Education Delivery to the Students

Different students learn in different ways:

Linguistic learners are adept at using words, both written and oral.

Logically-minded learners think conceptually and look for patterns and relationships among words, concepts and visual elements.

Kinesthetic learners favor hands-on activities.

Interpersonal learners enjoy discussions and co-operative activities.

Intrapersonal learners prefer to work independently.

Visual learners learn by viewing and creating images.

There is no “best” way to deliver adapted learning materials that will meet the varied needs of your learners. Select several delivery modes for your DE course to effectively achieve desired learning outcomes.

Consider these points:

Print materials: Relatively simple to prepare and readily accepted by students, but learners must be literate. Consider supplementing with multimedia components such as audio-cassettes, videocassettes and compact discs (CDs).

Audiocassettes: Can be used to distribute lectures; permits students to prepare case studies and discussions. Gradually being replaced by digital audio clips stored on CDs and digital audio devices such as MP3 players or uploaded to mobile phones and portable digital assistants (PDAs).

Videocassettes: Suitable for learning topics that need to show processes or physical skills such as work sites or clinical conditions. Being replaced by digital visual media such as CDs, digital video discs (DVD) and video CDs (VCD).

CDs, DVDs or VCDs: Provide all the learning benefits of audiocassettes and videocassettes; copies are made and distributed easily. It can take considerable skill to produce interactive CD and DVD programs, and not all students may have access to disc players.

Personal computers (PC): PCs can store a large amount of learning material and can access a variety of digital media, including CDs and DVDs. When combined with Internet access, PC software tools enable users to share files and software synchronously, establishing an interactive online teaching and learning environment suitable for learning simulations and science-related subjects. Students can conduct Internet-based research and receive feedback. Consider technological accessibility, support, training and costs. Students also may need to print the material shown on-screen, or receive printed material by mail. Develop-

ment time for quality software can be as high as 200 hours for each hour of instruction. Consider using open-source software, such as ATutor and Sakai, as it is not costly to purchase and does not require large annual user fees. For example, Moodle, a course management and delivery system is used by the African Virtual University, the British Open University and Athabasca University in Canada. Print material combined with Internet-connected PCs is the most widely used DE delivery method.

PDAs and mobile phones: Best for storing and organising a limited amount of information and for voice communication. Relatively affordable, extremely portable and widely available. Mobile learning (mLearning) course material must be modified for very small screens and users may find it difficult to enter large amounts of data. Wireless transmission costs can be expensive.

Audioconferencing: Enables synchronous, interactive learning that can be enhanced with video and text material. Significantly less expensive to purchase and operate than videoconferencing systems. Users

may not be able to connect at the same time and long distance calls can be expensive. If used through the Internet, long distance charges may not apply but Internet access is needed.

Videoconferencing: Provides all the benefits of audio conferencing plus full motion images of the participants and visual displays.

Can replicate some classroom activities. Many software-based systems enable application sharing. Videoconferencing is expensive but recent technological advances have significantly lowered

costs.

Radio: Inexpensive and portable. Recent models use a built-in hand crank to generate power. Can reach a large audience or a wide geographical area. Relatively simple to create and distribute learning programmes. Affords one-way communication unless supported by other media such as short-wave radio or mobile phones.

Television: Simple and familiar for students to use. Similar benefits to videocassettes and can transmit messages in real time. Potentially reaches a very large audience. Provides one-way communication unless combined with a facsimile machine, telephone or PC.

Programmes can be time consuming and costly to prepare; viewing times may be limited, and broadcasts may require significant government telecommunications co-operation.

Lab kit: Can be made with small equipment and inexpensive material.

Provides learners with hands-on experience and helps develop application and problem-solving skills. Can be time-consuming and costly to select, assemble and package materials and equipment for shipping.