| The effectiveness of videoconferencing in long | | | | for seventh grade, it is unlikely that the teacher |
| distance learning is rapidly becoming more | | | | will specialize in multiple subjects such as algebra, |
| apparent. Studies have consistently proven that | | | | geometry, calculus, and geography. Distance |
| students receiving distance-learning training learn | | | | learning technologies can connect these rural |
| as effectively as students in traditional classrooms. | | | | students with teachers who specialize in these |
| Videoconferencing provides a visual and auditory | | | | subjects and many others. Team teaching across |
| context for learning, and it is the most convenient | | | | hundreds of miles becomes a reality. |
| way ofcing the atmosphere of a conventional | | | | Videoconferencing has changed the way |
| classroom. It allows interaction with previously | | | | university students obtain their degrees. Because |
| unreachable individuals and information. | | | | of improved videoconferencing capabilities, many |
| Distance learning can be defined simply as an | | | | students take courses from professors they |
| involvement of students and teachers who are | | | | never see face to face. They watch lectures |
| separated by time and space. Distance education | | | | from remote sites, or download lectures and |
| first emerged in the nineteenth century, when it | | | | assignments over the Internet; and correspond |
| was called a correspondence course. Today, | | | | with classmates and faculty by Email, list servers |
| distance education commonly refers to the use of | | | | and chat groups. They attempt to reach students |
| videoconferencing technologies as delivery modes. | | | | who, because of jobs, location, or other |
| Effective learning occurs in urban cores, rural | | | | constraints, cannot take courses in a traditional |
| settings, universities, and employee training. | | | | classroom at a defined time. |
| Videoconferencing significantly broadens learning | | | | Recent studies have shown that long distance |
| opportunities. Adult education has become much | | | | learners felt that learning networks provided |
| more accessible. Since videos face-to-face | | | | better access to their professor. Students in a |
| context engages any student, the adult learner | | | | survey also believed that they got better grades |
| benefits from videoconferencing as much as the | | | | than in a face-to-face course, perhaps because |
| youngest primary student. Video can effectively | | | | the social inhibitions were gone and they felt more |
| capture cultural context to enhance the learning | | | | comfortable taking an active part. |
| experience. | | | | Distance learning can be an effective way to train |
| Urban schools have embraced the concept of | | | | a work force. The benefits of distance learning |
| videoconferencing in long distance learning. A | | | | are that it is a cost-effective way to train a |
| variety of challenges confront large urban school | | | | widely dispersed workforce, saving on travel |
| districts. They bear the responsibility of providing | | | | expenses and time away from work. It provides |
| students with low-cost, high quality educational | | | | flexibility convenient for individual schedules, |
| services. In addition, urban schools often face | | | | allowing learning to take place anytime, anywhere. |
| large numbers of adult learners. | | | | And it gives companies a good way to retain their |
| Adult educational needs range from basic literacy | | | | most valuable employees. |
| to career planning, training, and placement. | | | | Distance learning enables learning to be |
| Constricted by decreased funding, lack of | | | | self-directed, provides a high level of training, and |
| transportation, and street safety issues, urban | | | | makes it easier for businesses and organizations |
| schools are turning to distance education as a | | | | to achieve their goals and objectives. |
| means of delivering educational services. | | | | Learning via videoconferencing is valuable in |
| Teachers in rural areas across the country are | | | | another way, regardless of who the learner might |
| finding ways to use videoconferencing. Given the | | | | be. The benefits are obvious. |
| sometimes-extreme distances between school | | | | Video learning is like having a live virtual classroom |
| districts and towns, teachers need a way to | | | | where everyone connects to the same server at |
| deliver specialized content to rural students | | | | the same time. An instructor is present to teach |
| despite geographic barriers. One of the greatest | | | | the content, and electronic tools allow for hand |
| benefits of distance learning is that it breaks down | | | | raising and interaction. Nothing is lost in translation; |
| traditional geographic barriers. Effective | | | | all the components of traditional education are in |
| videoconferencing helps students learn about | | | | place. Individuals trained effectively with |
| topics that otherwise might not be accessible to | | | | videoconferencing can be trained whenever |
| them. | | | | needed. Being able to teach in smaller chunks, in a |
| For example, in a rural school with one teacher | | | | timely manner, means that learning is retained. |