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MEDIA FOR LEARNING

We can ask the question in this section in several different ways.

• What type of learning media is characteristic of distance learning environments?

• Another way of framing this is to ask about how students spend their time in learning activities, looking at the total student time in the different media involved.

• Another similar point of view would be to consider what kinds of materials are available to the students, supplied through mail, through books, through electromagnetic waves, through cable, through computer discs, through computer networks, or in other ways.

Many distance learning institutions will involve a combination of media for learning. Thus a particular course might involve both print material and multimedia interactive technology. Our aim in learning is not to exploit one particular technology, but to provide the best possible learning environments for the greatest numbers of students. Since students learn in different ways, alternate media strategies and approaches may be highly desirable in providing a rich variety of learning modes.

The question of what mixture of media is ''best'', for which type of students, and for what learning methods, can be determined experimentally. But few such studies have been made, unfortunately. So current decisions cannot be based on reliable research. This is an important research area for the future of all learning.

The following sections are organized as follows:

• Learning with Print

• Learning with Audio

• Learning with Video

• Learning with Computers

In one course or institution a variety of these approaches may be used.

• Print Learning
• Audio Learning
• Video Learning
  • Broadcast Video
  • Cable video
  • Wireless Video
  • Videotape or disc
  • Satellite transmission
  • Video Quality
• Teleconferencing
• Interactive Technology Learning
  • Network-based Courses
  • Learning with Personal Computers
  • Combinations