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Distance education is an area of rapid expansion in higher education today. Unfortunately, the development of distance education efforts, like all new programming, is fraught with numerous barriers. Frequently, technological advances precede internal policies necessary to support these activities, and because of the nature of distance education, concerns over expense, workload, intellectual property, conflict of interest and teaching methodology may impede progress. Funding distance education efforts also requires long-term vision and commitment. It is essential that a clear vision, including identification of existing needs and benefits, be developed before equipment and personnel are secured. Finally, some distance education efforts by their nature involve collaboration between other institutions of higher education. These schools may view participation in these programs as opportunities for their advancement or possible encroachment on their educational market. Establishing strong relationships is essential for ultimate success. At Texas Tech Univ., the College of Agricultural Sciences and Natural Resources along with the Dept. of Plant and Soil Science have committed to the development and implementation of distance education as an educational tool providing enrichment and access to high-quality programming for its on campus and place-bound students. Some of the success stories as well as the frustrations behind these efforts will be discussed.
Interactive video conferencing provides a useful medium for distance education. Due to the highly visual nature of many horticulture courses, the multimedia techniques utilized in video conferencing provide a rich platform from which to conduct many aspects of these efforts. Video conferencing also requires an overall evaluation of which common teaching techniques work and what possible modifications may be necessary to accomplish the desired teaching goals. Some of the topics for consideration in utilizing interactive video conferencing include encouraging participation of remote students, overcoming the feeling of viewing television, identifying the desired level of involvement by the students with the technology, considering alternative methods to reach desired course objectives, coordinating evaluation and testing, implementing classroom management techniques, and adding high touch to the high tech medium. Texas Tech and Texas A&M Universities have utilized interactive video conferencing at both the undergraduate and graduate levels. Some of the successful techniques as well as identification of a few of the pitfalls will be discussed.