CATEGORY FEATURE ITV DESCRIPTION WWW

Synchronous if the program is presenting live and there is calls and interaction
2 between the teacher and students it will be Synchronous 3
Asynchronous if the program is record and don't allow the students to interact
TIME OF INTERACTION 2 with the teacher it will be Asynchronous 3
Student-student 2 ITV provide quite possibly of faculty-student interaction. 3
Student-teacher
3 ITV allows all students to view and interact with the teacher (2) 3
Student-content
very effective for introducing, summarizing, and reviewing
TYPES OF INTERACTION 1 concepts 3
Group-based ITV classes use a variety of teaching and learning styles.
Lectures, reading, discussions, and group activities enable
students with diverse needs to develop the knowledge and skills
3 needed to master most subjects (3) 3
LEARNING STYLE Self-based learning 3 the student can learn alone. 3
Anytime students can not attend the class anytime because it is
1 preschedual time. 3
Anyplace Hectic schedules and traffic congestion frequently make attending
a class difficult. ITV classes are offered at multiple locations and
students are often welcome to attend class at any of the available
3 sites as long as advance notice is given. (3) 3
FLEXBILITY Ease of access/use 3 it is easy to use. 3
Development the development is difficult because Teaching an ITV course often
requires research, re-training, and professional development on
1 the part of the instructors.(4) 2
Feedback
Because ITV classes are live, attendance is required. Instructors
take roll during class and give immediate feedback to questions or
2 comments.(3) 3
Delivery Developing a course for delivery via ITV involves more than simply
applying an interactive technology to traditional course offerings.
SPEED 2 (4) 3
Stand-alone medium

3 ITV use one medium 3

Multimedia support
INSTRUCTION 0 don't need to use multimedia support. 3
TOTAL 45 31 44
% 100 68.89 97.78

rate (0-3) :
0 none
1 bad
2 good
3 excellent

Referances
(1) Online Journal of Distance Learning Administration, Volume VIII, Number IV, Wi nter 2005
University of West Georgia, Distance Education Center . http://www.westga.edu/~distance/ojdla/winter84/royal84.htm
(2)Tania H. Gottschalk, University of Idaho Engineering Outreach. http://www.uiweb.uidaho.edu/eo/dist5.html
(3) Interactive Television Courses. http://www.pcc.edu/about/distance/options/itv.html
(4) ITV Courses. http://www.netnet.org/instructors/coursedev/itvcourse/
(5) Synchronous Distance Learning vs. Asynchronous Distance Learning, By Jamie Littlefield, About.com, . http://distancelearn.about.com/od/choosingaschool/p/Learnin
(6)The Case for On-line Synchronous Delivery , by Dr. Barry Ellis .http://www.detac.com/solution/naweb97.htm
(7) Veronica Thurmond, Karen Wambach Understanding Interactions in Distance Education:
http://www.itdl.org/journal/Jan_04/article02.htm
(8) Bates, A. W. Interactivity as a Criterion for Media Selection in Distance Education. http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80
(9) Educational Multi-Media in a Networked Society http://bates.cstudies.ubc.ca/edmedia.html
 Descraotion
Synchronous distance learning occurs when the teacher and his
pupils interact in different places but during the same time (5)
Asynchronous distance learning occurs when the teacher and the
The interaction that occurs among students is extremely dissimilar
pupils interact in different places and during different times.(5)
between a Web-based course and the traditional classroom course.
(7)
The interaction that transpires between students and faculty is
intended to help reinforce student understanding of the material or
elucidate meanings. (7)

Learner-content interaction results from students examining/studying

the course content and from participating in class activities (7)

allowing individual and group work (6)

allowing individual and group work (6)

access to the teaching material can take place at any time and from
many locations (6)
it is easy to use

it is not difficult to development

there are many forms of interaction including feedback on
performance, the relationship between teacher and student, the
relationship between students, and the interaction between the
student and the instructional materials. (8)

Theres are many ways to delivery distance education by www.

Stand-alone' multi-media applications will still have an important role

to play, especially where learners need to work through carefully a
disciplined set of principles and ideas, or need a great deal of
practice and experiment to fully understand a subject of study. (9)

out.com/od/choosingaschool/p/LearningTypes.htm

2sql/content_storage_01/0000019b/80/22/cd/56.pdf
 Media comperhensive
100
90
80
70
Percentage

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50 Row 19
40
30
20
10
0
Column C Column D Column E
Types of media