Chapter 7.4

Distance Learning - Enrichment: A Pacific Perspective

John H. Southworth

Curtis P. Ho

University of Hawaii

Honolulu, USA

Shigeru Narita

Hyogo University of Teacher Education,

Yashiro, Hyogo, Japan

Abstract: Distance Learning – Enrichment (DL-E) provides the potential for any educator to make their classroom a global village. This chapter will trace the history, development and actual examples of DL-E in action in Hawaii and the Pacific/Asian region. Basic information that contrasts DL-E from traditional distance learning programs is presented. Definition and examples of the concept are provided using experiences in the Pacific region. To encourage broader use of DL-E a section on alternative modes and techniques is presented along with references and entries in the glossary of terms.

Keywords: Distance learning - enrichment, collaborative projects, cross-cultural awareness, telecommunication, Pacific region, global classroom

1.  Introduction

1.1.  Background Terminology and Concepts

This chapter will demonstrate the role of Distance Learning - Enrichment (DL-E) as classroom technology integration activities for informal, short-term rather than for teaching formal, extended courses. The goal for DL-E is to make all educators aware of this resource that can enrich their teaching as a complement to their traditional, face-to-face classroom environment. DL-E terminology closely mirrors that for distance learning/education since distance learning technologies are the same, and it’s only the application and duration that differ. Most of the examples presented in this chapter relate to elementary and secondary education which often involved collaboration with postsecondary educators, researchers or community resources. However, the techniques are appropriate for any educator, community group, or governmental agency for providing interactive experiences with individuals or groups anywhere in the world.

Various studies have sought to evaluate effectiveness of distance education taught compared to face-to-face instruction. Cavanaugh (2001) found that distance education more effective that was used with smaller sized groups, shorter duration, and to supplement or support traditional classroom instruction instead of using it for the primary mode of instruction (see also Blomeyer, 2002; Smith, Clark, & Blomeyer, 2005).

Giving support to the concept of DL-E was Blomeyer’s suggestion (2002):

In final analysis, online learning or e-learning isn’t about digital technologies any more than classroom teaching is about blackboards. E-learning should be about creating and deploying technology systems that enable constructive human interaction and support the improvement of all teaching and learning. (p. 19)

DL-E is based on the concept of Computer-Based Educational Telecommunication (CBET) (Southworth, 1982; Edwards, 1984). Traditional distance learning involved utilization of expensive satellite, telephone and television technologies. This often meant use of special telecommunications labs or complicated software/hardware logistics incompatible with the classroom setting.

In these times of rapidly-developing telecommunications resources greater use of alternative systems based on free Internet and inexpensive multimedia CBET systems is possible. Early DL-E involved inexpensive (voice only) speakerphones. Later, a videophone (e.g. Lumaphone) was discovered that allowed for the addition of still, black and white pictures to be exchanged using Slow Scan Television (SSTV). Videoconferencing technologies now come in color with full-motion pictures.

Most significantly, these new systems promote classroom-based programming with computers connected to the Internet using ordinary webcams and inexpensive communication software. DL-E has been used many years in the Hawaii and the Pacific as a mode for providing extension experiences for students more isolated from major population centers than anywhere else in the world. Results have been reported mostly in conference presentations rather than journals. Now that the resources are becoming available to educators globally, greater recognition of the ability for enriching classroom experiences through DL-E applications point toward more extensive application of the techniques in the future.

Basic to DL-E has been the Electronic Field Trip (EFT). The basic EFT model uses both asynchronous and synchronous modes of communication. Students initially post their introductions and questions asynchronously followed by a synchronous teleconference with a guest presenter and ending with follow-up asynchronous posting of thanks or additional questions/discussion. In cases where time zone difference or coordination of a synchronous session is impossible or impractical, using totally asynchronous communication and posted discussion is preferable.

EFT is now used for a variety of modes of CBET experiences. In this chapter the term is used when personal interaction with a guest or mentor by asynchronous and/or synchronous modes is used. The term Virtual Field Trip (VFT) is increasingly used but here is seen as the growing use of web-based, pre-recorded asynchronous experiences such as tours of museums, geographical features, or other modes such as podcasts. VFTs give a time-independent option to educators and will allow for DL-E to be applied at any time. However, they lack the personal, two-way communication with an EFT mentor or guest and are more like a traditional recorded videotape or CD/DVD presentation.

The isolation of Hawaii was the stimulus to find ways to connect students with the world beyond their shores. In the late 60s and 70s various communication resources became available to accomplish that objective. An important element in use of Electronic Field Trips has been the concept of using available technology. In the early years, inter-island Hawaii EFTs were rarely held because of high long-distance telephone costs with free Internet links not yet a reality. Initiatives were taken to limit costs for EFTs (see Figure 1).

Figure 1

Initiatives to support DL-E in the 1970s

PEACESAT (Pan Pacific Education and Communications Experiments by Satellite) provided free, public use for communication between Hawaii and islands in the Pacific such as American Samoa, Guam, Raratonga, and New Zealand (Kingan, Flanigan, Knezek, & Southworth, 1990).
The Electronic Information Exchange System (EIES) from the new Jersey Institute of technology begun in 1975 (Hiltz Turoff, 1978; Dator, 1980; Glauberman, 1980). EIES was used internationally and provided opportunities for a wide-range of collaborative ventures as the base for asynchronous conferencing topics and coordination of DL-E collaborative ventures.
In 1977 the University of Hawaii (UH) established a system-wide Computer-Based Education Pilot Project to investigate alternative approaches to using computers in education. UH educators were able to review and test alternative modes of computer-based education including early DL-E experiments using PLATO (later known as NovaNET).

In the 1970s, multimedia CBET became a focus for further development of DL-E. While high costs of using satellite and phone services precluded or limited isolated places like Hawaii in the past, CBET with low-cost Internet connectivity made both traditional distance learning/education as well as DL-E programming economically feasible and independent of location. Perhaps most valuable has been the ability to hold videoconferencing using free or inexpensive teleconferencing software and basic webcams (Southworth, 1982; Southworth, Andreson, Ho, Hvorecky, Morton-Marr, & Narita, 2006).

2. DL-E Applications in the 1970s

An early use of DL-E involved the start of the American Field Service International Scholarship Program (AFSIS) in Hawaii and its international exchange of high school students. A series of programs was developed that featured travel and living experiences of AFS exchange students in Hawaii, New Zealand and other locations. The multimedia program involved local viewing of duplicated 35mm slide sets with narration and discussion carried live by PEACESAT (Southworth, 1977). Recent applications involve synchronous and asynchronous DL-E for text, chat, audio, and video teleconferencing (Southworth et al., 2008).

One of the more creative ventures to link artists in the Pacific during the 1970s was called POP Rap (Potters of the Pacific Rap Sessions). POP Rap was an experimental communications program based on use of PEACESAT and distributed media. Video communications was accomplished by posted duplicate sets of slides sent to each participating PEACESAT station. One such program featured renowned Japanese potter Mutsuo Yanagihara speaking from Honolulu to potters listening and watching slides in Hilo, Kahului and Fairbanks in Alaska. Yanagihara subsequently visited Fairbanks, Oahu, Kauai, Maui and Hilo to give live workshops.

The PLATO =talkomatic= text chat system that allowed simultaneous typewritten communication in several geographic locations. In 1978 the system was used by art students from the University of Hawaii. The objective was “to develop the use of the PLATO system as a means by which artists can communicate directly with other artists.” A series of 8 sessions involved participants in Honolulu, Maui, Kauai, Los Angeles, and Illinois for a total of 750 minutes. The cost of the session was estimated at $123 compared to a cost of $1549 it would have cost via telephone (Brenner et al., 1978).

A unique communications experiment in the late 1970s linked deaf students in Hawaii’s School for the Deaf and Blind with students attending Gallaudet College in Washington, D.C. While students couldn’t hear spoken communication they used the PLATO text chat mode to type written messages for discussion between Hawaii and Washington (Southworth, Dugdale, Mackall, & Richardson, 1980).

3. New Developments in the 1980s and 1990s

Technological developments in the 1980s and 1990s provided more possibilities to realize DE-E activities. Important developments were the use of Scan Television (SSTV). Slow Scan television is sometimes called “freeze frame” TV (Andrade, 1981; Swift, 1983). These devices allowed an ordinary telephone line to transmit slow scanned video images from one site to another, Multi-Mode Node Communications (MMN), which involved the integration of non-compatible electronic systems and the possibilities for live teleconferences. In this period also the term Electronic Field Trip was first used.

Some illustrations of the use of these new technologies for DL-E activities are presented below.

-  In the early 1980s SSTV equipment was made available for a special training and certification program on moon rocks by NASA for 50 educators from Hawaii, the US mainland, and parts of Asia and the Pacific Islands. Those participating in the distance learning training program were given certification as if they had taken part in a regular training program on the mainland (Malamalama, Fall 1982).

-  The PEACESAT "Computers in Education" series involved getting computer message postings from other parts of the world. Elementary and secondary school teachers from American Samoa were able to issue questions via audio PEACESAT sessions with their requests posted in Honolulu on EIES and PLATO groupnotes topics dealing with educational use of computers. Answers provided by computer were read over PEACESAT network to others not able to connect to a computer network. Discussion from the PEACESAT sessions was summarized and posted back on the computer network for all to read (Southworth, Flanigan, & Knezek, 1981). This technique in still in use today for such things as linking persons on one audio system (e.g. speakerphone) with a separate audio system (e.g. computer-based audio conference).

-  Another example was in a project organized by secondary marine science teachers (Southworth & Klemm, 1985). Students took part in water quality monitoring of fresh water sites (US mainland and Hawaii) and salt water sites (Samoa and New Zealand). After exchanging data via EIES and PLATO, a live PEACESAT teleconference was held at the East-West Center where students discussed and compared the results.

-  The use of the term EFT began with secondary school beginning chemistry classes collaborating with the UH Medical School. The field of medical technology was appropriate to provide the chemistry students an example of a career that used chemistry. Various modes of computer asynchronous and telecommunications synchronous modes were used. Students interact with medical technology educators via computer e-mail or bulletin board forum before a live teleconference for questions and answers (Q&A) followed by e-mailed/bulletin board discussion and thank you notes. Students found the use of EFTs an interesting way to bring relevance to classroom instruction. (http://etec.hawaii.edu/etecvideos/videos/medtech/)

-  In 1985 the TELEclass (Telecommunications Enriches Language Experiences) Project used the EFT model to support foreign language learning in Hawaii public schools (Wollstein, 1986; Southworth, 1988a, b; Southworth & Ishimaru, 1987; Southworth, Velikhov, Copen, & Morton, 1990). Students were able to communicate through computer and video telephone-based systems for written and spoken language practice. The sense of reality in talking and seeing synchronously native speakers in the target countries proved a meaningful experience for those learning languages (Southworth, Petrov, & Goto; Southworth & Hvorecky, 1996; Southworth & van Broekhuizen, 1997).

4. DL-E Projects in the 21st Century

Through technological developments, e.g. Web 2.0 technologies, in the 21st century it became easier and cheaper to provide the necessary infrastructure for organizing DL-E activities. More attention therefore was paid to the organization of effective communication and collaboration. The following two examples show how DL-E activities could be effectively organized. The projects also show that increasingly DL-E is alternated with face-to-face meetings.

StAmPnet: Launching the 21st Century with Student Ambassadors

The “Student Ambassador Program" (StAmPnet) of the University of Hawaii College of Tropical Agriculture and Human Resources (CTAHR) adapted the Electronic Field Trip model by developing a four-phase program of synchronous and asynchronous techniques. These have been used initially to link college students and faculty with students in Hawaii's secondary schools.

-  The first step involved the high school students posting introductions and researching CTAHR websites

-  The second step featured CTAHR students visiting local schools to present the various college/career options their college offered using a Power Point presentation

-  The third step enabled a CTAHR faculty member or researcher to present through an Electronic Field Trip aspects of a particular department or research project.

-  The final step involved the students completing the assignment by posting information they learned, additional questions and thanks to those who made presentations.

Secondary school students benefited by gaining information about college, career and life choices. For more details see:

http://www.ctahr.hawaii.edu/ctahr2001/CTAHRInAction/Oct_02/FASTTrack.asp

STARnet NCLB Project

Starting in 2005 No Child Left Behind (NCLB) funding provided curricular and DL-E programming support at five Big Island middle schools. This project followed the StAmPNet DL-E model and included:

1.  Each participating teacher needing a webcam was provided one for use in classroom Distance Learning – Enrichment Programming.

2.  Demonstrations were provided in use of the webcams and associated programs (i.e. Nicenet, iVisit, and Talking Communities) at the first meeting of the course in November.