Web/CD Hybrid model for the Distance Learning Environment

Terence W. Cavanaugh, Ph.D. Curriculum and Instruction, University of North Florida, Jacksonville, FL USA.
tcavanau@unf.edu

Abstract: The limited bandwidth available, slow modems, and connection issues hamper the delivery of software and multimedia in the online class environment. A possible solution is adjusting from a web-based distance learning class to a Web/CD hybrid delivery method, which uses the advantages of each separate delivery format. Creating a Web/CD hybrid course not much different than creating a distance learning course. The online course component can access the CD for audio, video, and other large files to eliminate download times. The Web/CD hybrid format has some of its own issues such as computer platforms, CD development, and distribution.

Web/CD Hybrid model for the Distance Learning Environment

The goal of this paper is to provide distance education instructors with an alternative or adaptation to the delivery format that should assist in overcoming one of the greater problems with distance learning, that of bandwidth. The use of the web and with supporting interactive CD delivery format is one that can alleviate many connection and bandwidth issues while at the same time providing better instructional materials for students. In most course environments it is possible to effectively integrate quality CD ROM materials into the online learning environment.

It seems that all schools and colleges across the nation are adding distance learning courses. Many state university systems are under the directive to encourage institutions and their faculty to embrace distance learning. However, the problem that exists at the forefront is that many institutions do not have access to a reasonable range of technologies (Hurst 1997). While it would be ideal to acquire all the needed technology for all institutions, there still currently is not acceptable telecommunications bandwidth for voice, video, and data with a strategy to increase bandwidth as demand requires. The problem is that these types of digital files are very large, and they require connections with tremendous capacity to transmit quickly and effectively. The transmission capacity of the connection is referred to as the bandwidth (Barron, 2002). It is the technological issue of bandwidth that placed many of the limitations on the distance learning experience (Hernandez and others, 1998). The limited bandwidth available, slow modems, and connection issues hamper the delivery of sound, video, and graphics (Kerka, 1996). This bandwidth issue remains today, with no quick solution in sight, but through the use of alternative deliveries and integrating technologies it is possible to overcome many of the bandwidth issues that prevent the delivery of multimedia and other bandwidth intensive technologies.

In assessing my own students in distance learning and web enhanced classes I find that the students access the internet based material through one of three standard methods, either through the campus network if they live on campus or by cable or dial up modem. One of the multimedia elements that I was trying to include with these courses was a video that when converted to digital format became a 147 megabyte mpeg video. While accessing this video through the network was usually not an issue, except during peak network time, accessing and downloading the video through the internet can vary from about 30 seconds on a cable modem to up to 400 times that for a standard dial up modem but took less than 2 seconds to start from a CD (Daniels et.al. 2000, National Academy of Sciences 2002 and Barron 2002).

In Hurst’s 1997 “Assuring Equitable Access: A Distance Learning Vision for Florida” the authors sate that it is important to remember that technologies are merely tools, and that these tools must be adjusted for the “content, the teaching/learning style of the instructor and the learning style of the student,” and that this “ argues for multiple methods, both low-tech and high-tech, of delivering instruction for distance learning.” For some learners this can be text (such as books), for others, such as visual or aural learners, courses need to support and make available options like video, video and audio conferencing, and other image or sound based delivery options.

As an ideal case, distance learning educators would like to be able to deliver high quality and high impact multimedia, incorporating digital audio and video, and software to students. Currently in the US there are over 6 million homes with broadband access, but that actually only accounts for about nine percent of the households, leaving the rest accessing as slower speeds (NCTA 2001 & Cisco 2001). When downloading high bandwidth files, the students find that the time it takes to download becomes excessive or while downloading they have line errors or their internet service provider cuts them off because of the amount of “inactive” time. Another problem that commonly occurs is that when downloading or playing such media, more students will attempt to access the files than the server can handle. The question then develops, is it possible to add such “high bandwidth” media without adding burdens to the student’s connection speed or the colleges local course web server? One possible solution is adjusting a distance learning class from being totally web-based delivery to a Web/CD hybrid delivery method. While streaming video and audio are available, they often don’t provide the quality desired or needed for the intended educational use. Streaming media also still depend on the connection speed and the bandwidth available to the user, and require specialized servers which may be limited on access and space. Through the application of web delivery with CD ROM enhancement it is possible to overcome most problems while providing students with better access to the educational materials. An additional feature of this format is that it allows instructors to make certain materials, such as videos, presentations, and readings, available off line, so students can have access to the material even when they don’t have internet access.

Each delivery format, web only or CD, has its own advantages. An online web environment allows instructors to have a course space that can be easily updated, it can track where and how long students used it, and it can allow students to input information into discussion boards, online tests, or whiteboards to which the instructor can respond. A course based CD can provide full screen, non-delayed extended video and audio, and it can provide students with material that can be access and reviewed offline, or played on devices other than a computer, such as a DVD or CD player. The Web/CD hybrid environment by melding the two delivery formats, is taking the advantages of both systems, while eliminating many of each format’s shortcomings.

The process of creating a Web/CD hybrid course is no different than creating a distance learning course, with the exception of perhaps fewer limitations. One method would be to take an existing distance learning course and determine which components are “high-bandwidth,” large file size, or complex components. Transfer these high-bandwidth files off the web server and place them on a CD, which is distributed to the students. Another method would be to take a course which is currently supported by a CD and determine where it could use online support for interactivity, assessment, or currency. Then create an online course site to support those gaps and put links onto the course’s CD that directs students to the online environment. The last method would involve designing the course from the beginning with the hybrid model in mind. With the hybrid design instructors would be placing the material that needs updating for currency online along with other material such as assessments, outside readings, assignments, and discussions. The CD for the course could contain continually used readings, audio and video files, and other large files such as software and tutorial programs. The online course environment then has links that call up the files on the user’s local computer CD drive and to play or run the files at that computer.

Most of the online course space environments, such as BlackBoard and WebCT, support the use of local CDs. It is even possible to get software that allows instructors to create the necessary code to give students interactive access from regular web pages. On the instructor side, when creating a course page in the online environment, the course instructor sets up a link in the course management system to access the material offline. The link from the course management system to the file on the CD, includes the path to the file on the CD that is to be accessed offline. The course management system creates a link to that file and indicates, usually with a CD icon, that a CD will be necessary in the computer to access the file. A student then moving within the course site clicks on the link to the CD’s file like any other link in the environment to gain access to the file. This process requires the students to identify the name or letter for their CD drive to the course management system, and to place the course CD into the local computer’s CD drive.

The Web/CD hybrid format does have some of its own issues. There is an additional set of instructional steps necessary for the environment to work. Students will need additional instruction concerning how to set their personal preferences for their computer’s CD drive. For many instructors, the CD itself will be an issue, especially if he/she has never created one before. Once all the files have been gathered, keeping in mind there is still a 650 megabyte limit for file space, a disc master must be created. If students will access the material on more than one computer platform, a cross platform CD will have to be created. The CD will then need to be duplicated and distributed to the entire online class. Most courses will not have enough students to justify copying the master CD at a CD pressing plant, so it will be necessary to duplicate the CDs on campus using a standard CD burning drive or small scale CD duplicating machine. It is important that students have access to the files on the CD from the beginning of the course. Therefore the CDs must be created before the course begins. If the course’s students don’t have an initial face-to-face meeting a distribution system will need to be developed.

I have been using the Web/CD hybrid for both my distance learning courses and my web enhanced courses over the past few years. As an example I have my online students accessing a video file that is over ten minutes long, without download time issues. They can play the video in their computers or watch on their DVD players. I have made improved use of other programs such as PowerPoint. Web based PowerPoint presentations often are unable to use the full features of the program, such as interactivity or associated files. When the students use the program and file locally they are able to fully interact with tutorials I created that include interactive elements with video supports. Another example that worked very well was when I included FrontPage Express as a program on the course CD. The software program itself required other files to run, so it would not work if I put the executable file in the course web space. The program file and its other required files were put on the CD in the same directory. All students then were able to have the necessary software, working with the same version (often important for directions and to help with support), whether they were working online or offline. Another advantage that I have found of the Web/CD hybrid delivery is including other programs such as viewers like Word viewer, PowerPoint viewer, and Adobe Acrobat Reader, and sample software programs for students to review or use. This way if a student didn’t have a specific reader to access the web or CD distributed file he or she could go to an online “programs” page and click the link to the CD to install the necessary programs from the CD on the local computer.

The application of the Web/CD hybrid design can not only help the students, it can also assist us as educational professionals to meet our own standards. By adapting the distance learning courses we as teachers are meeting the ISTE teacher standards for Planning and Designing Learning Environments and Experiences, and Teaching, Learning, and Curriculum (ISTE 2000). We would be meeting these standards because by using the Web/CD Hybrid model we would be developing resources to support effective learning opportunities for online instruction for various learning styles, and would be implementing technology-enhanced plans, as the process assists in overcoming issues in application of technology, due to bandwidth and connectivity. The Web/CD hybrid process also supports the administrator standards of Productivity and Professional Practice, and Learning and Teaching (ISTE 2001) by enhancing and supporting curriculum with multimedia and other high bandwidth technologies, and providing technology tools that can increase the capacity of existing online educational systems. This hybrid model also supports the NCATE standards by providing an answer to their distance learning question, by providing a technology support that helps prevents breakdowns and interferences with distance learning delivery (NCATE 2002).

References:

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