Web-Based Distance Education and the Future of Simulation Models

Deon Canyon

Abstract

Distance education is growing at a fast pace in line with the development of educational technologies. In a short span, since the general availability of the World-Wide Web in 1995, significant advances and changes have occurred and the evolution of distance education has witnessed a proliferation of software tools that have acted both to facilitate and enhance the educational experience. This revolutionary transformation in educational technology and processes will inevitably impact on the function of educators and academics must start considering future roles they will be expected to play.

Introduction

There is a growing need on a global scale to provide distance education in a form that is both appealing and effective. The concept has evolved from an obscure novelty to one of the hottest topics in tertiary education. Only recently, with the current advances in sophisticated communication technology, has this been possible. Bright Planet has just released a study estimating that the World-Wide Web (Web) is 500 times larger than the segment covered by standard search engines such as Google and Alta Vista. It claims that the Web now holds in excess of 550 billion documents (Bergman 2000). It is undeniable that hi-tech advances are driving distance education along to a certain extent, but how does the provision of educational material over the Web compare with traditional print-based material? Are we moving into a technological world by default or by design? One factor driving this change is the ever-diminishing university budget line. The educational system is steadily being faced with the challenge to provide quality education with fewer resources (Zenger and Walker 1999). Another, and far more important, factor is the gradual change in the role of teachers and trainers from traditional information givers to presenters, managers and learning facilitators. To a large degree, this change is being driven by the advent of competency-based training, problem-solving learning and the necessity of delivering self-paced instruction (Pellone 1995).

The Evolution of Distance Education

The evolution of distance education has proceeded down a track involving five main technological methods.

Print: The foundational building block of distance education involving the provision of textbooks, selected readings, study guides, field books, work books, lecture notes, letters and faxes. The provision of print material is still a major component of most distance education courses because all students do not have access to computers.

Voice: The use of instructional and interactive audio tools to create a personal link with remote students formed the backbone of rural and remote education in Australia via short wave radio. Other technologies such as audio and teleconferencing are currently used to support students and health workers at a distance.

Video: Some institutions are able to provide instructional slides, videos, films, and television or satellite broadcasts that take the place of a lecturer. The lack of interaction has been solved by the provision of real-time video/audio linkages that create a semi-realistic classroom situation. But the transferral of images is slow and the technology at present is far from ideal.

Computer: The electronic transmission of information by computers has broadened the field considerably and has provided for many educational advances. Without considering external, linking factors, computers have themselves allowed for the development of assisted instruction. Software packages have been designed on a range of levels from the presentation of individual and group lessons to organizing and managing instruction, tracks records and progress.

Linking Technology: This describes the electronic resources and technologies that are able to combine all the above in a coherent and workable package. Applications and constructions that fall into this category are email and the web. Interactive linking technologies allow students the exercise of far greater control over their learning environments. “Integrated sound, motion, and text create a rich new learning environment awash with possibility and a clear potential to increase student involvement in the learning process” (Task Force on Distance Education 1992). To-date, the main components of linkage technology have consisted of individual email contact, group email discussions, web-boards for static group discussion, chat rooms for real-time group discussions and the Web for exchange of larger amounts of information or data.

The Growth of Web-based Learning

Web-based learning is proliferating at an astronomical rate to the extent that most universities offer some form of distance education and support to their students. Since the development of the Web and its free availability in 1995, Web use has increased dramatically with the number of adults in Australia rising to 4 million in 1999 (31% of the population) (LioNBRIDGE 2000a). In the U.S., 51% growth was experienced in 1998 resulting in 60% of all households being linked to the Web (LioNBRIDGE 2000b) and 92 million adult individuals accessing the Web in 1999 (37% of the population) (LioNBRIDGE 2000c). In 1998, Matrix Information and Directory Services (MIDS) reported that there are 102 million people accessing the Web throughout the world. MIDS estimates that this will grow to 707 million by 2001 (LioNBRIDGE 2000d).

Among the problems that have faced the development of attractive and accessible teaching material in the recent past has been the steep learning curve and time required to master software and more importantly, the speed at which information was delivered over standard modem lines. The latter issue acts to restrict the amount of data that can be transmitted in a reasonable amount of time, thus limiting the size of web pages and the use of images. This can be a major issue for students in rural or remote areas who wish to access web-based distance learning. Despite the availability of the web and its virtual geometric rate of expansion and provision of resources, the print medium, constituting little more than the traditional correspondence course, has traditionally been the dominant form of distance education (Segal 1994). In recent years, there has been a proliferation of courses and subjects available on the Web, however the current standard still appears to remain print-based. To look at the reasons for this, we must look at student resources and the primary objective of educators, which is to deliver material in a form that is complete, understandable, well integrated and acceptable with the least amount of ado. Ignoring the former obvious problem and focusing on the latter, to be frank the problem has been the very last point. The availability of user-friendly web-development software is a very recent phenomenon and educational providers are still in so much shock over the technology revolution that they have failed en masse to grasp this most appropriate solution to distance learning (Idaho College of Engineering 1995).

In 1992, the Pennsylvania University Task Force on Distance Education stated that “the need for new models of programs, assessment, management and marketing specifically developed for distance education is already great, but no one has, as yet, come forward to design and create them” (Task Force on Distance Education 1992). The situation has somewhat developed from this position over the past decade, however, little use has been made of hi-tech approaches to learning and most Web-based distance education materials are no different to print materials. There is thus a clear need for the development of improved andragogy or adult-based, student-centred, self-directed learning environments (Pellone 1995) which can deliver a deeper and more profound educational experience and elicit better student performance.

Distance Education Technology Tools

Although the terms “Web-based education” or “computer assisted learning” (CAL) may conjure up a limited scope of activities and presentation modes to the uninitiated, there actually is a wide range of methods that can be employed to get the educator’s message across (Pellone 1995; Bearman 1997).

Non-Interactive Methods

Text and Simple Graphics

These type of materials mimic regular textbooks in that they typically have a linear structure and are organized as a series of step-wise Web pages that follow on from each other. Help screens are included in this section. Although there are links within the pages, there is no interaction between the information and the learner. This category also includes hypertext and hypermedia, which are non-linear text and media. These documents offer more user control and flexibility because Web pages are not prescribed in a linear sequential order and may be accessed at any point as the need arises.

Video and Sound

Video transmissions of actual lectures can be made available on the Web. Similarly, sound can be added to PowerPoint® slides so that a learner can hear the lecture in conjunction with the presented images. These provide as much comfort to learners as lectures to large groups of people do because the possibility of interaction does not exist. Non-interactive methods are suitable if the content of a subject is straightforward and there is no real requirement for interactive discussion. Alternatively, they can be used to provide background information that precedes online discussion via dedicated chat groups or bulletin boards.

Interactive Methods

Tutorials

Tutorials represent the simplest interactive mode in which text and graphics combine to facilitate the learning process with an element of feedback. Tutorials are most commonly structured into small pieces of information that are presented step by step in logical order to carefully explain complex theories or processes. Some systems provide this experience via detailed help screens attached to general text. After this introductory material, tutorials present a scenario or problem followed by some form of simple question. The learner’s answer to the question is then evaluated and basic feedback that may or may not include additional information is provided (Alessi and Trollip 1985).

Simulations and Models

Simulations represent the most sophisticated form of interaction available between the learning environment and the learner. They differ from tutorials in that the learner is not expected to respond to questions, but is expected to make process or pathway decisions in a problem-based “role-playing situation” (Lillie et al 1989). “The strength of a simulation is the fact that a computer responds to student input. That is, the computer’s responses depend on the choices students make” (Geisert and Futrell 1990). The response may be predetermined if the pathway is expected or calculated in real time.

Problem solving, as an educational method, is eliciting much interest and many have argued that problem solving should form a major part of education. Problem-solving simulation software has been defined as programs that teach the steps involved in solving problems directly through explanation and/or practice, or programs that help learners acquire problem-solving skills by giving them the opportunities to solve problems (Roblyer et al 1997). Problem-solving simulators are also valuable group-learning tools and can even be used by an entire class on one computer (Sharp 1996). After the class has viewed generic information, they can split up into groups to plan their approach and decide on the information they require to solve a problem. Then they can go, one group at a time, to the computer to try out their solutions. In advanced problem-solving models, the core of the simulation engine consists of equations designed to convert multiple and complex student inputs into state changes in a given problem situation. Each student response will bring about a change in the problem state, with the new state being offered to the student for another response. The student will thus proceed through many levels of interaction as they progress deeper into the model in an attempt to solve or resolve a particular scenario or problem. The computational procedures can be embedded in user-friendly interfaces written in a RAD (rapid application development) environment. The concept is to convert outputs from the computed equations into descriptions of changes in the problem situation, so that lifelike scenario changes are presented to the student as a reaction to his or her efforts.  The output descriptions are primarily textual, however, they can be supplemented by graphs, sound (vocal response), movie clips and other visuals where appropriate. The Microworld concept (Laurillard 1993), in which learners actually define the rules of the model, represents another aspect of simulations. This type of model is suitable for the biological study of populations in relation to external and environmental factors. The influencing parameters can be altered to result in varied rates of survival, reproduction and longevity etc.

Simulation methods be divided into a further four categories: physical, procedural, situational and process (Alessi and Trollip 1985). Physical simulations provide a physical environment such as an automobile dashboard, airplane cockpit or entire model space shuttle and are primarily created because of the cost or risk involved in learning on the “real thing”. Procedural simulations guide the learner through a route of actions that may be required to fix something complex such as airplane wiring. Situational simulations present the learner with scenarios and rely on decision-based input from the learner to change the problem or situational state. Process simulations are those such as the Microworld, which allow the learner to experiment with various influencing parameters in a protected environment.

The last class of simulation-type software concerns educational computer games. If well written, they can be motivating and the learner can acquire important problem solving skills. The major difference with this type of software is the element of competition either at a student, group or computer level. Reaction-based games should be avoided since they do not teach and men tend to be faster and more competitive (UNE School of Curriculum Studies, date unavailable).

The development of simulation modelling technologies will result in the creation of several novel market areas for training applications based on the simulation of complicated systems.

Evaluation

Tests can be used not only to assess the final learning outcome, but can be used to limit the movement of a learner through a learning environment. Drills, which represent a gateway to a higher or other level of information, present the learner with a series of problems to which the learner must respond. If tests are being solely managed by software, the software evaluates the answers and provides feedback on accuracy. An incorrect answer returns the learner to the same problem and a correct answer results in progression to the next question or problem. Evaluation of responses may vary and correct answers to all questions may not be required (Steinberg 1991). Other systems use the human touch in evaluating student responses involving textual input. These systems cater for different learning paces and enable speedy progression to those who are sufficiently capable. Online tutorial support should suffice for those less adept at this learning style. More traditional tests of achievement involve a bank of questions from which random selections are made to create each test (Venezky and Osin 1991), but these tests are really limited to short answer replies. Multiple choice, mix-‘n-match and true/false questions are very common and reasonably easy to create. They can be marked instantly providing immediate feedback to the learner and minimum concern to the educator.

The major issue of concern in distance education and the distance evaluation process is that of ensuring learner identity. If there is no way of guaranteeing the identity of the person who has taken a test or has produced an assignment, the whole system collapses. Other concerns relate to access to required equipment and the ability to type in time-limited online assessments.

Rethinking the Role of Educators

With the whole educational system in such a state of flux and change, it is becoming difficult for educators to know which areas of educational technology to emphasize and how to emphasize them. We are gradually witnessing the emergence of globally accepted teaching materials such as textbooks and manuals, so, will the next step be national or internationally accepted, automatically updated curriculum and competency standards?

Already, there is information showing that undergraduate students learning via distance (teletraining) modes obtain higher achievement outcomes than those exposed to face-to-face instruction (Chute et al 1989; Task Force on Distance Education 1992). If the delivery of distance subjects becomes advanced to the extent that all the educational technology methods discussed are used in program design, what is to become of the traditional role of an educator? It is possible to conceive of a distance education-based university in the future utilizing well developed, regularly upgraded material of high international standard and functioning entirely as a tutorial institution? What then of the “professors” of knowledge?

There are perhaps, two possibilities. This shift in the mode of information delivery, when stabilized and running smoothly, will release academics from many of the traditional burdens within the educational process. Some academics that are educational inclined may decide to become roving professors who travel and deliver advanced seminars on their areas of expertise. Most academics, however, would be most grateful for additional time to conduct research and produce publications. On the whole, the situation looks quite promising once the technological hurdles are surmounted.

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