Distance Learning

Chapter 7 in Integrating Educational Technology into Teaching discussed the positive and negative impacts of Distance Learning on education reform. According to Russell (1992), students who are learning through instructional television have the same achievement as those learning through face to face instruction. Russell (1997) later found that there was no overall difference in learning by distance learning courses or face to face courses. I find these results may be biased. Russell did not report the age group that he studied for distance learning achievement. Roblyer and Marshall (2002-2003) did state that students who take online or distance courses need to be more self-motivated and have better organization skills than students who take face to face courses. This technology class that we are in now is considered a distance learning class because our classwork is done at our convenience, and we do not have face to face meetings.

I think Russell studied graduate students when he was researching the effectiveness of distance education on achievement. Graduate students for the most part are already self-motivated, or they would not pursue a higher degree in education. If Russell's research is based on graduate students, I would have to believe that his findings are not valid. I prefer the face to face instruction better than distance learning. I did my undergraduate studies at Birmingham-Southern College where the class sizes were very small in the education department. We had 10-15 students in a class, which allowed for better teacher/student and student/student relationships to develop. Distance Learning courses minimize relationships, which I believe is crucial to learning.

The Internet was very new in 1997 when Russell did his research. I did not even have email in 1997, much less know what distance learning was about. The textbook also mentions that distance learning is becoming popular for home school students K-12. I do not think that elementary aged students are capable of being self-motivated enough to benefit from distance learning. Self-motivated and organized elementary aged students are RARE!

Impact of Multimedia and Hypermedia Systems

Roblyer (1999) stated that "Hypermedia's benefits seem to center on its ability to offer students multiple channels through which to process information" (p. 188). Hypermedia refers to linked media or interactive media, such as Web Quest, PowerPoint, Hyper studio, Web pages, the Internet, etc. I agree with Roblyer's statement because hypermedia allows students to receive instruction in both visual and verbal formats, instead of receiving instruction through lecture format only. Roblyer also suggested that students who are taught through visual and verbal instruction tended to perform more creatively on problem-solving tests. Other studies on the impact of multimedia and hypermedia systems found that students showed greater retention of material when the material was accompanied with spoken words and pictures. Hypermedia systems are capable of this type of instruction. I know that Hyper studio, PowerPoint, Web Quests, and Photo Story have the capability to incorporate audio clips in its systems, so the students can hear and see the material being taught.
I had never heard of the word "Hypermedia" until I read Chapter 6 in Integrating Educational Technology into Teaching. However, after reading about this type of technology, I realized that I already use hypermedia on my classroom. I use PowerPoint on a daily basis to review sight words, phrases, and word families with my first grade students. In the Power Points are pictures and audio clips to reinforce the words that my students are reviewing. Although the Power Points take quite some time to prepare, I am sure that my students are learning because of this type of hypermedia. This type of technology also offers my students a different and exciting way to review words.