ERIC Number: ED440628
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Effectiveness of Computer-Based Educational Technology in Distance Learning: A Review of the Literature.
Lesh, Steven G.; Rampp, Lary C.
Learning at a distance has been on the fringe of educational acceptance since the first correspondence course was delivered through the mail system in return for academic credit. As distance learning has matured, elements of enhanced instructional design and advances in educational technology have migrated this medium of learning closer to the mainstream of academics. The use of today's educational technology tools has brought exciting possibilities for expansion of learning services and an equal amount of sharp criticism. Technological advancements have always been a part of delivering education, dating back as far as the development of the written textbook, the chalkboard, and the overhead projector. The utilization of computers and electronic means of communication is the latest, and possibly fastest growing educational tool to shape various attributes of how educational content is delivered to the learner. Efforts have been made in the scholarly journals to provide evidence that the use of computers to deliver learning is effective and efficient. Critics counter these efficiency claims by identifying inherent flaws in research designs and that the interaction between a traditional human educator can not be replaced by a digital interface. The evidence in the literature yields great strengths in both positions to the use of computers in distance education. The purpose of this paper is to present an introduction to the arguments for and against the use of recent advances in computer-assisted distance instruction, and to provide a thorough review of the current literature related to the effectiveness of learning at a distance through a technologically enhanced medium. (Contains 68 references.) (Author/AEF)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A