii.%lt,oug, making decisions on continued #unding or recognition can
&e a purpose o# programme evaluation, t,ere are man" ot,ers, less
worrisome reasons to evaluate a programme.
iv.=rom a teac,erQs perspective in an e3learning environment, e##ective
teac,ers use a variet" o# means, some #ormal and ot,ers in#ormal, to
determine ,ow muc, and ,ow well t,eir students are learning.
v.Evaluation can &e eit,er #ormative, summative, or a com&ination o#
&ot,.
vi.=ormative evaluation is an on3going process to &e considered at all
stages o# instruction.
vii.1ummative evaluation assesses overall e##ectiveness o# t,e #inis,ed
product or course.
viii..it,in t,e conteBt o# #ormative and summative evaluation, data ma"
&e collected t,roug, (uantitative and (ualitative met,ods.
iB.>r" to get &ot, positive and negative #eed&ack. It is important not
onl" to know w,at is not working, &ut also w,at is working.
). List t,e major t"pes o# evaluation. Compare and contrast t,em.
7. List t,e steps o# evaluation process in order o# priorities.
-eare, P.L. D):9:E. The Co&parati(e Effecti(eness of .ideotape)
Audiotape) and Telelecture in #eli(ering Continuing Teacher
Education) %merican Journal o# Distance Education4 @D7E, 0;3++.

)80
C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
-rooks#ield, 1.D. D)::8E. The %/illful Teacher: "n Techni:ue) Trust)
and 1esponsi(eness in the Classroo&, 1an =rancisco, C%4
Josse"3-ass.
Dick, .., L Care", L. D)::8E. The %yste&atic #esign of Instruction,
D@rd Ed.E Glenview, IL4 1cott, =oresman and Compan".
Gusta#son, 2.L. L Powell, G.C. D)::)E. %ur(ey of Instructional
#e(elop&ent ,odels with an Annotated E1IC Bibliography) D7nd
ed.E 1"racuse, I4 E6IC Clearing,ouse on In#ormation
6esources DED @@0 87;E.
.illis, -. D)::@E. #istance Education: A Practical Guide, Englewood
MODULE 3
!nit ) Instructional Development
!nit 7 Cop"rig,t and Core /alues o# E3Learning
!nit @ E3Learning in Corporate Organisations
!nit * Computer Insecurit"
!nit 0 Computer 1ecurit"
UNIT ( INSTRUCTIONAL DEVELOPMENT
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CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) Development Processes
@.7 Design P,ase
@.@ Development
@.* Evaluation P,ase
@.0 6evision P,ase
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
Instructional development provides a process and #ramework #or
s"stematicall" planning, developing, and adapting instruction &ased on
identi#ia&le learnerQs needs and content re(uirements. >,is process is
essential in e3learning, w,ere t,e instructor and students ma" s,are
limited common &ackground and t"picall" ,ave minimal #ace3to3#ace
contact. %lt,oug, instructional development models and processes
a&ound Dsee Dick L Care", )::8K Gusta#son L Powell, )::)E, t,e
majorit" #ollow t,e same &asic stages o# design, development,
evaluation, and revision.
),- OB/ECTIVES
eBplicitl" list out t,e need to develop instructional materials
enumerate t,e stages to go t,roug, in instructional development
understand ,ow to develop instructional materials.
3,- MAIN CONTENT
3,( De#e'o0me&" Pro!esses
Desi*&
3 Determine need
3 %nal"se audience
3 Esta&lis, goals
Re#isio&
3 Develop and implement
revision
De#e'o0me&"
3 Create content outline
3 6eview eBisting materials
3 Organise and develop content
3 1elect materials and deliver" met,ods
E#2'u2"io&
3 6eview goals and o&jectives.
3 Develop evaluation strateg".
3 Collect and anal"se data.
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Fi*ure (,)-1 Pro!ess o3 i&s"ru!"io&2' $e#e'o0me&"
3,) Desi*& P52se
De"ermi&e "5e &ee$ 3or i&s"ru!"io& 3 >o &egin, determine t,e need #or
instruction &" considering w,at eBternal data veri#" t,e need, w,at
#actors led to t,e instructional need, and w,at past eBperiences indicate
t,at t,e instruction &eing planned can e##ectivel" meet t,is need.
A&2'%se %our 2u$ie&!e 3 >o &etter understand t,e distant learners and
t,eir needs, consider t,eir ages, cultural &ackgrounds, past eBperiences,
interests and educational levels. %ssess t,eir #amiliarit" wit, t,e various
instructional met,ods and deliver" s"stems &eing considered, determine
,ow t,e" will appl" t,e knowledge gained in t,e course, and note
w,et,er t,e class will consist o# a &road miB o# students or discrete
su&groups wit, di##erent c,aracteristics De.g. ur&an$rural, undergraduate$
graduateE. .,en possi&le, t,e instructor s,ould visit distant sites and
interview prospective students, &ot, individuall" and in small groups.
>,is personalised attention will also s,ow students t,at t,e instructor is
more t,an an anon"mous presence, linked &" electronic tec,nolog".
Colleagues w,o ,ave worked wit, t,e target population can also o##er
advice.
Es"2b'is5 i&s"ru!"io&2' *o2's6obe!"i#es 3 -ased on t,e nature o# t,e
pro&lem as well as student needs and c,aracteristics, esta&lis,
instructional goals and o&jectives. Goals are &road statements o#
instructional intent, w,ile o&jectives are speci#ic steps leading to goal
attainment.
3,3 T5e De#e'o0me&" S"2*e
Cre2"e 2 !o&"e&" ou"'i&e 3 -ased on t,e instructional pro&lems, t,e
audience anal"sis, instructional goals and o&jectives, and an
understanding o# t,e desired course content, create an outline o# t,e
content to &e covered.
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Re#ie4 e?is"i&* m2"eri2's 3 eBt, t,e instructor s,ould review
eBisting materials. Instructional materials s,ould not &e used solel"
&ecause t,e" are readil" availa&le or ,ave &een e##ective in a traditional
classroom setting Dsee -eare, ):9:E. >,is is especiall" true i# pre3
packaged materials, suc, as tele3courses, are &eing considered. .,ereas
man" pre3packaged instructional tools are developed and marketed to
reac, students wit, similar &ackgrounds and eBperiences, t,e" ma" ,ave
little relevance #or distant learners w,o come to t,e course wit, widel"
varied and non3traditional eBperiential &ackgrounds. I# pre3packaged
materials are to &e used, consider developing Fwrap aroundG
introductions, conclusions, and summaries t,at speci#icall" relate t,e
learning materials to t,e instructional conteBt o# t,e distant student.
Or*2&ise 2&$ $e#e'o0 !o&"e&" 3 Per,aps t,e greatest c,allenge #acing
t,e distance educator is creating student3relevant eBamples. Content, #or
t,e most part, is taug,t using eBamples t,at relate t,e content to a
conteBt understood &" t,e students. >,e &est eBamples are PtransparentP,
allowing t,e learners to #ocus on t,e content &eing presented. I#
eBamples are irrelevant, learning is impeded. >,is is a special c,allenge
in rural and multicultural settings w,ere t,e teac,erQs realm o#
eBperience and related content eBamples ma" &e #oreign to distant
learners. >o address t,is pro&lem, discuss potential content eBamples
wit, a sampling o# t,e target audience.
Se'e!"6$e#e'o0 m2"eri2's 2&$ me"5o$s 3 >,e development o#
instructional materials and selection o# deliver" met,ods will o#ten
re(uire integrating print, voice, video, and data tec,nolog" in concert
wit, #ace3to3#ace communication. >,e c,allenge ,ere is to integrate
deliver" components, &ased on identi#ia&le learner needs, content
re(uirements, and tec,nical constraints. =or eBample, it does little good
to rel" on deliver" tec,nolog" t,at is unavaila&le to some class
mem&ers. Cake sure t,e same deliver" s"stems are availa&le to all
distant learners to avoid t,e need to create parallel learning eBperiences.
3,; T5e E#2'u2"io& S"2*e
Re#ie4 *o2's 2&$ obe!"i#es 3 One purpose o# evaluation is to
determine i# t,e instructional met,ods and materials are accomplis,ing
t,e esta&lis,ed goals and o&jectives. Implementation o# instruction
represents t,e #irst real test o# w,at ,as &een developed. >r" to pre3test
instruction on a small scale prior to implementation. I# t,is is not
possi&le, t,e #irst actual use will also serve as t,e P#ield testP #or
determining e##ectiveness.
De#e'o0 2& e#2'u2"io& s"r2"e*% 3 Plan ,ow and w,en to evaluate t,e
e##ectiveness o# t,e instruction. Form2"i#e e#2'u2"io& can &e used to
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revise instruction as t,e course is &eing developed and implemented. =or
eBample, t,e distance educator can give students pre3addressed and
stamped postcards to complete and mail a#ter eac, session. >,ese Pmini3
evaluationsP mig,t #ocus on course strengt,s and weaknesses, tec,nical
or deliver" concerns, and content areas in need o# #urt,er coverage.
Summ2"i#e e#2'u2"io& is conducted a#ter instruction is completed and
provides a data &ase #or course revision and #uture planning. =ollowing
course completion, consider a summative evaluation session in w,ic,
students in#ormall" &rainstorm wa"s to improve t,e course. Consider
,aving a local #acilitator run t,e evaluation session to encourage a more
open discussion.
.it,in t,e conteBt o# #ormative and summative evaluation, data are
collected t,roug, (uantitative and (ualitative met,ods. Iu2&"i"2"i#e
e#2'u2"io& relies on a &readt, o# response and is patterned a#ter
eBperimental researc, #ocused on t,e collection and manipulation o#
statisticall" relevant (uantities o# data.
In contrast, @u2'i"2"i#e evaluation #ocuses on a dept, o# response, using
more su&jective met,ods suc, as interviews and o&servation to (uer" a
smaller num&er o# respondents in greater dept,. Mualitative approac,es
ma" &e o# special value &ecause t,e diversit" o# distant learners ma"
de#" relevant statistical strati#ication and anal"sis. >,e &est approac,
o#ten com&ines (uantitative measurement o# student per#ormance wit,
open3ended interviewing and non3participant o&servation to collect and
assess in#ormation a&out attitudes towards t,e course e##ectiveness and
t,e deliver" tec,nolog".
Co''e!" 2&$ 2&2'%se e#2'u2"io& $2"2 3 =ollowing implementation o#
"our course$materials, collect t,e evaluation data. Care#ul anal"sis o#
t,ese results will identi#" gaps or weaknesses in t,e instructional
process. It is e(uall" important to identi#" strengt,s and successes.
6esults o# t,e evaluation anal"sis will provide a Pspring&oardP #rom
w,ic, to develop t,e revision plan.

3,5 T5e Re#isio& S"2*e
>,ere is room #or improvement in even t,e most care#ull" developed
electronicall" delivered course, and t,e need #or revision s,ould &e
anticipated. In #act, t,ere will likel" &e more con#idence in a course t,at
,as &een signi#icantl" revised t,an in one considered #lawless t,e #irst
time t,roug,.
6evision plans t"picall" are a direct result o# t,e evaluation process in
tandem wit, #eed&ack #rom colleagues and content specialists. >,e &est
source o# revision ideas ma" &e t,e instructorQs own re#lection on course
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strengt,s and weaknesses. =or t,is reason, revision s,ould &e planned as
soon as possi&le a#ter course completion.
O#ten, course revisions will &e minor, suc, as &reaking a large and
unwield" instructional unit into more managea&le components,
increasing assignment #eed&ack, or improving student3to3student
interaction. On ot,er occasions, major revisions will &e needed.
1igni#icant course c,anges s,ould &e #ield3tested prior to #uture course
use.
>est revision ideas on small groups o# distant learners, content
specialists, and colleagues. 6esults o# t,is process s,ould &e tempered
&" t,e knowledge t,at t,e c,aracteristics o# eac, distant class will var"
and t,at revisions re(uired #or one learner group ma" &e inappropriate
#or a di##erent student population.
;,- CONCLUSION
.,ile it is possi&le, even appropriate on occasion, to s,orten t,e
instructional development process, it s,ould &e done onl" a#ter
considering t,e needs o# t,e learner, t,e re(uirements o# t,e content, and
t,e constraints #acing &ot, teac,er and students. %d,ering to sound
principles o# instructional development will not overcome all o&stacles
one encountered en route to developing e##ective distance education
programs. It will, ,owever, provide a process and procedural #ramework
#or addressing t,e instructional c,allenges t,at will surel" arise.
5,- SUMMARY
i.Instructional development provides a process and #ramework #or
s"stematicall" planning, developing, and adapting instruction &ased on
identi#ia&le learner needs and content re(uirements.
ii.>o &egin, t,e design o# instructional development #or e3learning,
determine t,e need #or instruction &" considering w,at eBternal data
veri#" t,e need, w,at #actors led to t,e instructional need, and w,at past
eBperiences indicate t,at t,e instruction &eing planned can e##ectivel"
meet t,is need.
iii.%t t,e development stage o# instructional development, &ased on t,e
instructional pro&lems, t,e audience anal"sis, instructional goals and
o&jectives, and an understanding o# t,e desired course content, !re2"e
2& ou"'i&e o3 "5e !o&"e&" "o be !o#ere$,
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C-% ;@0 =!D%CE>%L1 O= E3LE%6IG
iv.One purpose o# evaluation in instructional development is to
determine i# t,e instructional met,ods and materials are accomplis,ing
t,e esta&lis,ed goals and o&jectives.
v.>,ere is room #or improvement in even t,e most care#ull" developed
electronicall" delivered course, and t,e need #or revision s,ould &e
anticipated
). Diagrammaticall" descri&e t,e instructional development
process.
7. Discuss t,e steps to &e taken in evaluating instructional
development.
-eare, P.L. D):9:E. The Co&parati(e Effecti(eness of .ideotape)
Audiotape) and Telelecture in #eli(ering Continuing Teacher
Education) %merican Journal o# Distance Education4 @D7E, 0;3++.

-rooks#ield, 1.D. D)::8E. The %/illful Teacher: "n Techni:ue) Trust)
and 1esponsi(eness in the Classroo&, 1an =rancisco, C%4
Josse"3-ass.

Dick, .., L Care", L. D)::8E. The %yste&atic #esign of Instruction D@rd
EditionE Glenview, IL4 1cott, =oresman and Compan".
Gusta#son, 2.L. L Powell, G.C. D)::)E. %ur(ey of Instructional
#e(elop&ent ,odels with an Annotated E1IC Bibliography D7nd
EditionE, 1"racuse, I4 E6IC Clearing,ouse on In#ormation
6esources, DED @@0 87;E.
.illis, -. D)::@E. #istance Education: A Practical Guide, Englewood
))7
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UNIT ) COPYRIG>T AND CORE VALUES OF
E.LEARNING
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) .,at is Cop"rig,t?
@.7 'ow to o&tain Cop"rig,t Permission
@.@ Cop"rig,t in Cultimedia Production
@.* Cop"rig,t 1uggestions #or E3Learning
@.0 Core /alues
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
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Educators ,ave alwa"s utilised outside resources to en,ance t,e learning
eBperience #or t,eir students. >,ese resources can range #rom a
newspaper clipping to a &ook to a movie. %ll o# t,ese items, and man"
ot,er resources, are cop"rig,ted materials.
>,e Cop"rig,t Law o# ):;+ esta&lis,ed t,e rig,ts o# t,e cop"rig,t
,older as well as providing #or t,e use o# cop"rig,ted materials,
especiall" in educational settings. In order to compl" wit, t,e law in t,e
area o# cop"rig,t and proper use o# cop"rig,ted materials, educators
must &e aware o# t,e law and t,e parameters t,at govern proper or F#air
useG o# cop"rig,ted pu&lications DDalJiel, )::0E.
>,ere are &ot, civil and criminal penalties #or in#ringement o# cop"rig,t
law. Civil awards generall" include a monetar" award o# up to
H),888,888 DCason, )::+E, attorne" #ees, an injunction against t,e
violator, and con#iscation o# t,e materials t,at used t,e cop"rig,ted
works D); !1C sections 0873080E.
Distance educators ,ave a uni(ue dilemma w,en dealing wit, cop"rig,t
law. Due to t,e time t,at t,e law was passed and t,e rapid advancement
o# tec,nolog" #or distance education, t,e provisions #or education in t,e
cop"rig,t law are o#ten unclear #or t,e distance education classroom.
>,e Cop"rig,t Law o# ):;+ de#ined t,e rig,t o# t,e cop"rig,t ,older,
items t,at ma" &e cop"rig,ted, #air use guidelines, etc. >,e rig,t to a
work ma" &e used, sold, or given awa" as t,e cop"rig,t ,older deems
appropriate. >,e eBclusive rig,ts provided #or in t,e %ct D); !1C
section )8+E include4
to reproduce t,e cop"rig,ted work in an" #ormatK
to prepare derivative worksK
to distri&ute copies o# t,e cop"rig,ted work to t,e pu&lic &" sale,
rent, lease, or gi#tK
to per#orm t,e cop"rig,ted work pu&licl" Din t,e case o# pla"s,
musical recordings, movies, etc.EK and
to displa" t,e cop"rig,ted work pu&licl" Din t,e case o# literar",
musical, pictorial, grap,ic works, etc.E
),- OB/ECTIVES
understand cop"rig,t in relation to e3learning
eBplain t,e need #or a cop"rig,t in e3learning process
t,e #ormal steps to take in o&taining cop"rig,t
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&asic principles in preparing multimedia in line wit, t,e cop"rig,t
acts
list out t,e steps to take to avoid cop"rig,t a&use
enumerate some core values t,at are associated wit, e3learning.
3,- MAIN CONTENT
3,( 952" is Co0%ri*5"J
% cop"rig,t grants t,e ,older t,e sole rig,t to reproduce or grant
permission to ot,ers to reproduce t,e cop"rig,ted works. >,e cop"rig,t
,older is de#ined as t,e person w,o owns t,e eBclusive rig,ts to a work.
>,e protection is limited to original works, w,et,er or not t,e" ,ave
&een pu&lis,ed. 'owever, it is t,e eBpression o# t,e idea t,at is
cop"rig,ted, not t,e idea in and o# itsel# D-rinson and 6adcli##e, )::*E.
Cop"rig,t ma" &e ,eld on a variet" o# original works w,ic, include4
literar" works, musical works, dramatic works, grap,ical works, motion
pictures, sound recordings, and arc,itectural works D); !1C section
)87, and -rinson and 6adcli##e, )::*E.
=or works created prior to ):;9, cop"rig,t protection lasts ;0 "ears #rom
t,e date o# #irst pu&lication or )88 "ears #rom t,e date o# creation o# t,e
work, contingent on w,ic, date allows t,e cop"rig,t to eBpire #irst. =or
works created a#ter ):;9, protection &egins at t,e creation o# t,e work
and lasts 08 "ears a#ter t,e deat, o# t,e aut,or D); !1C sections )8*%E.
952" is EF2ir UseEJ
>,e concept o# F#air useG was esta&lis,ed in t,e Cop"rig,t Law o# ):;+.
It speci#ies situations in w,ic, cop"rig,ted materials ma" &e used
wit,out eBpress permission o# t,e cop"rig,t ,older D); !1C section
)8;E. 'owever, wit, t,e tec,nolog" availa&le toda", it is ver" eas" to
a&use t,e F#air useG provision. >,e !1 'ouse o# 6epresentatives
suggested t,at t,e t,ree major considerations in determining #air use
s,ould &e4 &revit" o# t,e selection, spontaneit" o# t,e decision, and t,e
cumulative e##ect o# t,e use o# t,e selection D'6 )*;+, ):;+E.
1ection )8; o# t,e Cop"rig,t Law lists #our #actors t,at de#ine F#air useG
D); !1C sections )8;E4
>,e purpose and c,aracter o# t,e use must &e educational or non3
pro#it in nature.
>,e nature o# t,e cop"rig,ted work.
Copied material must &e an eBcerpt or a portion o# t,e original work
wit,out &eing a critical portion.
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>,e teac,er ma" not impair t,e marketa&ilit" o# t,e work. >,is is t,e
most di##icult condition to determine and is t,e most controversial
DDalJiel, )::0E.
Pu&lis,ers and educators agreed to more speci#ic guidelines w,ic, will
provide a list o# sa#e parameters in w,ic, colleges ma" operate.
'owever, i# a college eBceeds t,e guidelines, t,e" will open t,emselves
to a lawsuit to c,allenge t,e use as #air. Congress never agreed to t,ese
guidelines, &ut since t,e" were esta&lis,ed &" a diverse group o#
educators and cop"rig,t ,olders, courts tend to recognise t,eir validit"
DDalJiel, )::0E.
>,ese guidelines indicated t,at cop"ing is allowed w,en t,e instructor
decides to use a work spontaneousl" #or educational purposes D%C1
and %%P, )::)E and also outline t,e lengt, o# works t,at ma" &e
copied4
% complete article or stor" less t,an 7,088 wordsK
),888 words or )8A Dw,ic,ever is s,orterE o# a prose work t,at is
eBcerptedK
One illustration, c,art, diagram, or picture per &ook or periodical
issueK and
% s,ort poem o# less t,an 708 words, or an eBcerpt o# a longer poem
o# not more t,an 708 words.
>,e guidelines also re(uire t,at t,e cop"ing &e #or onl" one course,
and no more t,an one s,ort poem, article, or stor" or two eBcerpts
can &e copied #rom t,e works o# an" one aut,or. Lastl", all copied
materials C!1> s,ow t,e original cop"rig,t notice #rom t,e work.
>,ere are also several pro,i&itions related to #air use. >,ese are
guidelines, and are not t,e law D%C1 and %%P, )::)E.
!naut,orised cop"ing ma" not &e used to replace an ant,olog" or
compilation.
!naut,orised copies ma" not &e made o# consuma&le works suc, as
work&ooks or standardiJed tests.
!naut,orised cop"ing ma" not su&stitute #or t,e purc,ase o# &ooks,
aut,orised reprints, or periodicals.
!naut,orised cop"ing ma" not &e directed &" a ,ig,er aut,orit",
suc, as a department ,ead or dean.
>,e same instructor ma" not cop" t,e same item wit,out permission
#rom term to term.
1tudents cannot &e c,arged &e"ond t,e actual cost o# p,otocop"ing.
3,) >o4 "o Ob"2i& Co0%ri*5" Permissio&
))+
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Cop"rig,t permission must &e o&tained #rom t,e cop"rig,t ,older o# t,e
work in w,ic, "ou are interested. 'owever, cop"rig,t notice is optional
#or works pu&lis,ed on or a#ter Carc, ), ):9:, so tracking down t,e
cop"rig,t ,older ma" &e di##icult D%C1 and %%P, )::)E.
.,en re(uesting cop"rig,t permission, include all o# t,e #ollowing
in#ormation D%C1 and %%P, )::)E4
=ull nameDsE o# t,e aut,or, editor, and$or translatorK
>itle, edition, and volume num&er o# t,e workK
Cop"rig,t date o# t,e workK
I1- #or &ooks or I11 #or magaJinesK
EBact pages, #igures, and illustrations "ou wis, to useK
>,e num&er o# copies to &e madeK
I# t,e material will &e used alone or in com&ination wit, ot,er
worksK
ame o# t,e college or universit"K
Date w,en t,e material will &e usedK and
InstructorQs #ull name, address, and telep,one num&er.
3,3 Co0%ri*5" i& Mu'"ime$i2 Pro$u!"io&s
%s distance educators, preparing multimedia presentations is a via&le
teac,ing strateg". In doing so, t,e instructor must keep in mind some
&asic principles D-rinson and 6adcli##e, )::*E4
Com&ining content #rom ot,er sources can &e cop"rig,t protected.
Original multimedia works are cop"rig,ted.
In )::0, t,e Consortium o# College and !niversit" Cedia Centers
esta&lis,ed a working group o# educators and cop"rig,t ,olders to
esta&lis, a group o# mutuall" agreed upon guidelines #or multimedia #air
use DDalJiel, )::0E. %lt,oug, no conclusions ,ave &een reac,ed, t,ose
involved tend to agree wit, t,e #ollowing statements DDalJiel, )::0E4
Educators ma" use t,eir own multimedia presentations #or
educational use.
Educators ma" use unreleased materials over a closed circuit, and
access to material must &e limited to class mem&ers.
Commercial reproduction or distri&ution must ,ave cop"rig,t
permission. It is strongl" recommended t,at multimedia producers
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o&tain cop"rig,t permission during, not a#ter, t,e production is
developed.
3,; Co0%ri*5" Su**es"io&s 3or E.Le2r&i&*
>,ere are several precautionar" steps t,at ma" &e taken in order to avoid
cop"rig,t in#ringement. >,is is not a complete list, &ut rat,er ,ig,lig,ts
t,at will assist in avoiding illegal cop"ing o# materials D-ruwel,eide,
)::*E4

!tilise t,e cop"rig,t polic" adopted &" "our governing agenc".
Provide instructor and sta## training in current cop"rig,t law and
institutional polic".
Do not ,esitate to re(uest permission. .,en in dou&t, ask.
-e aware o# t,e law, &ut realise t,at a great deal o# educational
cop"ing is legitimate.
I# "ou are cop"ing to avoid purc,ase o# a teBt, "ou are pro&a&l" in
violation o# t,e law.
Give proper cop"rig,t credit.
La&el e(uipment t,at ma" &e used #or unaut,oriJed cop"ing wit, a
restriction.
3,5 Core V2'ue 2&$ Te&e"s
>,ere are also core values associated wit, e3learning as it contri&utes to
t,e overall mission o# education. >,is value ,elps to strengt,en t,e
concept o# e3learning.
-earing in mind t,at t,e practice o# electronic3learning and its
application in distance education, contri&utes to t,e larger mission o#
education and training. E3learning t,ere#ore, re#lects t,e #ollowing tenets
and values.
Learning is a li#e long process, important to success#ul participation
in t,e social, cultural, civic, and economic li#e o# t,e societ".
Li#elong learning involves t,e development o# a range o# learning
skills and &e,aviours t,at s,ould &e eBplicit outcome o# learning
activities.
>,e diversit" o# learners, learning needs, learning conteBts, and
modes o# learning must &e recogniJed i# t,e learning activities are to
ac,ieve t,e goals.
%ll mem&ers o# t,e societ" ,ave t,e rig,t to access learning
opportunities t,at provide t,e means #or e##ective participation in
societ".
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Participation in a learning societ" involves &ot, rig,t and
responsi&ilities #or learners, providers, and t,ose c,arged wit, t,e
oversig,t o# learning.
-ecause learning is social and sensitive to conteBt, learning
eBperiences s,ould support interaction and t,e development o#
learning communities, w,et,er social, pu&lic, or pro#essional.
>,e development o# learning societ" ma" re(uire signi#icant c,anges
in roles, responsi&ilities, and activities o# provider organisations and
personnel as well as o# t,e learners t,emselves.
;,- CONCLUSION
% &asic knowledge o# cop"rig,t law is essential #or an" educator.
Instructors in a distance education classroom are su&ject to additional
concerns due to t,e nature o# t,e educational environment. >,is issue
concerns t,e instructor, t,e students, t,e administration, and t,e
institution wit, w,ic, t,e" are all involved, and it is not an issue t,at
can &e taken lig,tl".
5,- SUMMARY
i. Educators ,ave alwa"s utiliJed outside resources to en,ance t,e
learning.
ii. EBperience #or t,eir students. >,ese resources can range #rom a
newspaper clipping to a &ook to a movie. %ll o# t,ese items, and
man" ot,er resources, are cop"rig,ted materials.
iii. % cop"rig,t grants t,e ,older t,e sole rig,t to reproduce or grant
permission to ot,ers to reproduce t,e cop"rig,ted works.
iv. >,e cop"rig,t ,older is de#ined as t,e person w,o owns t,e
eBclusive rig,ts to a work.
v. >,e concept o# F#air useG was esta&lis,ed in t,e Cop"rig,t Law
o# ):;+. It speci#ies situations in w,ic, cop"rig,ted materials
ma" &e used wit,out eBpress permission o# t,e cop"rig,t ,older.
vi. Cop"rig,t permission must &e o&tained #rom t,e cop"rig,t ,older
o# t,e work in w,ic, "ou are interested.
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vii. %mong ot,ers, to avoid a&use o# cop"rig,t, utiliJe t,e cop"rig,t
polic" adopted &" "our governing agenc".
viii. >,ere are also core values associated wit, e3learning as it
contri&utes to t,e overall mission o# education.
iB. >,e diversit" o# learners, learning needs, learning conteBts, and
modes o# learning must &e recogniJed i# t,e learning activities
are to ac,ieve t,e goals.
B. >,e development o# learning societ" ma" re(uire signi#icant
c,anges in roles, responsi&ilities, and activities o# provider
organisations and personnel as well as o# t,e learners t,emselves
). >,ere s,ould &e cop"rig,t #or e3learning materials. Discuss
7. .,at are t,e core values o# e3learning?
-rinson, J. D. and 6adcli##e, C. =. D)::*E. Intellectual Property $aw
Pri&er for ,ulti&edia #e(elopers.
-ruwel,eide, J. '. D)::*E. In .illis, -. DEd.E #istance Education:
Copyright Issues, #istance Education: %trategies and Tools)
Educational >ec,nolog" Pu&lications4 Englewood Cli##s, J.
DalJiel, C. D)::0E. Copyright and ;ou: 'air 8se Guidelines for
#istance Education. >ec,trends, Octo&er, +39. 'ouse 6eport
D'6E o. )*;+. D):;+E. :*t, Congress, 7nd 1ession.
Cason, %. D)::+E. Cop"rig,t and >rademark Law.
ational %ssociation o# College 1tores D%C1E, Inc. and %ssociation o#
%merican Pu&lis,ers D%%PE. D)::)E. Muestions and %nswers on
Cop"rig,t #or t,e Campus Communit"4 ational %ssociation o#
College 1tores, Inc., O&erline, O'.
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UNIT 3 E.LEARNING IN CORPORATE
ORGANISATIONS
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) 1tatistics
@.7 -ene#its o# E3learning in Corporate Organisations
@.@ Pro&lems o# E3learning in Corporate Organisations
@.* Corporate Goals
@.0 Economics o# E3learning in Corporate Organisation
@.+ Case 1tud"
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
Cost corporate organisations pa" lip service to some #orm o# training,
w,et,er e3learning or in t,e classroom, &ut intensi#"ing competitive
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pressures are now #orcing t,em to look ,ard at wa"s o# using new
tec,nolog" in t,e learning process.
E3learning is c,anging t,e wa" corporations organiJe and manage
training. In t,e past, I> was delivered separatel" #rom ot,er training
skills. on3I> topics, suc, as #inance, management, emplo"ee
orientation, and product in#ormation are &eing delivered t,roug,
common e3learning s"stems.
1ome pioneer corporate organisations are well advanced in t,e use o#
e3learning, w,ile ot,ers s,ow var"ing degree o# interest and man"
remain to &e convinced. Iet despite t,e illusion caused &" past ,"pes,
t,ere is a growing sense among eBecutives and anal"sts and t,at
e3learning3 t,e use o# I> and t,e Internet to en,ance training3 is a market
wit, a ,uge potential.
Corporate e3learning is one o# t,e #astest3growing sectors wit,in t,e
education market. E3learning is moving out o# t,e earl" tec,nolog"
p,ase into a more mainstream &usiness market. %s well as connecting
emplo"ees t,roug, e3learning, companies can also link up wit, partners,
suppliers and customers. 'uge &ene#its will accrue w,en content #lows
seamlessl" O o#ten over mo&ile networks3t,roug, industr" value c,ains.
D2PCG Consulting, 7887E.
),- OB/ECTIVES
,ave an understanding o# e3learning #rom a corporate perspective
#rom statistical perspective know t,e trend in corporate e3learning
know w,at are t,e &ene#its o# e3learning to corporate organisation
,ave #acts o# t,e pro&lems con#ronting t,e application o#
e3learning e##ectivel" in t,e corporate market place
know t,e economics o# e3learning in corporate organisation
consider t,e cost versus &ene#its o# e3learning
use case stud" to underline t,e use o# e3learning in corporate
organisations.
3,- MAIN CONTENT
3,( S"2"is"i!s
1tatistics ,as &een used to illustrate t,e trend and growt, in e3learning in
corporate organisations. >,e #orecast #or t,e glo&al e3learning market o#
7887 was put at a&out H*.7&illion &" Gartner, an I> anal"st group. =or
t,e "ear 788*, IDC, t,e market researc, compan" #orecast t,e glo&al
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e3learning market was wort, some H7@&illion, w,ile Gartner group puts
t,e 7880 projected #igure at H@@&illion.
E3learning still ,as #ar to go, ,owever, wit, eBperts variousl" descri&ing
it as t,e toddler or pre3adolescent stage. %t present it is onl" a small part
o# t,e overall glo&al training market o# more t,an H)88&illion. -ut
according to Gartner group, &" t,e middle o# t,is decade it will make up
almost one3t,ird o# all training deplo"ed.
EBecutives o# corporate organisations are o##ered increasingl" #leBi&le
courses o# li#e3long learning wit,in t,eir own companies as t,e
estimated 7,888 corporate universities eBpand towards @,;88 at t,e end
o# t,e decade.
Ye2r V2'ue BKbi''io&C Fore!2s" Grou0
(::: (,7 IDC
)--) ;,) G2r"&er
)--; )3,- IDC
)--5 33,- G2r"&er
T2b'e (,71 G'ob2' e.'e2r&i&* m2rAe"
3,) Be&e3i"s o3 E.Le2r&i&* i& Cor0or2"e Or*2&is2"io&s
%s corporate leaders tr" to leverage t,e value o# t,e value o# t,eir
workerQs a&ilit" to learn on t,e jo& and reskill #or new ones 3 t,e Internet
provides new tool, not just a #aster and less costl" wa" o# delivering t,e
old training programmes.
%lso, an awareness o# t,e tangi&le &usiness &ene#its, as indicated &" t,e
statistics, is part o# w,at drives t,e corporate e3learning market. 1ome o#
t,e &ene#its include4
). S0ee$1 1ince I> ,as &een used to speed up and streamline most
aspects o# &usiness, it ,as also &een applied to t,e o#ten compleB and
costl" process o# training and e3learning is t,e ideal model #or t,at
purpose, now. Companies use e3learning to &ring emplo"ees up to
speed on new products, sales met,ods, #inancial practices or
regulator" re(uirements.
7. S2#i&*s1 saving mone" is also an attraction #or e3learning in t,e
corporate training, i# eBecuted properl". =or eBample, a client o#
=uel, Dan e3learning providerE, a major telecommunications compan"
saved ).@million pounds on a course #or one product &" using
e3learning. >,e course t,at involved su&stantial spending on
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e(uipment would ,ave cost ).*milion pound, &ut using e3learning
and t,e creation o# V virtualQ versions o# t,e e(uipment cost just
)88,888 pounds.
-ut savings s,ould not &e considered as t,e main #actor #or
adoption o# e3learning in corporate place. It cannot &e t,e onl"
reason #or e3learning or it will #all.
1eeing t,e potentials in e3learning, t,e I> giants are eager to gain
a &ig slice o# t,e I> market. I-C ,as a ,ead start, ,aving alread"
ac,ieved annual savings o# well over H788million &" adopting
e3learning #or its own activities.
@. F'e?ibi'i"%1 E3learning, especiall" so called as"nc,ronous or
learning, o##ers companies a wa" o# delivering training in a ver"
#leBi&le wa". It ,elps companies ret,ink t,e wa" to assess, source,
deliver, evaluate, manage t,e development o# t,eir sta## at all levels,
making t,e process, easier, #aster and more e##ective.
*. SAi''s Tr2i&i&*1 e3learning process is &eing used #or sta## training in
t,e skills needed #or toda"Qs volatile and #ast moving markets. >,ere
is a desperate need to trans#er skill (uickl", and e3learning is a
verita&le concept #or t,is purpose.
0. A!!ess1 e3learning via t,e internet is advantageous in t,at it ena&les
people to access up3to3date in#ormation as t,e" per#orm important
tasks. >,e concept o# e3learning is c,anging #rom a course,
consisting o# 78 minutes to an ,our o# continuous material, to a
Vlearning o&jectQ w,ic, ma" &e a #ew seconds to a #ew minutes o#
material.
=or eBample, a new emplo"ee mig,t access a series o# learning o&jects
t,roug, ver" structured series o# courses designed to eBplain t,e
compan" and its products. %lternativel", an eBisting emplo"ee mig,t
use one o# t,ose same @8 seconds learning o&jects to ,elp t,em solve a
peculiar pro&lem
3,3 Prob'ems o3 E.Le2r&i&* i& Cor0or2"e Or*2&is2"io&s
>,e s,ape o# t,e new market is, ,owever, con#used, &ot, geograp,icall"
and in terms o# content, and t,ere are a series o# ,urdles still standing in
t,e wa" o# a #ull" integrated e3learning industr".
L2&*u2*e is a &ig &arrier, &ut tec,nological advances ma" make
eBpansion possi&le. =or eBample, a compan" Cat,a" Paci#ic %irwa"s
is using a s"stem called E2P to train )*,888 emplo"ees. >,e s"stem
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can ,andle dou&le3&"te c,aracter set languages, suc, as C,inese and
Japanese, as well as western languages suc, as Englis, and =renc,.
%not,er pro&lem is t,e growing demand #rom companies #or e3
learning programmes w,ic, will come wit, 3u'' ser#i!e b2!A.u0,
including online tec,nical support and increasingl", tutorial and
mentor services.
>,is all a&out creating t,e communit" aspects taken #or granted in t,e
classroom. It is a&out support3mentoring, we& ,elp3desks, eBpert
answers, and Vpus,ing and pullingQ t,e learner
3,; E.Le2r&i&* 2&$ Cor0or2"e Go2's
Organisations are &eginning to understand t,e #act t,at t,oug, e3
learning could &ring a&out savings and some ot,er &ene#its ,ig,lig,ted
a&ove, t,e critical #actor #or adoption o# e3learning is its a&ilit" to meet
t,e corporate goals and o&jectives as well as making emplo"ees more
productive.
>,is means training and development s,ould &e managed along a
compan"Qs overall strateg" and per#ormance, not as somet,ing apart
#rom t,e main activities. Corporate organisations are advised to t,ink
long and ,ard a&out w,at t,e" want to ac,ieve #rom e3learning. >,e
ground work takes time.
=or eBample, I-C a &ig pla"er in t,e #ragmented e3learning market
encourages corporate organisations to carr" out strateg" stud" &e#ore
taking an" action, t,at is, e3learning s,ould &e viewed as an essential
part o# corporate strateg" and not just as a #iB #or a pro&lem.
Once organisations ,ave decided w,at t,e" want to ac,ieve, &usinesses
s,ould t,ink a&out content, t,e miB &etween online and classroom3&ased
training, t,e t"pe o# I> s"stems and arc,itecture t,e" need and w,et,er
t,e" want to outsource all or part o# t,e process to outside eBperts.
Cost importantl" t,e" most consider ,ow training ties in wit, t,eir
per#ormance o&jectives. >,e" need to see e3learning as part o# t,e wa"
to do &usiness not in isolation. >,is approac, is in line wit, t,e greater
#ocus on return on investment as companies consider ,ow to get t,e
most out o# t,e large sums t,e" ,ave spent on I> in t,e past decade.
Corporations are now &eing encouraged to view t,eir training activities
#rom a &roader perspective, so t,at t,ese are integrated into t,eir
&usiness. >,ere is greater emp,asis on t"ing learning to critical &usiness
goals.
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Learning is &ecoming a part o# consolidated approac, to per#ormance
en,ancement. 1ome companies see t,is &ut man" are not "et t,ere. -ut
sooner ot,er companies will &egin to pa" attention to t,e &ene#its o#
e3learning.
3,5 E!o&omi!s o3 E.'e2r&i&* i& Cor0or2"e Or*2&is2"io&
In t,e modern corporate organisations, t,ere is ,ardl" an"&od" t,at does
not need to learn somet,ing a&out somet,ing, so t,e market #or
e3learning and learning management so#tware is growing ver" #ast.
>,e economics o# e3learning are compelling &ecause it reduces travel
and material distri&ution costs and delivers content t,at is alwa"s up3to3
date.
>,e general &elieve is t,at e3learning over t,e Internet will &e more
success#ul t,an t,e e3learning o# computer3&ased training DC->E w,ic,
preceded it. >,is is &ecause t,e #ormer re(uires onl" a we& &rowser wit,
standard multimedia eBtensions. C-> was more di##icult to deplo",
re(uiring compact disk pla"er and proprietar" so#tware to &e installed on
eac, desktop computer.
>,e learning management so#tware market does not provide t,e training
content, &ut t,e complete in#rastructure re(uired to use it. >,is includes
user pro#iles, skills assessment, registration content deliver", training
resource management, eBamination and so on. % critical element is
correlation tools t,at connect t,e learning activities wit, t,e
organisationQs core &usiness s"stem in order to s,ow t,e &usiness impact
in learning activities.
>,e training manager cares a&out t,e traditional learning metrics o# ,our
per emplo"ee or dollars per emplo"ee. 'owever, c,ie# eBecutives onl"
care a&out ,ow training ,as impacted revenue, costs, and market s,are
or customer satis#action.
>,e e3learning tools will demonstrate w,et,er a salesman sells more
products or t,e call center agent answers calls more (uickl".
Content can &e delivered &" a link to t,ird part" we&sites wit, w,ic, t,e
organisation ,as a contract. 1ome o# t,ese provide no #eed&ack and
ot,ers use industr" standards inter#aces t,at s,ould &ack on t,e
emplo"eesQ progress and results to t,e learning management s"stems.
%lt,oug, most content is run directl" #rom t,e we&, in low &andwidt,
environments it can &e com&ined wit, a compact disk #or audio and
video t,at does not c,ange #re(uentl". 1"nc,ronous so#tware also allows
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learning material to &e downloaded to a porta&le computer and t,e
progress and results uploaded to t,e server later.
>,e ,ig, point in t,e e3learning market ,as ,istoricall" &een in customer
#acing application suc, as training customers, distri&utors, resellers,
sales, and customer support and #ield service personnel. >,is radicall"
c,anges revenue, as well as reducing t,e cost o# customer support and
#ield service.
E3learning is now spreading to manu#acturing to improve t,e (ualit" o#
products, to ,uman resources #or &asic skills training and #or emplo"ee
training in topics like #iling in travel eBpenses.
>,e use o# e3learning #or #ormal (uali#ications varies &" industr". In t,e
#inancial services and p,armaceuticals industries, it is nearl" )88 per
cent, &ecause o# t,e regulator" re(uirements. In ,ig, tec,nolog" it is
onl" )0378 per cent, w,ic, is mainl" certi#ication programme #or
resellers.
I# emplo"ees undertake eBternal training #or t,eir own &ene#it, t,e
so#tware will still track ,ow e##ective it is to determine i# it s,ould &e
made more widel" availa&le. >,e emplo"eeQs complete learning pro#ile
can also &e captured in one place.
Cos" #s, Be&e3i"s
.,en esta&lis,ing an e3learning program, one o# t,e #irst t,ings
considered is t,e cost o# t,e s"stem. 1everal cost components #actor into
t,e design o# an electronic s"stem D>,relkeld L -rJoska, )::*E4
Te!5&o'o*% 3 ,ardware De.g., videotape pla"ers, camerasE and
so#tware De.g., computer programsE.
Tr2&smissio& 3 t,e on3going eBpense o# leasing transmission access
De.g., >3), satellite, microwaveE.
M2i&"e&2&!e 3 repairing and updating e(uipment.
I&3r2s"ru!"ure 3 t,e #oundational network and telecommunications
in#rastructure located at t,e originating and receiving campuses.
Pro$u!"io& 3 tec,nological and personnel support re(uired to
develop and adapt teac,ing materials.
Su00or" 3 miscellaneous eBpenses needed to ensure t,e s"stem
works success#ull" including administrative costs, registration,
advising$counseling, local support costs, #acilities, and over,ead
costs.
Perso&&e' 3 to sta## all #unctions previousl" descri&ed.
%lt,oug, t,e costs o# o##ering distance education courses ma" &e
,ig,, t,ere are ,ig, costs associated wit, o##ering conventional
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courses. -ene#its o# e3learning courses to t,e learner include
DLudlow, )::*E4
%ccessi&le training to students in rural areas.
1tudents ma" complete t,eir course o# stud" wit,out su##ering t,e
loss o# salar" due to relocation.
1tudents are eBposed to t,e eBpertise o# t,e most (uali#ied #acult".
Per,aps t,e (uestion institutions must answer is w,et,er it is part
o# t,eir mission as educators to o##er programs to t,ose w,o
mig,t not &e reac,ed wit,out distance education. >,e primar"
&ene#it to educational institutions t,roug, distance education ma"
&e t,e increased num&er o# non3traditional students t,e" are a&le
to attract and serve. 6esearc, also suggests t,at as programs
&ecome more e##icient, program costs s,ould decrease DLudlow,
)::*E.
3,< C2se S"u$%
>,is case stud" is used to demonstrate in practical terms t,e use o#
e3learning in corporate organisation to meet its corporate goals.
Cor0or2"e Or*2&is2"io& u&$er s"u$%4 Cisco 1"stems
C2se U&$er S"u$%1 !se o# Desktop >raining to save time and mone"
T5e Prob'em
-" Januar" o# 7888, Cisco internal training sc,eme was reac,ing a crisis
point. >,is was not &ecause o# a pro&lem wit, t,e (ualit" o# t,e training,
&ut wit, t,e s,are (uantit". >,e compan" was growing eBponentiall"
and could not train its eBpanding work#orce #ast enoug,.
In less t,an two "ears, Cisco ,ad ac(uired 08 companies and diversi#ied
#rom it core market in data networking into telecoms. %ccording to its
European managing director o# corporate communications and training
t,e, Fw,en "ou grow like t,is it &ecomes impossi&le to keep up wit, t,e
re(uirement to train all "our people in selling, supporting and #iBing
"our product. >,e onl" wa" to cope is to move to #undamentall"
di##erent training model.G
T5e So'u"io&
!ntil Januar" 7888, Cisco used standards, instructor3led training, and
sending emplo"ees to t,e classroom. 1ince t,en it ,as 2$20"e$
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e.'e2r&i&*, using t,e compan" intranet to deliver training to direct to t,e
laptop. In Januar" o# 788), more t,an ,al# t,eir training programmes
were delivered over t,e net.
Cisco ,as also scaled up it training, o##ering its internal courses over t,e
Internet to its eBternal marketing partners.
Me"5o$o'o*%
>,e training programmes are delivered in two wa"s, eit,er as Cisco >/,
&roadcast to t,e desk, or as video3on3demand. =or eBample, 1ta## are
in#ormed t,at at :am Conda" t,ere is a compan" &roadcast on t,e latest
,ig, speed giga&it router >,e" can click in and watc, it like in an Open
!niversit" programme. >,e programme is videotaped and stored #or
sta## to dial in and repla" at an" time.
>,e &roadcast is interactive, allowing sta## to ask (uestions, eit,er
directl", or via a moderator w,o summariJes all (uestions, to prevent
t,e #low &eing interrupted. >,ose learning #rom t,e video can p,one a
tutor3 or Cisco interactive mentor3 #or advice.
Emplo"ees ,ave an individual training programme, and t,eir progress
can &e monitored remotel". >,is makes training ver" muc, more
personal.
Co&!er&s
6eplacing leader3led training &" electronic means &" e3learning was
risk" &ecause t,e" risked losing (ualit". -ut t,e" rat,er #ound out t,at
t,at people enjo"ed it more, and t,e result went up in terms o# t,e
average per#ormance on tests.
>,ere was also concern among emplo"ees t,at t,e introduction o# e3
learning would #orce t,em to catc, up on coursework a#ter ,ours. In t,e
event, more t,an 98 per cent o# training is still done in t,e working da".
>,ere is no compunction on w,en sta## do training. People do it to suit
t,emselves, dialing to do an ,our, and &reaking it into managea&le
c,unk, like taking t,ree meals in a da".
Be&e3i"s
-" scaling up its volume o# training, ,uge amount o# mone" was
saved.
ot onl" did t,e compan" save t,e cost o# air#ares and ,otel &ills,
&ut sta##s are also more productive &ecause t,e" spend less time
awa" #rom t,eir desk.
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-e#ore e3learning, sales sta## spent + da"s a "ear awa" on product
training, tec,nical sta## )7 da"s a "ear.
>,e more people "ou train t,e, t,e more "ou reduce cost, unlike in
traditional training. =or eBample w,en t,e train )88 people on one
topic, t,e" ,ad to pa" t,e instructor #our times and pa" travel costs
#or )88 times. -ut w,en t,e" teac, t,e same )88 over t,e internet,
t,e" onl" paid t,e instructor once, and t,ere were no travel .costs.
E3learning also o##er ,uge advantages in terms o# updating t,e
curriculum and training materials % teBt&ook takes two "ears to
rewrite, &ut now t,e" do (uarterl" updates o# all Cisco training
manuals.
Cisco spends H*8m in a "ear on training in Europe, and t,e savings
o# t,e e3learning can &e (uanti#ied in tens o# millions
%lso, t,e improved (ualit" o# training and t,e productive gains ,ave
&roader implications.
>,e move to e3learning ,as &een instrumental in ,elping Cisco to ,it
its aggressive revenue targets.
Cisco sells mainl" t,roug, distri&utors, and e3learning means t,e"
can insure all t,eir partners ,ave access to t,e same training at t,e
same time.
1ales sta##s are tested online to ensure t,e" ,ave mastered t,e details
o# Cisco products.
;,- CONCLUSION
>,ere is an eBpectation o# a signi#icant consolidation in t,e e3learning
market as large companiesQ increase t,eir penetration and smaller ones
are swallowed up or #ind t,e going too toug,. >,ere success, w,atever
t,eir siJe, will depend on ,ow man" companies can &e persuaded not
just to test t,e waters o# t,e e3learning market &ut to take t,e plunge.
=or corporate organisations, t,e neBt decade will see a rapidl"
eBpanding market in e3learning. >,e onl" cloud in t,e sk" is t,e
possi&ilit" t,at some ventures will provide t,e VdotcomQ disasters o# t,e
#uture.
5,- SUMMARY
i.Cost corporate organisations pa" lip service to some #orm o# training,
w,et,er e3learning or in t,e classroom, &ut intensi#"ing competitive
pressures are now #orcing t,em to look ,ard at wa"s o# using new
tec,nolog" in t,e learning process.
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ii.1ome pioneer corporate organisations are well advanced in t,e use o#
e3learning, w,ile ot,ers s,ow var"ing degree o# interest and man"
remain to &e convinced.
iii.1tatistics ,as &een used to illustrate t,e trend and growt, in
e3learning in corporate organiJations.
iv.1tatistics ,as &een used to illustrate t,e trend and growt, in
e3learning in corporate organisations.
v.E3learning via t,e internet is advantageous in t,at it ena&les people to
access up3to3date in#ormation as t,e" per#orm important tasks.
vi.%not,er pro&lem is t,e growing demand #rom companies #or
e3learning programmes w,ic, will come wit, 3u'' ser#i!e b2!A.u0,
including online tec,nical support and increasingl", tutorial and mentor
services.
vii.Organisations are &eginning to understand t,e #act t,at t,oug,
e3learning could &ring a&out savings and some ot,er &ene#its
,ig,lig,ted a&ove, t,e critical #actor #or adoption o# e3learning is its
a&ilit" to meet t,e corporate goals and o&jectives as well as making
emplo"ees more productive.
viii.Corporations are now &eing encouraged to view t,eir training
activities #rom a &roader perspective, so t,at t,ese are integrated into
t,eir &usiness. >,ere is greater emp,asis on t"ing learning to critical
&usiness goals.
iB.>,e economics o# e3learning are compelling &ecause it reduces travel
and material distri&ution costs and delivers content t,at is alwa"s up3to3
date.
B.>,e ,ig, point in t,e e3learning market ,as ,istoricall" &een in
customer #acing application suc, as training customers, distri&utors,
resellers, sales, and customer support and #ield service personnel. >,is
radicall" c,anges revenue, as well as reducing t,e cost o# customer
support and #ield service.
). .,at are t,e critical issues making corporate organisations to
adopt e3learning?
7. Discuss t,e economics o# e3learning.
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%ndrew =is,er D788)E. A Better Way to $earn.
Jim 2ell" D788)E. E+$earning on Course for %trong Growth.
uala Coran D788)E. Cisco %yste&s #es/top Training %a(es Ti&e.
6od ewing D788)E. Co&pelling Econo&ics of Web+Based Training.
UNIT ; COMPUTER INSECURITY
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) =inancial Cost o# Computer Insecurit"
@.7 =orm o# Computer Insecurit"
@.@ 6educing /ulnera&ilities
@.* 1ecurit" Ceasures
@.0 Di##icult" wit, 6esponse
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
Cost current real3word computer securit" e##orts #ocus on eBternal
t,reats, and generall" treat t,e computer s"stem itsel# as a trusted
s"stem. 1ome knowledgea&le o&servers consider t,is to &e a disastrous
mistake, and point out t,at t,is distinction is t,e cause o# muc, o# t,e
insecurit" o# current computer s"stems3once an attacker ,as su&verted
one part o# a s"stem wit,out #ine3grained securit", ,e or s,e usuall" ,as
access to most or all o# t,e #eatures o# t,at s"stem. -ecause computer
s"stems can &e ver" compleB, and cannot &e guaranteed to &e #ree to
de#ects, t,is securit" stance tends to produce insecure s"stems.
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>,e Vtrusted s"stemsQ approac, ,as &een predominant in t,e design o#
man" Cicroso#t so#tware products, due to t,e long3standing Cicroso#t
polic" o# emp,asising #unctionalit" and Vease o# use over securit". 1ince
Cicroso#t products currentl" dominate t,e desktop and t,e ,ome
computing markets, t,is ,as led to un#ortunate e##ects. 'owever, t,e
pro&lems descri&ed ,ere derive #rom t,e securit" stance taken &"
so#tware and ,ardware vendors generall", rat,er t,an t,e #ailing o# a
single vendor. Cicroso#t is not out o# line in t,is respect, just #ar more
prominent wit, respect to its consumer market s,are.
It s,ould &e not t,at t,e .indows > line o# operating s"stems #rom
Cicroso#t contained mec,anisms to limit t,is, suc, a services t,at ran
under dedicated user accounts, and 6ole3-ased %ccess Control D6-%CE
wit, user$group rig,ts, &ut t,e .indows :0 line o# products lacked most
o# t,ese #unctions. -e#ore t,e release o# .indows 788@, Cicroso#t ,as
c,anged t,eir o##icial stance, taking a more locked down approac,. On
)0 Januar" 7887, -ill Gates sent out a memo on >rustwort,"
Computing, marking t,e o##icial c,ange in compan" stance. 6egardless,
Cicroso#tQs latest operating s"stem windows ZP is still plagued &"
complaints a&out lack o# local securit" and ina&ilit" to use t,e #ine3
grained user access controls toget,er wit, certain so#tware Desp. certain
popular computer gamesE.
),- OB/ECTIVES
view t,e issue o# computer securit" #rom anot,er perspective,
especiall" #rom t,e negative angle
eBamine t,e #inancial implications o# s"stems insecurit"
answer t,e (uestion o# t,e di##erent t"pes o# computer attacks
understand di##erent wa"s to reduce computer insecurit"
eBamine t,e securit" measures to deal wit, t,reat and attacks o#
computer.
3,- MAIN CONTENT
3,( Fi&2&!i2' Cos" o3 Com0u"er I&se!uri"%
1erious #inancial damage ,as caused &" computer securit" &reac,es, &ut
relia&l" estimating costs is (uite di##icult. =igures in t,e &illions o#
dollars ,ave &een (uoted in relation to t,e damage caused &" malware
suc, as computer worms like t,e Code 6ed worm &ut suc, estimates
ma" &e eBaggerated. 'owever, ot,er losses, suc, as t,ose caused &" t,e
compromise o# credit card in#ormation, can &e more easil" determined,
and t,e" ,ave &een su&stantial, as measured &" millions o# individual
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victims o# identit" t,e#t eac, "ear in eac, o# several nations, and t,e
several ,ards,ip imposed on eac, victim, t,at can wipe out all o# t,eir
#inances, prevent t,em #rom getting a jo&, plus &e treated as i# t,e" were
t,e criminal. /olumes o# victims o# p,is,ing and ot,er scams ma" not
&e known.
Individuals w,o ,ave in#ected wit, sp"ware or malware likel" go
t,roug, a costl" and time3consuming process o# ,aving t,eir computer
cleaned. 1p"ware and malware is considered to &e a pro&lem speci#ic to
t,e various Cicroso#t .indows Operating 1"stemsK ,owever t,is can &e
eBplained somew,at &" t,e #act t,at Cicroso#t controls a major s,are o#
t,e PC market and t,us represent t,e most prominent target.
3,) Form o3 Com0u"er I&se!uri"%
>,ere are man" similarities D"et man" #undamental di##erencesE &etween
computer and p,"sical securit". Just like real3world securit", t,e
motivations #or &reac,es o# computer securit" var" &etween attackers,
sometimes called ,ackers or crackers. 1ome are teenage t,rill3seekers or
vandals Dt,e kind o#ten responsi&le #or de#acing we&sitesEK similarl",
some we&site de#acements are done to make political statements.
'owever, some attackers are ,ig,l" skilled and motivated wit, t,e goal
o# compromising computer #or #inancial gain or espionage. %n eBample
o# t,e latter is Carkus 'ess w,o spied #or t,e 2G- and was ultimatel"
caug,t &ecause o# t,e e##orts o# Cli##ord 1toll, w,o wrote an amusing
and accurate &ook, >,e CuckooQs Egg, a&out ,is eBperiences. =or t,ose
seeking to prevent securit" &reac,es., t,e #irst step is usuall" to attempt
to identi#" w,at mig,t motivate an attack on t,e s"stem, ,ow mus, t,e
continued operation and in#ormation securit" o# t,e s"stem are wort,,
and w,o mig,t &e motivated to &reac, it. >,e precautions re(uired #or a
,ome PC are ver" di##erent #rom t,ose o# &anksQ internet &anking
s"stem, and di##erent again #or a classi#ied militar" network. Ot,er
computer securit" writers suggest t,at, since an attacker using a network
need know not,ing a&out "ou or w,at "ou ,ave on "our computer,
attacker motivation is in,erentl" impossi&le to determine &e"ond
guessing. I# true, &locking all possi&le attacks is t,e onl" plausi&le
action to take.
Vu'&er2bi'i"ies
>o understand t,e tec,ni(ues #or securing a computer s"stem, it is
important to #irst understand t,e various t"pes o#G attacksG t,at can &e
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made against it. >,ese t,reats can t"picall" &e classi#ied into one o#
t,ese seven categories4
E?0'oi"s
1o#tware #laws, especiall" &u##er over#lows, are o#ten eBploited to gain
control o# a computer, or to cause it to operate in an uneBpected manner.
Can" development met,odologies rel" on testing to ensure t,e (ualit"
o# an" code releasedK t,is process o#ten #ails to discover eBtremel"
unusual potential eBploits. >,e term FeBploitG generall" re#ers to small
programs designed to take advantage o# a so#tware #law t,at ,as &een
discovered, eit,er remote or local. >,e code #rom t,e eBploit program is
#re(uentl" reused in >rojan ,orses and computer viruses. In some cases,
vulnera&ilit" can lie in a certain programs processing o# a speci#ic #ile
t"pe, suc, as a non3eBecuta&le media #ile.
E2#es$ro00i&*
%n" data t,at is transmitted over a network is at some risk o# &eing
eavesdropped, or even modi#ied &" a malicious person. Even mac,ines
t,at operate as a closed s"stem? Di.e. wit, no contact to t,e outside
worldE can &e eavesdropped upon via monitoring t,e #aint electro3
magnetic transmissions generated &" t,e ,ardware suc, as >ECPE1>.
>,e =-IQs proposed Carnivore program was intended to act as a s"stem
o# eavesdropping protocols &uilt into t,e s"stems o# internet service
providers.
So!i2' e&*i&eeri&* 2&$ 5um2& error
% computer s"stem is no more secure t,at t,e ,uman s"stems
responsi&le #or it operation. Calicious individuals ,ave regularl"
penetrated well3designed, secure computer s"stems &" taking advantage
o# t,e carelessness o# trusted individualQs or &" deli&eratel" deceiving
t,em, eBample sending message t,at t,e" are t,e s"stem administrator
and asking #or passwords. >,is deception is known as 1ocial
engineering.
De&i2' o3 ser#i!e 2""2!As
Denial o# service DDo1E attacks di##ers slig,tl" #rom t,ose listed a&ove,
in t,at t,e" are not primaril" a means to gain unaut,oriJed access or
control o# a s"stem. >,e" are instead designed to render it unusa&le.
%ttackers can den" service it individual victims, suc, as &" deli&eratel"
guessing a wrong password @ consecutive time and t,us causing t,e
victim account to &e locked, or t,e" ma" overload t,e capa&ilities o# a
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mac,ine or network and &lock all user at once. >,ese t"pes o# attack are,
in practice, ver" ,ard to prevent, &ecause t,e &e,aviour o# w,ole
networks needs to &e anal"sed, not onl" o# small pieces o# code.
Distri&uted denial o# service DDDo1E attacks are common, w,ere a large
num&er o# compromised ,osts Dcommonl" re#erred to as FJom&ie
computersGE are used to #lood target s"stem wit, network re(uest, t,uds
attempting to render it unusa&le t,roug, resource eB,austion. %not,er
tec,ni(ue to eB,aust victim resources is t,oug, t,e use o# an attack
ampli#ier O w,ere t,e attacker takes advantage o# poorl" designed
protocols on @
rd
part" mac,ines, suc, as =>P or D1, in order to instruct
t,ese ,osts to launc, t,e #lood. >,ere are also commonl" vulnera&ilities
in applications t,at cannot &e used to take control over a computer, &ut
merel" make t,e target application mal#unction or cras,.
I&$ire!" A""2!As
%ttacks in w,ic, one or more o# t,e attack t"pes a&ove are launc,ed
#rom a t,ird part" computer w,ic, ,as &een taken over remotel". -"
using someone elseQs computer to launc, an attack, it &ecomes #ar more
di##icult to tract down t,e actual attacker. >,ere ,ave also &een cases
w,ere attackers took advantages o# pu&lic anon"mising s"stems, suc, as
t,e to onion router s"stem.
B2!A$oors
Cet,ods o# &"passing normal aut,entication or giving remote access to
a computer to some&od" w,o knows a&out t,e &ackdoor, w,ile intended
to remain ,idden to casual inspection. >,e &ackdoor ma" take t,e #orm
o# an installed program De.g., -ack Ori#iceE or could &e in t,e #orm o# an
eBisting FlegitimateG program, or eBecuta&le #ile. % speci#ic #orm o#
&ackdoors are toolkits, w,ic, replaces s"stem &inaries and$or ,ooks into
t,e #unction calls o# t,e operating s"stem to ,ide t,e presence o# ot,er
programs, users services and open ports. It ma" also #ake in#ormation
a&out disk and memor" usage.
Dire!" A!!ess A""2!As
Common consumer devices t,at can &e used to trans#er data
surreptitiousl".
1omeone gaining p,"sical access to a computer can install all manner o#
devices to compromise securit", including operating s"stem
modi#ications, so#tware worms, ke"&oard loggers, and covert listing
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devices. >,e attacker can also easil" download large (ualities o# data
onto &ackup media, #or instance CD36$D/D36, tapeK or porta&le
devices suc, as ke" drives, digitalK cameras or digital audio pla"ers.
%not,er common tec,ni(ue is to &oot an operating s"stem contained on
a CD36OC or ot,er &oota&le media and read t,e data #rom t,e ,ard
driverDsE t,is wa". >,e onl" wa" to de#eat t,is is to encr"pt t,e storage
media and store t,e ke" separate #rom t,e s"stem.
3,3 Re$u!i&* Vu'&er2bi'i"ies
Computer code is regarded &"; some as just a #orm o# mat,ematics. It is
t,eoreticall" possi&le to prove t,e correctness o# computer programs
Dt,oug, t,is is usuall" too di##icult to &e practica&le outside ver" limited
circumstanceE t,oug, t,e likeli,ood o# actuall" ac,ieving t,is in large3
scale practical s"stems is regarded as unlikel" in t,e eBtreme &" most
wit, practical eBperience in t,e industr".
ItQs also possi&le to protect messages in transit Di.e. communicationsE &"
means o# cr"ptograp,". One met,od o# encr"ption3t,e one3time pad3,as
&een proven to &e un&reaka&le w,en correctl" used. >,is met,od was
used &" t,e 1oviet !nion during t,e Cold .ar, t,oug, #laws in t,eir
implementation allowed some cr"ptanal"sis. >,e met,od uses a
matc,ing pair o# ke"3codes, securit" distri&uted, w,ic, are used once3
and3onl"3once to encode and decode a single message. =or transmitted
computer encr"ption t,is met,od is di##icult to use properl" Dsecurel"E,
and ,ig,l" inconvenient as well. Ot,er met,ods o# encr"ption, w,ile
&reaka&le in t,eor", are o#ten virtuall" impossi&le to directl" &reak &"
an" means pu&licl" known toda". -reaking t,em re(uires some
non3cr"ptograp,ic input, suc, as a stolen plainteBt Dat eit,er end o# t,e
transmissionE, or some ot,er eBtra cr"ptanal"tic in#ormation.
1ocial engineering and direct computer access Dp,"sicalE attacks can
onl" &e prevented &" non3computer means, w,ic, can &e di##icult to
en#orce, relative to t,e sensitivit" o# t,e in#ormation. Even in a ,ig,l"
disciplined environment, suc, as in militar" organisations, social
engineering attacks can still &e di##icult to #oresee and prevent.
In practice, onl" a small #raction o# computer program code is
mat,ematicall" proven to even goes t,roug, compre,ensive in#ormation
tec,nolog" audits or ineBpensive &ut eBtremel" valua&le computer
securit" audits, so itQs usuall" possi&le #or a determined cracker to read,
cop", alter or destro" data in well secured computers, al&eit at t,e cost
o# great time and resource, eBtremel" #ew, i# an" attackers would audit
applications #or vulnera&ilities just to attack a single speci#ic s"stem.
Iou can reduce a crackersQ c,ances &" keeping "our s"stems up to date,
using a securit" scanner or$or and ,iring competent people responsi&le
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#or securit". >,e e##ects o# data loss$damage can &e reduced &" care#ul
&acking up and insurance.
3,; Se!uri"% Me2sures
% state o# computer Fsecurit"G is t,e conceptual ideal, attained &" t,e
use o# t,e t,ree processes.
). Prevention
7. Detection
3, 6esponse.
!ser account access controls and cr"ptograp," can protect s"stems
#iles and data, respectivel".
=irewalls are &" #ar t,e most common prevention s"stems #rom a
network securit" perspective as t,e" can Di# properl" con#iguredE
s,ield access to internal network service, and &lock certain kinds o#
attacks t,roug, packet #iltering.
Intrusion Detection 1"stem DID1QsE are designers to detect network
attacks in progress and assist in post3attack #orensics, w,ile audit
trails and logs serves a similar #unction #or individual s"stem.
F6esponseG is necessaril" de#ined &" t,e assessed securit"
re(uirements o# an individual s"stem and ma" cover t,e range #rom
simple upgrade o# productions to noti#ication o# legal aut,orities,
counter3attacks, and t,e like. In some special cases, a complete
destruction o# t,e compromised s"stem is #avored.
>oda", computer securit" comprises mainl" FpreventiveG measures, like
#irewalls or an EBit Procedure. % #irewall can &e de#ined as a wa" o#
#iltering network data &etween a ,ost or a network and anot,er network,
suc, as t,e Internet, and is normall" implemented as so#tware running
on t,e mac,ine, ,ooking into t,e network stack Dor, in t,e case o# most
!IZ3&ased operating s"stem suc, as LinuB, &uilt into t,e operating
s"stem kernelE to provide real time #iltering and &locking. %not,er
implementation is a so called p,"sical #irewall w,ic, consists o# a
separate mac,ine #iltering network tra##ic. =irewalls are common
amongst mac,ines t,at are permanentl" connected to t,e Internet
Dt,oug, not universal, as demonstrated &" t,e large num&ers o#
mac,ines FcrackedG &" worms like t,e Code 6ed worm w,ic, would
,ave &een protected &" a properl"3con#igured #irewallE. 'owever,
relativel" #ew organisations maintain computer s"stems wit, e##ective
detection s"stem and #ewer still ,ave organiJed response mec,anisms in
place.
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3,5 Di33i!u'" 4i"5 Res0o&se
6esponding #orce#ull" to attempt securit" &reac,es Din t,e manner t,at
one would #or attempt p,"sical securit" &reac,esE is o#ten ver" di##icult
#or a variet" o# reason4
Identi#"ing attackers is di##icult, as t,e" are o#ten in a di##erent
jurisdiction to t,e s"stems t,e" attempt to &reac,, and operate
t,roug, proBies, temporar" anon"mous dial3up accounts, wireless
connections, and ot,er anon"mising procedures w,ic, make
&acktracking di##icult and are o#ten located in "et anot,er
jurisdiction. I# t,e" success#ull" &reac, securit", t,e" are o#ten a&le
to delete logs to cover t,eir tracks.
>,e s,eer num&er o# attempted attacks is so large t,at organisations
cannot spend time pursing eac, attacker Da t"pical ,ome user wit, a
permanent De.g, ca&le modernE connection will &e attacked at least
several times per da", so more attractive targets could &e presumed
to see man" moreE. ote ,owever, t,at most o# t,e s,eer &ulks o#
t,ese attacks are made automated vulnera&ilit" scanners and
computer worms.
Law en#orcement o##icers are o#ten un#amiliar wit, in#ormation
tec,nolog", and so lack t,e skills and interest in pursing attackers.
>,ere are also &udgetar" constraints. It ,as &een argued t,at t,e ,ig,
cost o# tec,nolog", suc, as D% testing, and improved #orensics
mean less mone" #or ot,er kinds o# law en#orcement, so t,e overall
rate o# criminals not getting dealt wit, goes up as t,e cost o# t,e
tec,nolog" increase.
;,- CONCLUSION
>,e impact o# computer t,reats and attacks on organisations ,as &een
enormous and on t,e increase, so also are t,e #orms o# attacks on
in#ormation s"stems. >,is in#orms t,e need #or organisations to accord
in#ormation s"stem securit" more priorit". =rom t,e developersQ
perspectives, more e##orts s,ould &e used to develop more ro&ust and
secure s"stem.
5,- SUMMARY
i.Cost current real3world computer securit" e##orts #ocus on eBternal
t,reats, and generall" treat t,e computer s"stem itsel# as a trusted
s"stem.
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ii.1erous #inancial damages ,ave &een caused &" computer securit"
&reac,es, &ut relia&l" estimating costs is (uite di##icult.
iii.Individuals w,o ,ave &een in#ected wit, sp"ware or malware likel"
go t,roug, a costl" and time3consuming process o# ,aving t,eir
computer cleaned.
iv.>,ere are man" similarities D"et man" #undamental di##erencesE
&etween computer and p,"sical securit". Just like real Oworld securit",
t,e motivation #or &reac,es o# computer securit" var" &etween attackers,
sometimes called ,ackers or crackers.
v.% computer s"stem is no more secure t,an t,e ,uman s"stems
responsi&le #or its operation. Calicious individuals ,ave regularl"
penetrated well3designed, secure computer s"stems &" taking advantage
o# t,e carelessness o# trusted individuals, or &" deli&eratel" deceiving
t,em.
vi.1ocial engineering and direct computer access Dp,"sicalE attacks can
onl" prevented &" non3computer means, w,ic, can &e di##icult to
en#orce, relative to t,e sensitivit" o# t,e in#ormation.
vii.>oda", computer securit" comprises mainl" FpreventiveG measures,
like #irewalls or an EBit Procedure. % #irewall can &e de#ined as a wa"
o# #iltering network data &etween a ,ost or a network and anot,er
network.
viii.6esponding #orce#ull" to p,"sical securit" &reac,esE is o#ten ver"
di##icult #or a variet" o# reasons.
). Discuss 0 #orms o# securit" t,reats to in#ormation in an
organiJation.
7. Discuss t,e term VComputer =irewall.
6oss J. %nderson4Q %ecurity Engineering: A Guide to Building
#ependable #istributed %yste&s.
-ruce 1c,neier4 1ecrets L Lies4 #igital %ecurity in a etwor/ World.
C"rus Peikari, %noton C,uvakin4 %ecurity Warrior.
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Jack 2oJiol, David Litc,#iels4 The %hellcoder!s *andboo/: #isco(ering
and E<ploiting %ecurity *oles.
Cli##ord 1tol4 The Cuc/oo!s Egg: Trac/ing a %py Through the ,a=e of
Co&puter Espionage) an In#ormal O and easil" %pproac,a&le &"
t,e on3specialist O %ccount o# a 6eal Incident Dand PatternE o#
Computer Insecurit".
.illiam Caelli4 6elearning >Trusted %yste&s? in an Age of IIP4
Lessons #rom t,e Past #or t,e =uture, 7887.
oel Davis4 Crac/ed %tory of a Co&&unity etwor/ that was Crac/ed
and what was done to 1eco(er fro& it @555.
UNIT 5 COMPUTER SECURITY
CONTENTS
).8 Introduction
7.8 O&jectives
@.8 Cain Content
@.) 1ecure Operating 1"stem ConteBt
@.7 Computer 1ecurit" &" Design
@.@ >ec,ni(ues #or Creating 1ecure 1"stems
@.* etwork 1ecurit"
*.8 Conclusion
0.8 1ummar"
(,- INTRODUCTION
>,is unit w,ic, is t,e last unit o# t,is course work dwells on computer
securit". LearnersQ attention is drawn to computer securit" &" design,
>ec,ni(ues #or creating secure s"stems and network securit"
),- OB/ECTIVES
%t t,e end o# t,e stud" unit, "ou s,ould &e a&le to4
de#ine computer securit"
eBplain ,ow to secure operating s"stem
identi#" t,e tec,ni(ues #or creating secure s"stems
eBplain network securit".
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3,- MAIN CONTENT
3,( Se!ure O0er2"i&* S%s"em Co&"e?"
One conteBt o# t,e term computer securit" is its use pertaining to a
tec,nolog" to implement a secure operating s"stem. Cuc, o# t,is
tec,nolog" is &ased on science developed in t,e ):98s and used to
produce w,at ma" &e some o# t,e most impenetra&le operating s"stems
ever. >,oug, still valid, t,e science did not c,ange, t,e tec,nolog" is
almost inactive toda", per,aps &ecause it is compleB or not widel"
understood, suc, ultra strong secure operating s"stems are &ased on
operating s"stem kernel tec,nolog" t,at can grantee t,at certain
securit" policies are a&solutel" en#orced on an operating environment.
%n eBample o# suc, a securit" polic" is t,e -ell3LaPadula model. >,e
strateg" is &ased on a coupling o# special microprocessor ,ardware
#eatures, o#ten involving t,e Cemor" management !nit, to a special
correctl" implemented operating s"stem kernel. >,is #orms t,e
#oundation #or a secure operating s"stem t,at i# certain critical parts are
designed and implemented correctl" can ensure t,at it is p,"sicall"
impossi&le #or ar&itraril" ,ostile or intelligentl" su&versive applications
to violate t,e securit" polic". >,is amaJing capa&ilit" is ena&ling
&ecause t,e" not onl" impose a securit" polic", &ut t,e" also co&pletely
protect t,emselves #rom corruption. Ordinar" operating s"stems lack t,e
completeness propert" in t,is latter capa&ilit". >,e design met,odolog"
to produce suc, secure s"stems is not an ad3,oc &est e##ort activit", &ut
one t,at is ver" precise, deterministic and logical.
1"stems designed wit, suc, met,odolog" represent t,e state o# t,e art
o# computer securit" and t,e capa&ilit" to produce t,em is not widel"
known. In s,arp contrast to most kids o# so#tware, t,e" meet
speci#ications wit, veri#ia&le certaint" compara&le to speci#ications #or
siJe, weig,t and power. 1ecure operating s"stems deigned t,is wa" are
used primaril" to protect national securit" in#ormation and militar"
secrets. >,ese are ver" power#ul securit" tools and ver" #ew secure
operating s"stems ,ave &een certi#ied at t,e ,ig,est level DOrange -ook
%3)E to operate over t,e range o# >op 1ecret to unclassi#ied Dincluding
'one"well 1COCP, !1%= 1%CDI, 1% -lacker and -oeing CL1
L%E. >,e assurance o# securit" depends not onl" on t,e soundness o#
t,e design strateg", &ut also on t,e assurance o# correctness o# t,e
implementation, and t,ere#ore Criteria (uanti#ied securit" strengt, o#
products in terms o# two ort,ogonal components, securit" capa&ilit" Das
Protection Pro#ileE and assurance levels Das E%L levelsE. =or reasons
t,at are t,e su&ject o# anot,er article, none o# t,ese ultra ,ig, assurances
secure general purpose operating s"stems ,ave &een produced #or
decades or certi#ied under t,e Common Criteria.
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3,) Com0u"er Se!uri"% b% Desi*&
Computer securit" is a logic3&ased tec,nolog". >,ere is no universal
standard notion o# w,at secure &e,aviour is. F1ecurit"G is a propert" t,at
is uni(ue to eac, situation and so must &e overtl" de#ined i# it is to &e
seriousl" en#orced, de#ined &" a securit" Polic". 1ecurit" is not an
ancillar" #unction o# a computer application, &ut o#ten w,at t,e
application doesnQt do. !nless t,e application is just trusted to F&e
secure,G securit" can onl" &e imposed as a constraint on t,e
applicationQs &e,aviour #rom outside o# t,e application. >,ere are
several approac,es to securit" in computingK sometimes a com&ination
o# approac,es is valid4
>rust all t,e so#tware to a&ide &" a securit" polic" &ut t,e so#tware is
not trustwort," Dt,is is computer insecurit"E.
>rust all t,e so#tware to a&ide &" a securit" polic" and t,e so#tware is
validated as trustwort," D&" tedious &ranc, and pat, anal"sis #or
eBampleE.
>rust no so#tware &ut en#orce a securit" polic" wit, mec,anisms t,at
are not trustwort," Dagain t,is is computer insecurit"E.
>rust no so#tware &ut en#orce a securit" polic" wit, trustwort,"
mec,anisms.
Can" approac,es unintentionall" #ollow ). O&viousl", ) and @ lead to
#ailure. 1ince 7 is eBpensive and non3deterministic, its use is ver"
limited. -ecause * is o#ten ,ardware3&ased mec,anisms and avoid
a&stractions and a multiplicit" o# degree o# #reedom, it is more practical.
Com&inations o# 7 and * are o#ten used in a la"ered arc,itecture wit,
t,in la"ers o# 7 and t,ick la"ers o# *.
>,ere are a variet" o# strategies and tec,ni(ues used to design in
securit". >,ere are #ew, i# an" strategies to add on securit" a#ter design.
1ome o# t,e strategies to design in securit" are discussed in t,is section.
One tec,ni(ue en#orces t,e principle o# least privilege to great eBtent,
w,ere an antit"pe ,as onl" t,e privileges t,at are needed #or its #unction.
>,at wa", even i# an attacker ,as su&verted one part o# t,e s"stem, #ine3
grained securit" ensures t,at it is just as di##icult #or t,em to su&vert t,e
rest.
=urt,ermore, &" &reaking t,e s"stem up into smaller components, t,e
compleBit" o# individual components is reduced, opening up t,e
possi&ilit" o# using tec,ni(ues suc, as automated t,eorem proving to
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prove t,e correctness o# crucial so#tware su&s"stems. >,is ena&les a
closed #orm solution to securit" t,at works well w,en onl" a single well3
c,aracterised propert" can &e isolated as critical, and t,at propert" is
also assessa&le to mat,. ot surprisingl", it is impractical #or
generalised correctness, w,ic, pro&a&l" cannot even &e de#ined, muc,
less proven. .,ere #ormal correctness proo#s are not making modules
secure.
>,e design s,ould use Fde#ense in dept,,G w,ere more t,an one
su&s"stem needs to &e compromised to compromise t,e securit" o# t,e
s"stem and t,e in#ormation it ,olds. De#ense in dept, works w,en
su&verting one ,urdle is not a #acilitate su&verting anot,er. %lso, t,e
cascading principle acknowledges t,at several low ,urdles do not make
a ,ig, ,urdle. 1o cascading several weak mec,anisms does not provide
t,e sa#et" o# a single stronger mec,anism.
1u&s"stems s,ould de#ault to secure settings, and w,erever possi&le
s,ould &e designed to F#ail secureG rat,er t,an F#ail insecureG Ideall", a
secure s"stem s,ould re(uire a deli&erate, conscious, knowledge and
#ree decision on t,e part o# legitimate aut,orities in order to make it
insecure. .,at constitutes suc, a decision and w,at aut,orities are
legitimate is o&viousl" controversial.
In addition, securit" s,ould not &e an all not,ing issues. >,e designers
and operators o# s"stems s,ould assume t,at securit" &reac,es are
inevita&le in t,e long term. =ull audit trails s,ould &e kept o# s"stem
activit", so t,at w,en a securit" &reac, occurs, t,e mec,anism and
eBtent o# t,e &reac, can &e determined. 1toring audit trails remotel",
w,ere t,e" can onl" &e appended to, can keep intruders #rom covering
t,eir tracks. =inall", #ull disclosure ,elps to ensure t,at w,en &ugs are
#ound t,e Fwindow o# vulnera&ilit"G is kept as s,ort as possi&le.
3,3 Te!5&i@ues 3or Cre2"i&* Se!ure S%s"ems
>,e #ollowing tec,ni(ues can &e used in engineering secure s"stems.
>,ese tec,ni(ues, w,ilst use#ul, do not o# t,emselves ensure securit".
One securit" maBim is Fa securit" s"stem is no stronger t,an its weakest
linkG.
%utomated t,eorem proving and ot,er veri#ication tools can ena&le
critical algorit,ms and code used in secure s"stems to &e mat,ematicall"
proven to meet t,eir speci#ications.
>,us simple microkernelQs can &e written so t,at we can &e sure t,e" do
not contain an" &ugs4 e.g. E6O1 and Co"otos.
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% &igger O1, capa&le o# providing a standard %PI like PO1IZ, can &e
&uilt on a microkernel using small %PI servers running as normal
programs. I# one o# t,ese %PI servers ,as a &ug, t,e kernel and t,e ot,er
serves are not a##ected4 e.g. 'urd.
Cr"ptograp,ic tec,ni(ues can &e used to de#end data in transit &etween
s"stems, reducing t,e pro&a&ilit" t,at data eBc,anged &etween s"stems
can &e intercepted or modi#ied.
1trong aut,entication tec,ni(ues can &e used to ensure t,at
communication end3points are w,o t,e" sa" t,e" are.
1ecure cr"pto processors can &e used to leverage p,"sical securit"
tec,ni(ues into protecting t,e securit" o# t,e computer s"stem.
C,ain o# trust tec,ni(ues can &e used to attempt to ensure t,at all
so#tware loaded ,as &een certi#ied as aut,entic &" t,e s"stemQs
designers.
Candator" access control can &e used to ensure t,at privileged access is
wit,drawn w,en privileges are revoked. =or eBample, deleting a user
account s,ould also stop an" processes t,at are running wit, t,at userQs
privileges.
Capa&ilit" and access control list tec,ni(ues can &e used to ensure
privilege separation and mandator" access control. >,e neBt sections
discuss t,eir use.
DonQt run an application wit, known securit" #laws. Eit,er leave it
turned o## until it can &e patc,ed or ot,erwise #iBed, or delete it and
replace it wit, some ot,er application. Pu&licl" known #laws are t,e
main entr" used &" worms to automaticall" &reak into a s"stem and t,en
spread to ot,er s"stems connected to it. >,e securit" we&site 1ecunia
provides a searc, tool #or unpact,ed known #laws in popular products.
Cr"ptograp,ic tec,ni(ues involve trans#orming in#ormation,
scram&ling it so &ecomes unreada&le during transmission. >,e intended
recipient can not.
-ackups are a wa" o# securit" "our in#ormationK t,e" are anot,er cop"
o# all "our important computer #iles kept in anot,er location. >,ese #iles
are kept on ,ard disks, CD36s CD36.s, and tapes. -ackups can &e kept
in a multitude o# locations, some o# t,e suggested places would &e a
#ireproo#, an" ,eat proo# sa#e, or in a separate, o##site location t,an t,at
in w,ic, t,e original #iles are contained. 1ome individuals and
companies also keep t,eir &ackups in sa#e deposit &oBes inside &ank
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vaults. >,ere is also a #ourt, option, w,ic, involves using one o# t,e #ile
,osting services t,at &acks up #iles over t,e Internet #or &ot, &usiness
and individuals.
-ackups are also important #or reasons ot,er t,an securit". atural
disasters, suc, as eart,(uakes, ,urricanes, or tornadoes, ma" strike t,e
&uilding w,ere t,e computer is located. >,e &uilding can &e on #ire, or
on an eBplosion ma" occur. >,ere needs to &e a recent &ackup at
alternate secure location, in case o# suc, kind o# disaster. >,e &ackup
needs to &e moved &etween t,e geograp,ic sites in a secure manner, so
as to prevent it #rom &eing stolen.
%nti3virus so#tware consists o# computer programs t,at attempt to
identi#", t,wart and eliminate computer viruses and ot,er malicious
so#tware DmalwareE.
=irewalls are s"stems w,ic, ,elp protect computers and computer
networks #rom attack and su&se(uent intrusion &" restricting t,e
network tra##ic w,ic, can pass t,roug, t,em, &ased on a set o# s"stem
administrator de#ined rules.
%ccess aut,oriJation restricts access to a computer to group o# users
t,oug, t,e use o# aut,entication s"stems. >,ese s"stems can protect
eit,er t,e w,ole computer Osuc, as t,roug, an interactive logon screen
O or individual services, suc, as an =>P server. >,ere are man" met,ods
#or identi#"ing and aut,enticating user, suc, as passwords, identi#ication
card, and more recentl", smart cards and &iometric s"stems.
Encr"ption is used to protect "our message #rom t,e e"es o# ot,ers. It
can &e done in even removing c,aracters #rom t,e message. >,ese ,ave
to &e used in com&ination to make t,e encr"ption secure enoug, t,at is
to sa", su##icientl" di##icult to crack. Pu&lic ke" encr"ption is a re#ined
and practical wa" o# doing encr"ption. It allows #or eBample an"one to
write a message #or a list o# recipients, and onl" t,ose recipients will &e
a&le to read t,at message.
Intrusion3detection s"stems can scan a network #or people t,at are on
t,e network &ut w,o s,ould not &e t,ere or are doing t,ings t,at t,e"
s,ould not &e doing, #or eBample tr"ing a lot o# passwords to gain access
to t,e network.
1ocial engineering awareness32eeping "oursel# and "our emplo"ees
aware o# t,e dangers social engineering can reduce success#ul &reac,es
o# "our network and servers.
3,; Ne"4orA Se!uri"%
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Ne"4orA se!uri"% consist o# t,e provisions made in an underl"ing
computer network in#rastructure, policies adopted &" t,e network and
t,e network3 accessi&le resources #rom unaut,orised access and t,e
e##ectiveness Dor lackE o# t,ese measure com&ined toget,er.
'ow di##erent is it #rom computer securit" in plain words?
1ecuring an" network in#rastructure is like securing possi&le entr"
points o# attacks on a countr" &" deplo"ing appropriate de#ense.
Computer securit" is more like providing means o# sel#3de#ense to eac,
individual citiJen o# t,e countr". >,e #ormer is &etter and practical to
protect t,e civilians #rom getting eBposed to t,e attacks. >,e preventive
measure attempt to secure t,e access to individual computers O t,e
network itsel# O t,ere&" protecting t,e computers and ot,er s,ared
resources suc, as printers, network3attac,ed storage connected &" t,e
network. %ttacks could &e stopped at t,eir entr" points &e#ore t,e"
spread. %s opposed to t,is, in computer securit" t,e measure taken are
#ocused on securing individual computer ,osts. % computer ,ost w,ose
securit" is compromised is likel" to in#ect ot,er ,osts connected to a
potentiall" unsecured network. % computer ,ostQs securit" is vulnera&le
to users wit, ,ig,er access privileges to t,ose ,osts.
etwork securit" starts #rom aut,enticating an" user. Once
aut,enticated, #irewall en#orces access policies suc, as w,at services are
allowed to &e accessed &" t,e network user. >,oug, e##ective to prevent
unaut,oriJed access, t,is component #ails to c,eck poeticall" ,arm#ul
contents suc, as computer worms &eing transmitted over t,e network.
%n intrusion prevention s"stem DIP1E ,elps detect and prevent suc,
malware. IP1 also monitors #or suspicious network tra##ic #or contents,
volume and anomalies to protect t,e network could &e encr"pted to
maintain privac". Individual events occurring on t,e network could &e
tracked #or audit purposes and #or a later ,ig, level anal"sis. *oneypots)
essentiall" deco" network as surveillance and earl"3warning tools.
>ec,ni(ues used &" t,e attackers t,at attempt to compromise t,ese
deco" resources are studied during and a#ter an attack to keep an e"e on
new eBploitation tec,ni(ues. 1uc, anal"sis could &e used to #urt,er
tig,ten securit" o# t,e actual network &eing protected &" t,e ,one"pot.
;,- CONCLUSION
Coming advances in computation will no dou&t produce new securit"
pro&lems. %lso t,oug, advances in tec,nolog" ma" c,ange some
#eatures o# securit", it will continue to &e true t,at in#ormation securit"
must &e seen as a ,uman pro&lem. Canagement must &e involved.
.it,out ,ig,er level management support, t,ere will &e insu##icient
&udgetsK necessar" control measures will not &e made. .it,out
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su##icient management attention must &e involved. .it,out ,ig,er level
management support, t,ere will &e insu##icient &udgetsK necessar"
control measure will not &e made. .it,out su##icient management
attention, control o# decisions t,at need to &e made will &e ignored.
5,- SUMMARY
i.Computer securit" is a #ield o# computer science concerned wit, t,e
control o# risk related to computer use. Computer securit" can &e seen as
a su&3#ield o# securit" engineering, w,ic, looks at &roader securit"
issues in addition to computer securit".
ii.One conteBt o# t,e term computer securit" is its use pertaining to a
tec,nolog" to implement a secure operating s"stem. Cuc, o# t,is
tec,nolog" is &ased on science developed in t,e ):98s and used to
produce w,at ma" &e some o# t,e most impenetra&le operating s"stems
ever.
iii.Computer securit" is a logic3&ased tec,nolog". >,ere is no universal
standard notion o# w,at secure &e,aviour is. F1ecurit"G is a propert" t,at
is uni(ue to eac, situation and so must &e overl" de#ined i# it is to &e
seriousl" en#orced, de#ined &" a securit" Polic".
iv.In addition, securit" s,ould not &e an all or not,ing issue. >,e
designers and operators o# s"stems s,ould assume t,at securit" &reac,es
are inevita&le in t,e long term. =ull.
v.Cr"ptograp,ic tec,ni(ues involve trans#ormation, scram&ling it so it
&ecomes unreada&le during transmission. >,e intended recipient can
unscram&le t,e message, &ut eavesdroppers cannot.
vi.%nti3virus so#tware consists o# computer programs t,at attempt to
identi#", t,wart and eliminate computer viruses and ot,er malicious
so#tware DmalwareE.
vii.Ne"4orA se!uri"% consists o# t,e provisions made in an underl"ing
computer network in#rastructure, policies adopted &" t,e network
administrator to protect t,e network and t,e network3accessi&le
resources #rom unaut,oriJed access and t,e e##ectiveness Dor lackE o#
t,ese measure com&ined toget,er.
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). Di##erentiate computer securit" #rom network societ".
7. Cention and eBplain 0 computer measures.
6oss J. %nderson4 %ecurity Engineering: A Guide to Building
#ependable #istributed %yste&s.
Bruce %chneier: %ecrets A $ies: #igital %ecurity in a etwor/ed World.
6o&ert C. 1eacord4 %ecure Coding in C and C BB. %ddison .esle",
1eptem&er, 7880.
Paul %. 2arger, 6oger 6. 1c,ell4 Thirty ;ears $ater: $essons fro& the
,ultics %ecurity E(aluation) I-C .,ite Paper.
Cli##ors 1toll4 Cuc/oo!s Egg: Trac/ing a %py through the ,a=e of
Co&puter Espionage) Pocket -ooks.
1tep,en 'aag, Ceave Cummings, Donald CcCu&&re", %lain
Pinsonneault, 6ic,ard Donovan4 ,anage&ent Infor&ation
%yste&s for the Infor&ation Age.
Peter G. euman4 Principled Assuredly Trustworthy Co&posable
Architectures 788* Corrie Gasser4 Building a %ecure Co&puter
%yste& 4C22.
E. 1tewart Lee4 Essays about Co&puter %ecurity Ca&bridge) 4CCC.
Dave Dittric, etwor/ ,onitoringDIntrusion #etection %yste& DID1E
!niversit" o# .as,ington. 'one"pots, 'one"nets.
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