Holly Denney
OMDE 601
Section 9041
June 13, 2000
6.  Potential of information technology	

Information technology, while it has not changed the underlying concepts of distance education, certainly has increased the speed and, potentially, the frequency of access to tutors and course work. Of interest is the fact that "there is no empirical evidence to show that the frequency of student-tutor interaction exerts any influence on the learning" (Holmberg 1995: 124).

Student learning is the primary concern of distance education. Information technology offers access to more resources (Internet, computer data bases, recorded material), can assist student learning of rote material or functions (self-checking exercises), and faster return of graded assignments and tutor response to questions. Information technology can also make it easier for tutors to provide individualized responses to a larger number of students through the "copy-and-paste" functions of word processing programs.

Text continues as the main media for the one-way traffic; but computer, Internet, video, and newer audio options enhance two-way mediated communication. Synchronous communication is possible between the tutor and a single student or a group of students without requiring that the students participate in on-campus meetings. Because there are so many options for both synchronous and asynchronous communication, the important considerations are that all communication be empathetic and that media selection be based on what is most appropriate for each particular course. Printed or recorded materials have the distinct advantages of facilitating quick searches or reviews, are appropriate for in-depth study, and can be accessed on an as-needed basis. Live presentations, by themselves, have none of those features, and tape recording the material is not always an option. Computers and the Internet offer access to materials, which may be printed or recorded for continuing reference.

One cautionary note is that the use of information technology is neither good nor bad. What is important is the intelligent use of the advantages offered by information technology to enhance individual student learning. Everyone involved in course development and delivery must ensure that interactions are empathetic and that appropriate media are selected. Saba's "virtual contiguity more than equals face-to-face instruction" (Holmberg 1995: 167) is, for me, an excellent description of the empathetic use of computer-based information technology.

References

Holmberg, B. (1995). Theory and practice of distance education (2nd ed.). London and New York: Routledge.
______ (1995). The evolution of the character and practice of distance education. Open Learning, June, 47-53.

Peters, O. (1998). Learning and teaching in distance education: Analyses and interpretations from an international perspective. London: Kogan Page.