The Evaluation of Educational TV Programs With Reference to Distance Education.|Broadcasting Media|aiou|Course Code 8621

 

Q3. Explain in your own words the evaluation of educational tv programs with reference to distance education.

Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 2

ANSWER:

An overview of Educational TV programs

 

Distance education system almost all around the world has the same structure of guiding students. In distance education, student-centered learning is the soul of the program that demands a learner to work independently. But, educationists agree that according to the code of student-centered learning techniques, some advanced educational guidance for students is necessary to achieve better results.

 

 Assignments and examinations are also integral parts of this system that demands to provide some type of activity where a student must be able to get regular lecture by an expert teacher to understand the lessons. Regular lecturing facility for distance learners is only possible in scheduled workshops at study centers only. Many distance learners are also working people who cannot leave their jobs and places for contacting teachers in institutions on regular basis. In this situation, media play a vital role in providing educational assistance to learners where no other regular interaction between teacher and student is possible. ETV, from broadcast media, is an important source that is used in many countries to telecast educational lessons for distance learners.

 

 AIOU is also using this media for teaching many courses of different levels in Pakistan. Different users criticize ET V programs of distance learning programs in Pakistan Use of ETV Programs for distance learners is important because face-to-face teacher-student interaction is very poor. Only correspondence materials, tutorial meetings, and workshops arranged by distance education institutions provide chances for learning to students for preparation for examinations. Effective use of ETV Programs can provide additional help to learners to prepare course assignments and do preparation for examinations. No doubt, ETV Programs are a part of many courses of distance learning but like all other areas of the teaching-learning system, this component also has some problems. So, the study is very helpful for distance learning institutions that are offering ETV Programs as a part of the teaching-learning process.

 

ETV programs are the best medium of communication used in the distance education system. It is popular media used in distance teaching systems all around the world. The role of television in distance education is prominent. “Television plays a role to deliver lessons to distance learners who have no regular interaction with a formal teacher in preparation of assessment”. Chute, Thompson, and Hancock, 2009:24). Like in other countries, television is an important component of Distance learning in Pakistan too.

 

It is considered one of the most versatile A/V aids ever developed. It is an effective & interesting medium of education for the largest possible number of people. ETV is capable of creating interest & motivation in both children & adults.

 

Keeping in view the effective use of ETV programs, television broadcasting is used as a major instrument of education not only in Distance learning but also in alternative systems for various categories of learners. Allama Iqbal Open University, the oldest distance-teaching institute has regarded ETV as an integral part of the whole teaching-learning process for years. Pakistan television initiated educational programs in 1973.

 

AIOU also uses this medium for its mass education programs. This medium has however been excluded for the time being from some courses because of its high cost & having lesser coverage than radio. ETV programs are considered important in Distance learning because contact between learner & tutor is not regular. Moreover, regular teaching is arranged occasionally but students have to complete their assignments for continuous assessment before they have to study all course books within duration without the help of a teacher. ETV helps students living in remote areas, having no peer guidance, no teacher's guidance but doing an effort to upgrade or fresh their knowledge because of the urge to become useful citizens has an acceptable & respectable level of education.

 

 

Most of the studies & experts in distance & Non-formal teaching systems, advocate the effectiveness of ETV programs. ETV Programs help to increase the knowledge of distance learners about a lesson.

 

Students in the distance learning system mostly don’t have the guidance of their teachers but have to do a lot of work for passing their exams. They prepare assignments assigned by their departments for continuous assessment. Moreover, they also prepare different topics for their courses about exams. On the other hand, it is a reality that most of the distant learners are working people and have no eye contact with their tutors the most of time during a semester program. This study has pointed out the effectiveness of ETV programs prepared by AIOU. These programs are helping distance learners of this university in increasing knowledge and preparation of assignments for continuous assessment. This means ETV programs are helping distance learners for preparation of final exams.

 

The art of successful TV teaching is a different task that requires no small degree of talent for the task. Teaching with some response from students is quite different from teaching in a studio atmosphere.

 

According to the findings of this study, the Selection of teachers for teaching in ETV programs has been proved good in a way that the majority of students are getting help from these teachers because they teach well & come having good preparation. They explain lessons with good examples.

 

For effective use of ETV programs for distance learners, the recording of the program should be good. Teaching on T.V. is not an easy task & on the other hand recording of educational activity is also good art.

 

Only a tactful teacher & presence of well-trained technical staff for recording is a must for a sound recording. The study has pointed out some weak areas of AIOU, and ETV programs in recording and broadcasting areas.

 

ETV programs of AIOU are not poor in sense of teachers' teaching. Perhaps organizers of the ETV programs have a good talent for teachers having a studio atmosphere for teaching. Hence, sometimes programs bear some technical faults in the recording. This study has indicated some technical faults of ETV programs also. For example, the voice on TV is not found clear sometimes students cannot catch some scenes because the process goes through quickly and teachers also speak fluently. So, a student wishing to write important points of lessons cannot write. For the best results, special attention should be given to the technical aspects of recording.

 

How to improve

 

1.     All students of distance learning should watch ETV programs with interest without missing anyone related to their course. Moreover, they should study the course unit before watching lessons on Television.

 

2.     Students should try to write down key points of the lesson during the lesson & for this purpose they should try to improve their writing speed & art of noting a lesson.

 

3.     Teachers delivering lessons on T.V. should speak slowly & try to repeat the main points. This will help students to note key points of the lesson.

 

4.     Programs should be repeated more than once. Re telecast of the program should be on demand for students & at night times so that maximum students may get the benefit from these programs.

 

5.     Recording of programs should be available to distance learners in other forms like as CDs in study centers. Students should be shown a recording of a program during workshops at study centers too.

 

6.     Broadcasting schedule should be sent to students on time. Moreover, a schedule of daily programs can be provided to students at the time of admission along with the study material.

 

7.     Broadcasting schedule of each ETV program should always be published in some daily papers.

School Broadcast Media of Japan

 

Q.5 Discuss the school broadcast media of Japan.

 Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

Answer:

 

The broadcasting system in Japan is divided into the public sector, represented solely by NHK (Nippon Hoso Kyokai, or the Japan Broadcasting Corporation), and the commercial sector.

 

NHK collects the mandatory viewing fees from households that own TV sets and makes it the source of funds for its wide activities. It operates a nationwide network with 2 MW radio, 1 FM radio, 2 VHF television, and 2 BS television channels. Also, it has a shortwave overseas radio in Japan.

 

As of 1992, there are 177 commercial broadcasting companies, 36 of which operate both TV and radio, 82 only TV, and 59 only radio. Local TV stations form tie-up networks with major key companies in Tokyo, i.e. NTV, TBS, Fuji-TV (CX), TV-Asahi, and TV-Tokyo. The majority (roughly 80%) of programs are provided by these dominating stations. Those commercial broadcasting companies rely on advertising revenue. As you can imagine, sponsors are very sensitive to audience ratings, hence TV stations tend to make junky programs that only aim at ratings.

 

TBS-Aum scandal and underlying problem in TV journalism All Japan’s news media reported the TBS-AUM scandal on March 26, 1996:Tokyo Broadcasting System Inc. (TBS) executives confirmed at a news conference Monday that network employees had shown a group of AUM Shinrikyo followers a videotaped interview with anti-AUM lawyer Subsume Sakamoto. …

 

Sakamoto and his family were abducted and murdered about a week after the tape screening, on Nov. 3, 1989, allegedly by AUM followers. Police believe that AUM leader Shoko Sahara ordered the killings after being told about the interview. …

 

The taped interview, which was never aired, was supposed to have been for a TBS news report about the cult. The AUM members, including high-ranking cultist Kiyohide Hayakawa, were allowed to see the tape before the report was aired and, after protesting about it, TBS decided not to air the interview, according to prosecutors and some AUM followers.

 

(Mainichi Daily News)

Many people say that TBS got many scoops on the Aim issue, including an exclusive interview with Shoko Sahara, after it showed the videotape. Did they make a deal with Aim for audience ratings? Is “wide-show” programming really journalism?

This type of problem has been repeated. It seems that the problem is not only for TBS but for all of Japan’s TV journalism. Japan’s (TV) journalism is in danger!

 

Satellite broadcasting and Cable TV *

 

…At the end of May 1995, the new opening of terrestrial stations was stopped. The Ministry of Posts and Telecommunications (MPT) judged that, in the dawning age of multichannel television typified by the proliferation of satellite broadcasting and cable TV, there was no need for any further increase in the number of regional TV stations that have difficulty operating without the support of a major Tokyo-based broadcaster.

 

Satellites

 

The development of media using satellites is making commercial headway. Japan Satellite Broadcasting Inc., Japan’s first private satellite broadcasting company, launched its service in April 1991. Moreover, 11 companies using communications satellites got off the ground in 1995. Two private companies broadcasting music digitally via satellite using PCM technology were operating as of April 1996, and four companies commenced around-the-clock programming using communications satellites in 1992 and 1993.

 

Multiplex broadcasting utilizes the gaps to provide bilingual broadcasts, stereo sound, emergency broadcasts, and so on. In April 1996, MPT proposed in a report that all commercial TV stations should be obliged to provide text and sound commentary broadcasts for sight- and hearing-impaired viewers.

 

Cables

 

Until recently cable TV was used only in those areas where reception of radio waves is poor, such as secluded mountain regions and outlying islands. However, urban cable TV, defined as having over 10,000 tap-offs, more than five independent channels, and two-way functions, is now becoming an important medium in metropolitan areas, offering a multitude of programs on numerous channels. Tokyo’s first cable TV station began broadcasting in the spring of 1987.

 

As of March 1995, there were 61,606 cable TV stations around Japan, with 10.3 million subscribers, including 170 urban cable TV stations (Feb. 1995) with 2.0 million subscribers (Dec. 1994).

 

HDTV and Digital

 

Hi-Vision TV, the Japanese version of high-definition television, is being developed primarily by NHK. With roughly twice the scan lines of standard TVs, Hi-Vision TV has made possible high-resolution, high-detail images. Apart from broadcasting, it is attracting attention in the fields of arts, medicine, and education.

 

TV broadcasting is also being influenced by the tide of digital technology. The standard so far has been analog technology, in which pictures and sound have to be transmitted on separate radio waves. But with digital technology, one radio wave can be compressed without loss of quality; four to seven channels can run on one conventional analog frequency band. In Japan, two companies plan to begin digital services in 1996, although the timing of its introduction in satellite broadcasting is uncertain [see next section]. Since Hi-Vision TV uses analog technology [for encoding], its proponents are opposed to the introduction of digital technology.

 

Digital Broadcasting

 

On June 30, 1996, the Japanese satellite JCSAT-3 aired the first experimental digital broadcasting. It is Perfect TV, the joint venture of four big Japanese trading companies, and will start commercial service in October ’96, providing 61 TV and 104 sound channel selections. The registration fee will be 2,800 yen with about 50,000 yen for the antenna and decoder, and the monthly charge will be 2,190 yen for 12 channels set.

 

The U.S. DirecTV will enter the Japanese market, while Mr. Murdoch, who recently took major stock of TV Asahi, announced that he will begin 100 channels J Sky B within two years. Thus, Japanese people will be able to enjoy a few hundred programs shortly.

 

The ground broadcasting companies keep cool on the satellite fever. They think it is difficult for these newcomers to provide quality programs to satisfy so many channels (I doubt current ground programs have any quality, then). Another problem will be the antenna. As of June 1996, current services with analog Commercial Satellite (CS) gained only a hundred thousand subscribers, while those using Broadcasting Satellite(BS) achieved more (NHK’s BS has 7 million and Wowed 2 million). Because CS services require a different antenna than BS services, they experience a serious handicap in the Japanese housing situation. Many experts wonder if people dare to put one more antenna for the new digital satellite programs

Related Topics

 Features and Documentaries as a Production Method

Discuss the points the TV scriptwriter should keep in mind while writing the educational program

School Broadcast Media of Japan

The British Broadcasting Corporation (BBC)

Role of Educational TV concerning Pakistan

The British Broadcasting Corporation (BBC)

 

Q.4 Write a detailed note on the British Broadcasting Corporation (BBC).

 Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 1

Answer:

 

The British Broadcasting Corporation (BBC) is a British public service broadcaster. Its headquarters are at Broadcasting House in Westminster, London, and it is the world’s oldest national broadcasting organization and the largest broadcaster in the world by several employees. It employs over 20,950 staff in total, 16,672 of whom are in public sector broadcasting. The total number of staff is 35,402 when part-time, flexible, and fixed contract staff are included.

 

The BBC is established under a Royal Charter and operates under its Agreement with the Secretary of State for Digital, Culture, Media, and Sport. Its work is funded principally by an annual television license fee which is charged to all British households, companies, and organizations using any type of equipment to receive or record live television broadcasts and inlayer catch-up. The fee is set by the British Government, agreed by Parliament, and used to fund the BBC’s radio, TV, and online services covering the nations and regions of the UK. Since 1 April 2014, it has also funded the BBC World Service (launched in 1932 as the BBC Empire Service), which broadcasts in 28 languages and provides comprehensive TV, radio, and online services in Arabic and Persian.

 

Around a quarter of BBC’s revenue comes from its commercial subsidiary BBC Studios Ltd (formerly BBC Worldwide), which sells BBC programs and services internationally and also distributes the BBC’s international 24-hour English-language news services BBC World News, and from BBC.com, provided by BBC Global News Ltd.

From its inception, through the Second World War (where its broadcasts helped to unite the nation), to the 21st century, the BBC has played a prominent role in British culture. It is also known colloquially as “The Beeb”, “Auntie”, or a combination of both (as “Auntie Beeb” or “Auntie B”).

 

In 1927 the government decided to establish the British Broadcasting Corporation (BBC) as a broadcasting monopoly operated by a board of governors and director general. The BBC was funded by a license fee at a rate set by parliament. The fee was paid by all owners of radio sets. The BBC, therefore, became the world’s first public-service broadcasting organization. Unlike in the United States, advertising on the radio was banned.

 

John Reith was appointed director-general of the BBC. Reith had a mission to educate and improve the audience and under his leadership, the BBC developed a reputation for serious programs.

 

Reith also insisted that all radio announcers wore dinner jackets while they were on the air. In the 1930s the BBC began to introduce more sport and light entertainment on the radio.

 

The BBC began the world’s first regular television service in 1936. This service was halted during the Second World War and all of BBC’s efforts were concentrated on radio broadcasting. In 1940 John Reith was appointed as Minister of Information Writers such as J. B. Priestley, George Orwell, T. S. Eliot, William Empson, and Charlotte Haldane were recruited by the BBC, and radio was used for internal and external propaganda. This included broadcasting radio programs to countries under the control of Nazi Germany. These radio programs went out in 40 different languages.

The BBC television service was resumed in 1946 and by the early 1950s, it became the dominant part of its activities. Its broadcasting monopoly came to an end with the introduction of commercial television under the Independent Television Authority in 1954. This was followed by the introduction of commercial radio stations in 1972.

 

It has been claimed that BBC is the most universally recognizable set of initials in the world. For example, by the end of the 20th century, an estimated 150 million people were listening to BBC World Service radio.

Related Topics

 Features and Documentaries as a Production Method

Discuss the points the TV scriptwriter should keep in mind while writing the educational program

School Broadcast Media of Japan

The British Broadcasting Corporation (BBC)

Role of Educational TV concerning Pakistan

The Role of Educational TV with Reference to Pakistan

 

Q.3 Discuss the role of educational TV concerning Pakistan?

Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 1

Answer 

Television has been given considerable importance in many countries as a source and a tool for teaching. The success stories of using television for education in many countries have negated the concept that television is basically an entertainment-oriented medium and it is hostile to thoughts. Television is adaptable and can follow different approaches when used in different educational situations. The medium is used for formal, non-formal, and informal education. To support formal education, television usually functions as a supportive and reinforcement tool.

 

Television can be attached to school curricula and timetables. When systematically organized it takes the form of a school broadcast. In non-formal education, television has a more specific role to play. When used as a part of a multi-media communication tool, television can directly or indirectly teach the subject matter.

 

The importance of television to communicate information, ideas, skills, and attitudes has been affirmed by research. You should attempt to study various reports published on educational television in different countries in different situations. In the words of Director BBC “next to home and school. I believe television to have a more profound influence on the human race than any other medium of communication.”

 

If media is to work as an effective teaching tool then certainly it is a helping hand towards, achieving the aim and objectives of education. Media is an agent of boosting cultural economic and social development activity. Television, as an important mass medium, disseminates education through formal and informal methods.

 

Television also continues to benefit the masses by making them conscious of the environment, rights, duties, and privileges. It is a source of teaching etiquette, language skills, hobbies, social relations, and religious beliefs. The role of television is neither fixed nor easily tangible and measurable. The role is directly related to the question of how the planners are serious and determined to use television. The role could either be enormous or, on the contrary very meager depending upon the specific tasks and available resources. Generally, television can help to achieve the following objectives:

 

1.        Social quality in education
2.         Enhance quality in education
3.         Reduce dependency on verbal teaching and teachers
4.         Provide flexibility of time and space in learning.
5.         Stimulates learning
6.         Provide mass education opportunities.

 

As far as the impact of education on television it should rather be studied in more narrow and specific areas. In the world of Scram; TV is more effective in teaching mathematics, science, and social studies. Whereas history, humanities, and literature have not benefited from this medium to the same degree.

The impact of television on the macro level should be studied in three areas namely;

• Teacher’s Competencies
• Student’s Competencies
•  Effects on general viewers

Ø  

EDUCATIONAL PROGRAMMES OF AIOU

 

AIOU is a distance learning institution. Students in this system are not supposed to come at the campus for class study. However, the “open learning system” of AIOU is not absolutely parallel to that of independent studies by the private and external students who are registered with the boards or universities and appear only for the final examination. They get a degree on successful completion of terms. AIOU learning system is more systematic and disciplined.

 

For the purpose of the educational programmer of AIOU, electronic media is used for a variety of purposes depending on the requirements of the courses and teaching methodologies. Follow is the summary of various uses of television;

 

•  To show the practical application of principles already written in the t textbooks and to show the laboratory work and demonstrations.
• To humanize distance education and improve language skills and teaching skills by showing model teaching techniques.
• To show real-life situations and microscope things on a magnified scale
• Animations, dramatic presentations, slow motions, and case studies.

 

AIOU has so far produced more than four hundred television programs and many non-broadcast audio-visual cassettes. Slide tapes and flip charts are also used as visual media. Television is used in sciences, technical and vocational subjects. The demonstration through television helps to substitute the laboratory experiments. In social science and language, television is used to show real-life situations. Television also helps to understand information, which is too complex for written or spoken explanation.

Related Topics

 Features and Documentaries as a Production Method

Discuss the points the TV scriptwriter should keep in mind while writing the educational program

School Broadcast Media of Japan

The British Broadcasting Corporation (BBC)

Role of Educational TV concerning Pakistan

The Planning Process of Broadcast Media.|Broadcasting Media |Media Planning| AIOU | Course Code 8621

 

Q.2 Elaborate on the planning process of broadcast media.

 Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 1

Answer:

 

There are so many types of media. Have you ever wondered how a company chooses? This lesson takes you through the process of media planning and looks at some examples.

What Is Media Planning?

 

You are creating advertising for a new product. To complete this task, you need to go through the media planning process. Media planning in advertising is the making of decisions to deliver a message to the target audience.

 

The Process

 

Now that you understand what media planning is, it is time to review the process. The process includes:

       I.            Market analysis

     II.            Establishing the media objective

  III.            Setting the strategy

  IV.            Implementation

    V.            Evaluation and follow-up

Let’s look at these steps in more detail.

Market Analysis

 

Performing a market analysis involves determining who your audience is. The audience is the number and type of people your advertising targets. The audience can be classified according to age, sex, income, occupation, etc. Performing this analysis will help you to project costs and determine the right media for your campaign.

 

Establishing the Media Objective

 

The media objective is the goal of the media plan. To establish this objective, you must determine your goal for reach, frequency, circulation, cost, and penetration. Reach is the number of people the message is in front of over a period of time. Frequency is the average number of times the message is in front of those people. Circulation is used for printed advertisements. This is the number of prints that are produced and sent out.

Cost is broken down into two different sections:

Cost per thousand (CPM) and cost per person (CPP). It is important to understand the cost as you are budgeting. The cost will tell you which form of media is the best option for your business.

 

Penetration is the number of audience members reached by the advertising. The company must determine if it wants to take over a market or just reach a certain group prior to setting the penetration goals and strategies.

 

Setting the Strategy

 

Now that you understand who you are marketing to and how much it will cost you, you will need to make a decision about what type of media you will use. Some options include Internet, television, radio, newspaper, consumer and business publications, and interactive media platforms. Which option reaches the largest audience? How often will it reach the audience? Does it fit in your budget?

 

Implementation

 

Now you have a plan. Now it’s time to set it in motion. This is when you buy media. Media buying is the purchasing of the space in the selected media. This involves committing to the media provider, submitting the ad, and paying the bill. This is the exciting part. You see all your hard work come together.

 

Evaluation and Follow-up

 

After everything is said and done, it is time to see how successful your media plan was. To do so, you need to follow-up and evaluate the results. Ask yourself, ‘Did we meet media objectives? How successful were the strategies?’ The success of this media plan will determine future media plans.

The Nature and Essential Characteristics of Broadcast Media with reference to distance and non-formal education | Broadcasting Media | AIOU | Course Code 8621

Q.1 Explain the nature and essential characteristics of broadcast media concerning distance and non-formal education.

Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 1

Answer:

The term ‘broadcast media’ covers a wide spectrum of different communication methods such as television, radio, newspapers, magazines, and any other materials supplied by the media and press.

What types of information are available in the broadcasting media?

The broadcasting media provides valuable information, for example, speeches, documentaries, interviews, advertisements, daily news, financial markets, and much more. The latest (newest/most up-to-date) information can be found here.

 

Where can I find it?

Transcripts (hard copies) of interviews, speeches, programs, etc., are often available from the supplier of the information, e.g. SABC, M-Net, the specific radio station, etc.

Nowadays many of these transcripts etc, are made available on the Internet. The following are just a few links, there are many more. Broadcast media is radio and television. Even amidst the pop culture dominance of the internet, broadcast media still commands the largest share of the advertising pie nationwide. Put the audio and visual media to work for you as your company earns a larger market share, stronger branding, and increased sales. If you are looking for cost-efficient lead generation, you need to be looking at radio and television advertising.

 

Not only are radio and television the main media for advertising today, but they are also continually developing new ways to reach their audience. The SyFy cable network launched a show (“Defiance”) that combines interactions on a video game with the plot of a series show. Radio stations are supplementing on-air campaigns with digital media to provide on-air and on-screen promotions to those who stream the station through their computer.

 

Multiple studies have shown that combining radio and television can help advertisers reach audiences not achievable with only one medium or the other.

Distance education started to revolutionize the concept of higher education throughout the world and was considered an attractive model to democratize higher education. Distance education has emerged to be a popular non-formal channel to provide answers to equity, access, flexibility, and cost-effectiveness. The first clear statement on distance education was made in the Report of the Education Commission (1964-66) where it mentioned, “There must also be a method of taking education to the millions who depend upon their own effort to study whenever they have time to do so. We consider that correspondence or home-study courses provide the right answer for these situations.”

 

The Education Commission further stated, “It is obvious that these universities should not be the only agencies which should organize correspondence courses. The provision of correspondence courses should also be one important function of the extension service of developmental departments of government such as agriculture, industries, and health. This should prove to be a valuable method of conveying to the educated and the neo-l iterate al like such knowledge and improved techniques as the department's concerned will to put across.“

 

The recommendation of the Education Commission was incorporated in the National Policy of Education ( 1986) that “……Part time educational and correspondence courses should be developed on a large scale at the university stage. Such facilities should also be developed for secondary school students, teachers, agricultural individuals, and other workers.

 

Education through part-time and correspondence courses should be given the same status as full-time education. Such facilities will bring the smooth transition from school to work, promote the cause of education and provide opportunities to a large number of people who have the desire to educate themselves further but cannot do so on a full-time basis.”

 

Moore ( 1972) gives a more clear definition of distance education “The family of instructional methods in which the teaching behaviors are executed apart from the learning behaviors … so that communication between the learner and the teacher must be facilitated by print, electronic, popular and mechanical, or other devices.” Thus, the term flexible and open, distance education seems to be more appropriate because it is “arrangement to enable people to learn at the time, place and space which satisfies their circumstances and requirements.”The concept of ‘Distance education is not new and can be traced as far back as the first century.

 

The Apostle Paul wrote to the early Christian Churches, teaching them from a distance even from his prison cell. But, organizational use of distance learning methods was first introduced in the 19th century. One of the first universities to deliver distance learning in an organized manner was Pennsylvania State University which established its first distance learning network in 1886.

 

Today, distance education calls upon an impressive, range of technologies to enable teachers and students who are separated by distance, to communicate with each other either in real-time (synchronous) or delayed time (asynchronous). Due to modern communication and technologies, today educational transactions through distance mode is being utilized by students and teachers engaged in both formal and open system of education. Rai (2000) has defined three types of distance education systems, viz., Institute-centered, Person-centered, and Society-based.

 

(i). Institute–Centered Distance Education System:

 

In this system, there is a predominance of systematic models of education. The institutional mission focuses on the cost-effectiveness and cost-efficiency of the system. Academics become consultants to the institution for material design and development. All other functionaries in the institution are assigned key functions with accountability and individual responsibility.

 

(ii). Person – Centered Distance Education system:

 

Under this system of distance education, the programmers are more individualized and negotiable as the aim is to serve the individual learner. Individualized learning is personally negotiated and is followed up by tutors/counselors.

 

(iii). Society Based Distance Education System:

 

 In the society-based distance education system learning, materials are developed to the needs of the community. These are used in community situations where the teacher strives to involve the entire community I n the study of the learning materials. The teacher functions as a facilitator to identify learning goals, evaluate learning materials, etc.

Before discussing the various media and technologies of distance education, appropriate to deliberate upon its objectives in brief the distance education attempts :

·     to provide an opportunity for education to those who had discontinued their formal education due to one reason or other at any age and class. The working persons, economically and otherwise disabled persons or persons residing in remote areas may improve and advance their academic careers through distance education;

 

·      to provide quality education and training to a large number of students at lower costs than the conventional education system;

 

·         to make access to higher education;

 

·   to promote education as a lifelong activity by providing necessary access to the masses, particularly to the disadvantageous groups like those living in rural areas, the employed, women, weaker sections of the society, and many others wishing to acquire and upgrade knowledge and skills, at their doorsteps;

 

·      to provide a flexible and diversified innovative education system that is open in the methods of learning, pace, place, and eligibility criterion as well as in every operation of the program;

 

·     to promote courses leading to gainful employment, tailored to specific vocational/professional needs, as also being relevant to local needs;

 

To achieve the objectives of distance education and to make education, meaningful, exciting, interesting level accessible to all, the new technologies need to be linked with the process of learning. The new technologies are not only capable of overcoming the barriers of distance but also able to change the very nature of the instructional process.

 

Media and Technologies in Distance Education

 

Media in distance education is a kind of delivery system, which includes all kinds of mechanical devices directed to educational use. These devices are used to communicate knowledge or ideas to a large number of people who are located in far-off rural and remote areas. The distance education program can be enriched and made more attractive, effective, and satisfying for learning by using a variety of media I n accordance with the content. The facilities that can be provided for these programs should attempt exploitation of the potential of the variety of powerful media rendered by modem technology.

 

Taylor (1997) offers the following classification of the model of distance education and the associated delivery technologies

First Generation

·         The Correspondence Model

·         Print material

 

Second Generation

·         The Multimedia Model

·         Printed material

·         Audiotape

·         Videotape

·         Computer-based learning (CAI, CM!, CBT, CAL, etc.)

·         Interactive Videodisc and tapes

·  

Third Generation

·         The Tele Learning Model

·         Audio teleconferencing

·         Video conferencing

·         Audio graphic communication

·         Broadcast TV/Radio and Audio Tele-conferencing

·         Fourth Generation-The Flexible Learning Model

·         Interactive Multimedia (IMM)

·

A variety of media are used in distance education by the open universities as well as by the institutes of distance learning. They can be basically classified into two groups:

 

        (1)    print media and

        (2)    non-print media.