Developing a Rationale for Technology Integration

Abstract

Technology enhanced distance education now pervades distance education. Many faculty are transforming existing print-based distance education courses into hybrid print-technology courses. This article offers faculty a systematic way to consider technology combinations relative to the learner's needs and background. To ensure meeting the full spectrum of learner's needs, the types of learner interactions are categorized and discussed. Another main factor with regard to course structure and delivery system is the entry-level knowledge of the learner including their knowledge of the course content and need for various types of interaction. Each type of technology offers a different level of interactivity to the learner. Faculty are encouraged to develop a rationale for technology inclusion that will benefit the learner.

Get full access to this article

View all access options for this article.

References

Beaudoin

, The Instructor's Changing Role in Distance Education, The American Journal of Distance Education, 4: 2, pp. 21–29, 1990.

Garland

M. R.

, The Adult Need for Personal Control Provides a Cogent Guiding Concept for Distance Education, Journal of Distance Education, 9: 1, pp. 45–59, 1994.

Reed

and Sork

, Ethical Considerations in Distance Education, The American Journal of Distance Education, 4: 2, pp. 30–43, 1990.

Hodes

C. L.

, Directions for Adult Education in P.R. China, paper presented at the annual meeting of the PA Adult Continuing Education Research Conference, Indiana University of PA, September 1995.

May

, Women's Experiences as Distance Learners: Access and Technology, Journal of Distance Education, 9: 1, pp. 81–98, 1994.

Hodes

C. L.

, Considerations for Distance Courses: The Delivery System Preferences of Nontraditional Learners, presented at International Distance Education in North America, Penn State University, June 1994.

Blumenstyk

, Learning from Afar, The Chronicle of Higher Education, pp. 15–17, May 31, 1996.

Garrison

D. R.

, An Analysis and Evaluation of Audio Teleconferencing to Facilitate Education at a Distance, The American Journal of Distance Education, 4: 3, pp. 13–19, 1990.

Catchpole

, Classroom, Open, and Distance Teaching: A Faculty View, The American Journal of Distance Education, 6: 3, pp. 34–44, 1992.

10.

Lane

, Curriculum Design: Interaction by Satellite, in Portway & Lane Teleconferencing and Distance Learning (pp. 195–245), Applied Business Tele—Communications, San Ramon, California, 1992.

11.

Lauzon

and Moore

M. G.

, Integrating Computer-Based Instruction and Computer Conferencing for Distance Delivery, paper presented at the Canadian Association for the Study of Adult Education, Kingston, Ontario, June 1991.

12.

Lauzon

, Integrating Computer-Based Instruction with Computer Conferencing: An Evaluation Model for Designing On-Line Education, The American Journal of Distance Education, 6: 2, pp. 32–46, 1992.

13.

Boston

, Remote Delivery of Instruction via the PC and Modem Connections: What Have Faculty Learned? The American Journal of Distance Education, 6: 3, pp. 45–57, 1992.

14.

Moore

M. G.

, Three Types of Interaction, in Readings in Principles of Distance Education, Moore & Clark (eds.), American Center for the Study of Distance Education, University Park, Pennsylvania, 1989.

15.

Moore

M. G.

, Theory of Distance Education, in Distance Education Symposium: Selected Papers, Atman , American Center for the Study of Distance Education, University Park, Pennsylvania, pp. 54–66, 1991.

16.

McClain

[Course statistics], unpublished raw data, 1996.

17.

Verduin

J. R.

Miller

H. M.

, and Greer

C. E.

, The Lifelong Learning Experience: An Introduction, Charles C. Thomas, Springfield, Illinois, 1986.