nd Distance Learning
DeSpain, Heeney, and Livingston (l999) have noted that while many schools and colleges utilize various alternative methods of instruction delivery for distance learning, they often fail to set up a clear method of formal policy and procedures relating to the use of this particular mode of instruction delivery. Consequently, the delivery of instruction using the method is seldom optimized. According to the authors, optimal use requires an examination of various procedures and processes (e.g., training, instructional support, extra compensation, adjusted teaching loads, and so forth) as well as the formulation of policy regarding these procedures and processes that is based on said examination. These factors, therefore, need to be examined in any comprehensive exploration of the use of interactive television in distance learning. Each of these factors is discussed below.
In their discussion of training using interactive television in distance learning, Johnson and DeSpain (2002), note that any institution of learning wishing to use interactive television for purposes of distance learning must consider the cost of not only the technology but also the training required for all of those using the system, most especially the teachers. It also needs to be realized that this type of instruction sometimes requires professors and teachers to undergo a radical shift in their instructional paradigms.
Any training given to instructors needs to take this shift in paradigm into account. This, according to Johnson and DeSpain (2002), means that instructors are quite likely to require extensive training, and even re-training following the implementation of the system. The authors also recommend that ongoing research into training needs be undertaken to ensure that there is coverage of all components necessary to optimal use of interactive television for instructional purposes.
Regarding training instructors in inte...