Internet- Based Ch. Objectives

4.1 Describe how the physical structure of the Internet facilitates the delivery of distance education to learners in a wide variety of locations and at varying educational levels.

The whole physical structure of the Internet has introduced a various amount of telecommunications technologies. It is categorized into four different tiers which are tier1 is the National/International Backbone Network, tier 2 is the regional networks, tier 3 is the Internet Service Provider while tier 4 is the Internal Networks. This is very important for students and teachers using the internet for educational purposes, because no quality-control mechanism exists to ensure that information are accurate and unbiased.

4.2 Discuss why the Internet relates well to transformations taking place in the general paradigms for teaching and learning.

It has went from lecturing to coaching, taking attendance to logging on, distribution requirements to connected learning ,credit hours to performance standards. It has also turned from competing to collaboration, from library collections to network connecting. Passive learning has gone to active while textbooks are now considered course materials.

4.3 Discuss the advantages and limitations of Internet-based learning.

There are so many compared with face to face teaching such as unless information is restricted students can work from a variety of different places when learning, students can work at their own pace, learning materials are available across the entire web, once information is developed students can have access to all current information, when it comes to limitations online courses require students to take more responsibility for their own learning, some topics may not adapt to well to delivery by computer, online courses may put emphasis on technology rather than content and learning opportunities.

4.4 Discuss the evolution of the Internet and its functions that most directly relate to

Distance education, such as electronic mail, mailing lists, and the World Wide Web.

It is a protocol which is an electronic language that computers use to communicate with each other and exchange data. It has no international headquarters or mailing address or telephone number. It is in a constant state of evolution with thousands of vendors making changes on a daily basis.

4.5 Identify the typical components of a course management system and their functions in Internet-based distance education.

Course management components may include a syllabus, course calendar, announcements, assignment instructions, learning objectives and the student roster, they typical parts are readings which is information that can be read online, content presentations which are slides and power point presentations, course communications which is emails, blogs or video -conferencing, group project space,  and student assessment which are exams and quizzes to see what the student has learned in the course and digital drop box.

4.6 Describe ways in which a course management system can be enhanced with

third-party products.

Course supplements which is when desire 2 learns and blackboard partner with textbook publishers to provide online course materials, partner applications and electronic course packs there are other components such as grading and plagiarism.

4.7 Select course activities that maximize active learning opportunities for students in an Internet- based distance education course.

 E-learning is a perfect example as well as synchronous and asynchronous learning.

4.8 Describe the potential of Web 2.0 for promoting learning in a distance education

setting.

Blogging, wikis, social networking and virtual worlds and social book marking and podcasting are just a few.

4.9 Describe trends in Internet-based distance education and their implications for educational programs.

It indicates when there is a shift in the synchronous and asynchronous learning environment and the evolving methods of delivery and emerging.