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Interactive Multimedia Technologies for Distance Education in Developing Countries
Abstract
With the extended application of information technologies, the conventional education system has crossed the physical boundaries to reach the unreached through virtual education system. In distant mode of education, students get opportunity to education through self-learning methods with the use of technology-mediated techniques. Accumulating a few other available technologies, efforts are being made to promote distance education in remotest regions of the developing countries through institutional collaborations and adaptive use of collaborative learning systems (Rahman, 2000a). Distance education in a networked environment demands extensive use of computerized LAN/WAN, excessive use of bandwidth, expensive use of sophisticated networking equipment, and in a sense, this is becoming a hard-to-achieve target in developing countries. High initial investment cost always demarcates thorough usage of networked hierarchies where the basic backbone infrastructure of IT is in a rudimentary stage. Furthermore, multimedia puts additional pressure on communications systems with types of information flow, bandwidth requirements, development of local and wide area networks with a likely impact on narrowband and broadband ISDN. Developed countries are taking a leading role in spearheading distance education through flexible learning methods, and many renowned universities of the western world are offering highly specialized and demanding distance education courses by using their dedicated high bandwidth computer networks. Many others have accepted a dual mode of education, rather than sticking to the conventional education system. Research indicates that teaching and studying at a distance can be as effective as traditional instruction when the method and technologies used are appropriate to the instructional tasks with intensive learner-to-learner interactions, and instructor-to-learner interactions. Radio, television, and computer technologies, including the Internet and interactive multimedia methods, are major components of the virtual learning methodologies. The goals of distance education, as an alternative to traditional education, have been to offer accredited education programs, to eradicate illiteracy in developing countries, to provide capacity development programs for better economic growth, and to offer curriculum enrichment in the nonformal educational arena. Distance education has experienced dramatic global growth since the early 1980s. It has evolved from early correspondence learning using primarily print-based materials into a global movement using various technologies.
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