A shift in teaching paradigm in distance education



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A SHIFT IN TEACHING PARADIGM IN DISTANCE EDUCATION
Simpson Poon, Ken Eustace, Geoff Fellows

Email contact: spoon@csu.edu.au


School of Information Studies

Locked Bag 675

Charles Sturt University-Riverina

Wagga Wagga

NSW 2678

AUSTRALIA


Tel: (069) 222808, (069)222584

Fax: (069) 222733




Authors would retain copyright, but would be required to give permission for their papers to be stored in and retrieved from the conference contribution database


A Shift in Teaching Paradigm in Distance Education.
Simpson Poon Ken Eustace Geoff Fellows

Email contact: spoon@csu.edu.au


School of Information Studies

Locked Bag 675

Charles Sturt University-Riverina

Wagga Wagga

NSW 2678

AUSTRALIA


Tel: (069) 222808, (069)222584

Fax: (069) 222733



Abstract.
The objectives of Distance Education (DE) have evolved since the beginning of this century. The main purpose of distance education has been expanded from providing education opportunities to the under-privileged groups who lack the opportunities to receive “on-campus” education, to active campaigns of marketing educational services to international communities.
Electronic communication between teachers and students has been both the ‘medium’ and the ‘message’ for some time, in our post-graduate computing courses. Until recently, such communication was limited to the use of modem communications for remote login access to a multi-user computer for electronic mail and conferencing facilities. The Australian Academic and Research Network (AARNet), a sub-network of the global Internet, was out of range for student use. As transmission bandwidth, disk storage and other problems are diminishing, TCP/IP privileges and ‘responsible’ AARNet use, have broadened both the ‘medium’ and the ‘message’ spectrum for our distance learners. Suddenly the information resources of the Internet have empowered both the student and the teacher as they enter the void of cyberspace learning, WITH and ABOUT Internet.
This paper describes the teaching strategies and AARNet resources used with success so far, as well as the future cyberspace methods to be employed. A collection of student responses indicate the range of positive and negative experiences with Internet resources such as on-line library catalogues, bulletin boards, newsgroups, archie, FTP sites, telnet sites and listservers. As a result, a possible teaching sequence is proposed for the use of Internet learning tool in distance education.



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