ERIC Number: ED365502
Record Type: Non-Journal
Publication Date: 1993-Jul
Reference Count: N/A
An Overview of Distance Learning and Telecommunications in Rural Schools.
Barker, Bruce O.; Taylor, David R.
Technological developments of the past decade have increased the potential of distance learning and telecommunications to help rural schools overcome disadvantages of remoteness, geographic isolation, lack of specialized staff, and limited program offerings. Classroom-focused distance learning is distance insensitive and involves transmission of a teacher's lessons from a host classroom to multiple receiving classrooms in distant locations. Network-focused distance learning, on the other hand, is both distance and time insensitive and involves use of electronic databases, electronic bulletin boards, or electronic mail. Classroom-focused distance technologies and applications include: (1) electronic field trips; (2) audiographics programs (one-way transmission of computer graphics plus two-way telephone communication); (3) interactive satellite television programs; and (4) two-way interactive television systems linking several schools. Network-focused services usually involve acquisition of information from large electronic databases or electronic bulletin boards, or communication among users via electronic mail. It is estimated that over 14,000 electronic databases are available to U.S. computer users, with over 5,000 available online. Databases and online services of particular interest to educators include ERIC (accessible via Internet), ERIC/CRESS Online, National Distance Learning Center Online, America Tomorrow Leadership Information Service, American Indian Science and Engineering Society Electronic Network, SpecialNet, CLASSMATE and Classroom Instruction Program (accessible through DIALOG), statewide networks, and government sponsored bulletin boards. The potential of Internet as a telecommunications resource for K-12 schools is discussed. (SV)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A