Evaluating the Possibilities and Problems of Distributed ... · 1.2. Problem ... 2.6. Need for solution to resolve the problems..... 17 3. Design consideration: Issues to be considered

Evaluating the Possibilities and Problems of Distributed Multimedia

Technologies in the Development of Online Collaborative Learning

Environments

SHOAIB KAMRAN

Master’s Degree Project Stockholm, Sweden 2005

TRITA-NA-E05092

Numerisk analys och datalogi Department of Numerical Analysis KTH and Computer Science 100 44 Stockholm Royal Institute of Technology SE-100 44 Stockholm, Sweden

SHOAIB KAMRAN

TRITA-NA-E05092

Master’s Thesis in Media Technology (20 credits) at the Master of Science Programme in Engineering and Management of Information Systems

Royal Institute of Technology year 2005 Supervisor at Nada was Alex Jonsson

Examiner was Nils Enlund

Evaluating the Possibilities and Problems of Distributed Multimedia Technologies

in the Development of Online Collaborative Learning Environments

Evaluating the possibilities and problems of distributed multimedia technologies in the development of online Collaborative Learning Environments

Abstract

Distance learning is always considered as an important form of acquiring education and knowledge especially for those learners who needs flexibility in time, space and objective. Beside flexibility, distance learning makes it possible for learners to access high-quality courses from the best educational institutes around the world, instead of being restricted to what is available to them locally.

Distance learning has gained even more importance and demand in current online scenario, with the rapid advancement of Information and Communication Technology (ICT) and other web based media technologies to support the process of learning. For that reason, many universities and other private enterprises are increasingly partnering to meet the demand on a global scale and vast variety of online distance learning systems are implemented. These systems comprise of various synchronous and asynchronous options for learning and communication between teacher and other peer learners.

Beside the usefulness of these distance learning options, distant learners still face different problems and the dropout rate is high when compared to campus based learning. The learners still prefer physical campus based face-to-face learning, and distance learning is only opted for as a last alternative. Therefore the researchers/universities involved in the area of distance learning strongly feel that new strategies based on face-to-face type of learning environments should be opted for when designing more effective online learning systems in order to resolve the problems faced by distant learners and educators.

This research attempts to focus on evaluating the possibilities of using distributed multimedia technologies in designing effective online learning systems. During the research, current online learning systems from different universities, training solutions by different companies, capabilities of current technologies, design issues, and distant learners/educators problems were thoroughly investigated and evaluated.

On the basis of these findings, detail design specifications were formulated for a conceptual online distance learning system based on distributed multimedia. The proposed conceptual learning system could resolve the problems faced by distant learners and educators by introducing new and effective options for learning and collaboration/communication in both synchronous and asynchronous environment.

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Acknowledgement

I would like to thank several people for their valuable contribution to this thesis.

Firstly, I would like to thank my supervisor, Dr. Alex Jonsson for his inspiring suggestions and support during the process of thesis. I would also like to thank Jacob Palme and all other people for their time and their willingness to share knowledge. Finally, I would also like to thank Bjorn Hedin for helping me out with the departmental issues related with this thesis.

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Table of Contents

Abstract ………………………………………………………………………………..…..….. 2 Acknowledgement………..………………………………………………….……..…..….....… 3 List of Figures ……………………...………………………...………………………….….… 6

1. Thesis Introduction...........................................................................................................................7

1.1. Background ..................................................................................................................... 7 1.2. Problem ........................................................................................................................... 8 1.3. Research purpose ............................................................................................................ 9 1.4. Goal................................................................................................................................. 9 1.5. Aim ................................................................................................................................. 9 1.6. Research methodology.................................................................................................... 9 1.7. Thesis scope and delimitation ....................................................................................... 10 1.8. Research area ................................................................................................................ 10 1.9. Thesis structure ............................................................................................................. 11

2. Online distance learning & related problems ................................................................. 13

2.1. Introduction................................................................................................................... 13 2.2. Importance of online distance learning ......................................................................... 13 2.3. Global education trends & growth of online distance learning..................................... 14 2.4. Common learning methods/options in online distance learning ................................... 15 2.5. Problems faced by distant learners and educators......................................................... 16 2.6. Need for solution to resolve the problems .................................................................... 17

3. Design consideration: Issues to be considered in designing effective online distance learning systems.................................................................................................................. 18

3.1. Introduction................................................................................................................... 18 3.2. Cognitive & learning styles........................................................................................... 18 3.3. Feeling of presence ....................................................................................................... 19 3.4. Transparency of mediation and usability ...................................................................... 20 3.5. Collaboration and communication effectiveness .......................................................... 21 3.6. Training & support........................................................................................................ 21 3.7. Affordability.................................................................................................................. 22

4. Technolgical review: Brief analysis of current technologies useful in the development of effective online learning systems....................................................................... 23

4.1. Introduction................................................................................................................... 23 4.2. Information and Communication Technology (ICT).................................................... 23

4.2.1. Overview of ICT in learning process...................................................................................23 4.2.2. ICT as a support for distance learning process....................................................................24 4.2.3. ICT advancements ................................................................................................................25

4.3. Groupware systems ....................................................................................................... 26

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4.3.1. Groupware as a support for collaboration in distance learning process .............................26 4.4. Multimedia technologies............................................................................................... 29

4.4.1. Distributed multimedia systems for collaborative learning environments ...........................30 4.4.2. Streaming media & compression technologies....................................................................30 4.4.3. Technology support for visual communication (multi participant video conferencing) in

learning systems ...................................................................................................................32

5. Evaluation of related work: Current online distance learning systems, training systems and research experiments ................................................................................. 34

6. Conceptual solution: Design specification of distributed multimedia based collaborative learning system ........................................................................................................... 37

6.1. Introduction................................................................................................................... 37 6.2. Overview of the proposed learning system................................................................... 37 6.3. Client system (student side) ......................................................................................... 38 6.4. Teacher application (server side) .................................................................................. 41 6.5. Asynchronous features of the system............................................................................ 44 6.6. Technical overview of the proposed system ................................................................. 45

7. Conclusion & Discussion............................................................................................................. 48

8. Future work .......................................................................................................................................50

References .......................................................................................................................................... 51

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List of figures

Figure 1 : Market growth of online distance learning market..................................................... 15 Figure 2 : Stanford online lecture................................................................................................ 35 Figure 3 : MRAS online training application.............................................................................. 35 Figure 4 : Flatland learning application ...................................................................................... 36 Figure 5 : MegaMeeting application ........................................................................................... 36 Figure 6 : Model of the conceptual system ................................................................................. 37 Figure 7 : Student system............................................................................................................ 38 Figure 8 : Student application interface ...................................................................................... 39 Figure 9 : Teacher system ........................................................................................................... 41 Figure 10 : Screen 2, Lecture contents........................................................................................ 42 Figure 11 : Screen 1, Application interface................................................................................. 43 Figure 12 : Student video frame with options ............................................................................. 43 Figure 13 : System architecture................................................................................................... 45

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1. Thesis Introduction

1.1. Background

Distance learning1 is always considered as an important form of acquiring education and knowledge especially for those learners who needs flexibility in time and space, due to work, sickness, care obligation, high cost of traveling, etc. Distance learning offers flexibility, not just in time and space, but also in objective and method (Holmberg, 2003), the learners can be offered a freedom to form their own goals, study terms/methods, and choose own literature. Beside flexibility, distance learning makes it possible for learners to access high-quality courses or even combination of courses from the best educational institutes around the world, instead of being restricted to what is available to them locally.

Distance learning has a long history starting from postal delivery of printed materials as a method of communication between learner and teacher. Then innovation and widespread use of radio, television and telephonic technologies enabled distance learning to embark on a next generation. Recently with the advancement of information and communication technology (ICT) and other web based media technologies to support the process of learning (also referred as online learning or e-learning) has led distance educators to consider online learning as the third generation of distance learning.

As online learning is aimed either at the enhancement of physical campus education process or at facilitating education totally at a distance, on the other hand distance learning can’t necessarily be online (web based), therefore the term “online distance learning” is used throughout the thesis for the form of online learning focused totally at distance learning.

Online distance learning is a rapidly growing and demanding field and more learners are now adopting online distance learning method for acquiring education. Therefore universities and other private enterprises are increasingly partnering to meet the demand on a global scale and to efficiently compete in current higher education market. Now we have numerous open universities2, virtual universities3 and universities with hybrid strategy offering both distance

1 The term “Distance learning” is used for any form of education organized by institutions, where teacher and learners are geographically separated most of the time. Some kind of communication and collaboration technologies are used to bridge the distance, both for distribution of course contents, and for communication between learners, teachers, and staff.

2 Universities with primary aim to provide distance education

3 The term virtual university can be referred to as 'university without walls' i.e. an institution that has torn itself free from the geographical confines of the campus, using the new communications technologies to connect learners, potential learners, teachers, researchers, alumni, employers, library, research funding institutes and other administration.

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learning, campus based education or mixture of both. Examples include the British Open University, the Dutch Open University, the University of the Air in Japan, Phoenix University USA etc. Beside international scale some universities are also operating successfully at regional scale like Arab Open University in the Middle East and several others institutions in India, China, South Africa etc.

1.2. Problem

During last the few years, technology has evolved quite rapidly and several new online distance learning systems/application are opted by different institutes/universities. These systems comprise of various synchronous and asynchronous options for learning and collaboration/communication between teacher and other peer learners. These options includes live/stored streaming video presentation of the lecture with corresponding slides on course website, discussion forums, audio or text based chat, groupware, online library access, online access of the course contents, video conferencing etc. Although these options are helpful for learners in online distance learning environment, but the learning experience and outcomes of the distant learners are not as impressive as compared to the physical campus based face-to-face learning. The dropout rate in distance learning is also very high compared to campus based learning (Thomas, 2000, Rovai, 2002).

For some learners, distance learning has a great importance and it’s the only available option due to their personal problems/reasons. But learners still prefer physical campus based face-to-face learning and distance learning is only opted as a last alternative. The major problems include the lack of collaboration, effective communication, motivation, group work and feeling of presence. Distance may create not only geographical but also psychological distance: not meeting the teacher and peer learners face-to-face may create a feeling of loneliness and alienation.

Many important aspects of face-to-face learning environment are missing or less effective in online distance learning for example shared discussion between teacher and students in real-time, peer presence and collaboration, teacher control of the classroom (to observe the real issues immediately including participation level of students and their problems). Due to the learning options/tools, we can minimize the loss and provide alternatives for some of these attributes, but the academic climate remains less effective than face-to-face environment.

Furthermore, most learners feel that distance learning is a complex learning process and student/teacher has to switch between different applications to collaborate/communicate and share/access resources. Mostly the distant learning environments are asynchronous, and in case of synchronous environments it lacks real-time collaboration and communication options. Additionally, the distance learning systems also lacks visual support features to allow distant learners and teacher to visually communicate in real-time and study in group learning

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environment. Watching/studying alone will always leave a strong feeling of absence on student resulting in lower motivation, competitiveness or even dropout.

Therefore the researchers/universities involved in the area of distance learning strongly feels that new design strategies based on face-to-face like environment should be opted to resolve the problems faced by distant learners. Despite of the countless research on online learning, collaborative learning environments, and computer supported communication and collaboration from different aspects, less researches were focused on using distributed multimedia technologies for designing effective online distance learning systems.

1.3. Research purpose

This research focuses on

• Finding the problems faced by distant learners and educators in online distance learning.

• Analyzing the issues in designing effective online distance learning system.

• Evaluating the possibilities of using distributed multimedia technologies in designing effective online learning systems as a solution to resolve the problems.

1.4. Goal

The goal of the research is to propose and design a conceptual online distance learning system (based on distributed multimedia technologies), which could be able to resolve the problems faced by distant learners and educators.

1.5. Aim

This thesis is aimed as guidance for universities or system developers, interested in the development of effective online distance learning system to solve the problems related with current online distance learning process, and to attract more students.

1.6. Research methodology

Initially the research was started by investigating the current online distance learning options/methods provided by different universities, training solutions by different companies, and the problems and design issues related with online distance learning process. Different

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books, research papers, other master and PhD thesis reports were explored to find the current research issues undergoing in the related area.

Additionally, current technologies especially distrusted multimedia technologies were examined for finding their capabilities by reading technical documents by their providers. Some experiments were also performed on Macromedia Flash MX to evaluate its capability of video conferencing features.

Finally, all the resulting data from these findings were analyzed by qualitative manner to formulate the design specifications for the proposed conceptual online distance learning system.

1.7. Thesis scope and delimitation

The online distance learning area is a vast topic and many issues are interrelated with each other, therefore this thesis in general will focus on finding the possibilities of using distributed multimedia technologies in developing an effective collaborative learning environment.

The conceptual system is only in the form of design specification; therefore its development, testing and results evaluation is not part of the thesis. The detail of network issues, devices comparisons, broadcast technologies, programming languages, cost benefit analysis is also not covered in this thesis.

1.8. Research area

Research about collaborative learning environments can be found mainly in the areas like computer-supported collaborative learning (CSCL), Computer-Aided Learning (CAL) and Computer Mediated Communication (CMC).

CSCL research mainly focuses on computer based collaboration/communication in learning process. CMC refers to the exchange of information between or among people through networks of without time and space constraints. CMC includes many forms of technological innovations such as electronic mail, news groups, IRC (internet-related chat), bulletin boards, audio/video conferencing etc.

There isn’t a major difference between research area of CMC and CSCL, whenever CMC is used in collaborative learning context; it automatically correlate with CSCL area as well. Additionally, CSCL research area also focuses on other issues like pedagogical issues, instructional design etc. involved in learning process.

The development of CMC releases geographical and temporal constraints of communication and enables different parties to exchange ideas or messages asynchronously or synchronously

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across organizational boundaries. Apart from its value for organizational performance and efficiency, the potential of CMC to improve the teaching and learning process has, in the past few years, begun to generate strong interest from researchers and practitioners in the field of both education and information systems. Furthermore, with the growth and widespread popularity of the Internet, we see the birth and mushrooming phenomenon of online education, a name nowadays given to mainly describe the delivery of the CMC-enabled or Web-based education.

There are two key elements within the concept of online education: CMC as the technological element and collaborative learning as the pedagogical element. Nowadays the development of CMC releases the constraints of time and proximity from the implementation of collaborative learning at distance. This is why Harasim (1987, 1990) suggests that online education has the capacity to extend face-to-face learning environments beyond geographical and temporal boundaries. Consequently, it saves the cost of and time wasted on travel.

1.9. Thesis structure

This thesis report is organized in sections as follows:

Thesis introduction: gives background information of the research area, related problems, the purpose and scope of the research, methodology opted for conducting the research, and organization of report.

Online distance learning: defines the area of online distance learning and its importance in detail. Statistics are provided to show the current growth in this area. Then the current problems that are faced by learners and educators in distance learning process are discussed.

Design issues: discusses the issues that need to be considered in designing effective online distance learning in an attempt to resolve the problems face by distant learners and educator. Design Issues includes strategies that should be opted to fit different learner’s cognitive/learning styles, producing feeling of presences, transparency in mediation, elements of interactivity and communication effectiveness, and related issues in the online distance learning process.

Technological review: devoted to the brief analysis of current technologies and tools that can be useful in the development of effective online distance learning applications. The analysis covers the major advancements in ICT, groupware and distributed multimedia technologies especially the video conferencing, streaming and compression technologies. It also discusses virtual reality environments and their limitations.

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Evaluation of related work: evaluates some of the topnotch currently implemented online learning systems, training systems and related research experiments. It discusses the limitations of these systems/researches in order to identify what further enhancements are still needed.

Conceptual solution: this section presents a conceptual online distance learning system based on the research findings. It discusses how face-to-face like scenario can be implemented in online scenario. Finally the technical design of the system is discussed.

Conclusion & discussion: devoted for the discussion of the overall research and how the proposed conceptual systems can achieve the goal of the research.

Future work: recommendations for carrying on the research.

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2. Online distance learning & related problems

2.1. Introduction

The term “distance learning” is used for any form of education organized by institutions, where teacher and learners are geographically separated most of the time. Some kind of communication and collaboration technologies are used to bridge the distance, both for distribution of course contents, and for communication between learners, teachers, and staff. (Keegan, 1988; Paulsen, 2002)

“Online learning” also termed as “Online education” or “e-Learning”, refers to the use of ICT and other web based media technologies to support the process of learning. Online Learning has different forms aimed either at the enhancement of physical campus education process or at facilitating education totally at a distance. The form of online learning that focuses totally towards distance learning is also referred as “online distance learning”.

Distance learning has a long history starting from postal delivery of printed materials as a method of communication between learner and teacher. Then innovation and widespread use of radio, television and telephonic technologies enabled distance education to embark on a next generation. Now the use of ICT based computer-mediated communication technologies and other media technologies has led distance educators to consider “online distance learning” as the third generation of distance learning.

Online distance learning can usually be classified as synchronous or asynchronous. In a synchronous communication, there is relatively quick interchange between the course instructor and the students, and perhaps among the students. In asynchronous distance learning, the instructor and the students are not typically online all at the same time. Students can view a lecture video and learning contents, and communicate with teacher or peer student via email, forum etc., at his/her convenience.

Often an asynchronous course will have a synchronous component (for example, all participants will come together in a "Chat Room" at a specified time). Or, perhaps all students will come to the campus for a face-to-face meeting with each other or with the instructor. Similarly, synchronous distance learning can have asynchronous components.

2.2. Importance of online distance learning

Many learners need flexibility in time and space which can be offered to them by distance learning. Distance learning offers flexibility, not just in time and space, but also in objective

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and method (Holmberg, 1998). The learners can be offered a freedom to form their own goals, study terms & methods, and choose own literature.

Beside flexibility, Distance learning makes it possible for learners to access high-quality courses or even combination of courses from the best educational institutes in the world, instead of being restricted to what is available to them locally.

Online distance learning has made it possible for many more learners to take part in education. This applies to those who live far away from schools / universities or have restrictions because of, e.g., work, care obligations, sickness, threat or imprisonment. Distance Learning is also important to learners who have difficulties in moving to a study locality or to communicate orally, e.g., impaired learners.

Another important issue is the cost of studying in prestigious institutes, traveling expense, especially for students wishing to go abroad for study is much expensive, and even some learners left study due to the high cost. Via online distance learning such costs can be reduced dramatically.

It’s not just learners who get benefit from online distance learning, teachers also needs some flexibility in terms of time, space, method and even cost in some cases. They can educate mass number of learners while staying at home or university/school office. Even though it is mainly adults who study at a distance, but there are also situations where children and youths may profit from online distance learning.

2.3. Global education trends & growth of online distance learning

One of the major trends in the current globalize economy is the growing need of global exchange of knowledge in more flexible, easily accessible and in less expensive way, especially in the competitive higher education market. Now due to rapid development in (ICT) and convergence of other new media technologies with education, online distance learning and the term virtual university are becoming even more commonplace during the last few years.

Universities and other private enterprises are increasingly partnering to meet the demand for online learning on a global scale. Now we have numerous open universities, virtual universities and universities with hybrid strategy offering both distance learning, campus based education or mixture of both. Examples include the British Open University, the Dutch Open University, the University of the Air in Japan, Phoenix University USA etc. Beside international scale some universities are operating successfully at regional scale like Arab Open University in the Middle East and many others in India, China, south Africa etc.

A number of widely cited statistics and forecast have suggested that yearly millions of students are enrolled in online distance learning programs. The following chart shows a growth of online distance learning in last few years.

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1998 1999 2000 2001 2002 2003 2004

$ 4,000

$ 3,000

$ 2,000

$ 1,000

0

Milli

ons

- Figure 1 : Market growth of online distance learning market

(Source: Eduventures, 2004)

2.4. Common learning methods/options in online distance learning

Different universities have implemented different online distance learning systems both synchronous and asynchronous, or mixture of both containing variety of options for learning and tools for collaboration/communication between teacher and other peer learners. The most common options currently used in the online distance learning are:

• Course website with stored video and slides of the lecture. Distant learner can view teacher’s streaming video with corresponding slide of the lecture at the same time.

• Live streaming video with corresponding slide on the course website.

• Live streaming video with corresponding slide and text-based discussion between participants.

• Forum system for asynchronous communication.

• Groupware containing discussion forums, email, chat, and resources like lectures documents, slides, videos, e-books etc. Using groupware students can access or share resources and communicate with teacher and other peers. Mostly groupware are used for asynchronous collaboration and communication.

• Audio-chat between teacher and students.

• One-to-one video conferencing between teacher and student. Mostly audio and video conferencing supported tools like MSN messenger, Yahoo Messenger etc. are used.

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The most common strategy used by most of the universities is the use of groupware system for collaborations and communication and course website containing stored video and slides/course materials of the lecture. Mostly students have to switch between different applications in distance learning process to communicate/collaborate between teacher and other peers.

2.5. Problems faced by distant learners and educators

Beside the growth in distance learning and usefulness of the distance learning methods/options, still learners as well as educator face various problems in distance learning process. Different researches have shown lower learning experience/outcomes and high dropout rate of distant learners when compared with physical campus based face-to-face learning (Thomas, 2000, Rovai, 2002). Student still consider online distance learning as a last alternative to the traditional, face-to-face education.

The major problems include lack of:

• Collaboration and effective communication, • Motivation • Group work • Compatibility with individuals learning styles • Feeling of presence

Before we further discuss the problems, first we have to consider what common and important aspects are missing or less effective in online distance learning as compare to face-to-face learning environment.

In traditional face-to-face learning, a flexible range of interaction and communication channels are available, like:

• Viewing and hearing the lecturer, including gestures

• Slides, with the ability to point or mark for emphasis

• Spontaneous writing and drawing (as on blackboard)

• Student questions on lecture content

• Spontaneous questioning by instructor

• Process-related issues, such as level of comprehension (in a class, communicated publicly with a comment or privately by facial expression)

• Discussions among students

• Demos

In face-to-face learning environment teacher have the immediate control and can monitor the issues like participation/interests level of students, their problems and questions in real-time.

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Most teachers have taught their students face-to-face for years and developed a style which fit their personalities and contributed to the learning experience, such as the following:

• Use body language, voice inflection, etc. to emphasize comments,

• Relate personal experiences in the workplace,

• Meet with students informally before, during, and after class,

• Meet out of class with those students having difficulty with course material,

• Discuss personal/confidential student problems affecting course performance,

• Feedback on student work, participation level etc.

• Coordinate team-teaching and other activities.

Due to the distance learning options/tools discussed in section 2.4, we can minimize the loss of these face-to-face learning attributes and provide alternatives for some of these attributes, but the academic climate remains less effective as compared to face-to-face environment.

In addition, the distance learning systems itself contains some problems like:

• Complex process i.e. no single application, student/teacher has to switch between applications to collaborate/communicate and share/access resources.

• Lack of visuals (viewing of other peers/participants) and real-time feature of group learning.

• Most systems are asynchronous, and in case of synchronous environments it lacks real-time collaboration and communication options.

Consequently, the geographical distance becomes intense psychological distance causing problems like lack of motivation, lower competitiveness/outcomes and even dropout of the students.

2.6. Need for solution to resolve the problems

In order to resolve the problems faced by distant learners and educators, the learning systems must be designed on strategies based on face-to-face like learning environment with high level of collaborative and effective communication features. The system must also be compatible with learner’s individual preferences and should be based on currently available technologies.

Developing such system requires consideration of several design issues and selection of appropriate technology for achieving successful results.

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3. Design consideration: Issues to be considered in designing effective online distance learning systems

3.1. Introduction

It is critical that high quality learning methods should be opted to assure that distant learners have the same quality of learning as the traditional face-to-face students as research studies have demonstrated the learning environment to have both negative and positive impacts in terms of effectiveness, motivation and achievement of learner’s outcomes (Franklin, Peat, Lewis, Sims, 2001).

In order to achieve high quality learning environment, several issues (which causes the problems in online distance learning) have to be considered in designing online distance learning systems. These issues include:

3.2. Cognitive & learning styles

Cognitive style refers to an individual’s habitual or typical way of perceiving, remembering, thinking, and problem solving (Allport, 1937). Cognitive styles have been mostly investigated by psychologists, but now it’s also a major research issue for the designer of online distance learning applications. In most situations, cognitive styles and learning styles are used interchangeably, as well as in this thesis. Generally, cognitive styles are more related to theoretical or academic research, while learning styles are more related to practical learning aspects.

One of the key success factors of online distance learning process is the effective design of both application and instructional contents according to students’ cognitive & learning styles (Kieran, 1993), because Cognitive styles also have direct relationships with the motivation and academic achievement in learning process.

Distance learning’s major goal is to provide education to worldwide learners from different culture, languages, and geographical locations. Therefore, the instructional adaptation and design of distance education according to the student’s cognitive styles appear even more important than traditional classroom education.

Adaptations of the Design according to cognitive / learning styles

Many important issues stem from the characteristics of distance learners, whose aims and goals may be quite different from those of traditional students. Another important variable in learning effectiveness is the preference of the student for a particular style of learning, i.e., cooperative,

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competitive, or individualized (Johnson & Johnson, 1974). In distance learning scenario, different learners have different preferences like:

• Synchronous mode of learning or asynchronous or combination of both • Study Individually or in Group • Communicate via email or forum or video conferencing, etc.

Additionally, it’s also very important to provide quality instructional materials and teaching style to match the students’ cognitive styles and to fully communicate the richness and complexity of the subject matter (Jegede, Taylor, & Okebukola, 1991), as much as possible.

Therefore, it’s necessary to design learning systems in such a way that fits with learner’s style of studying and teacher’s style of teaching in several ways i.e. the systems must various learning options (like synchronous, asynchronous and mixture of both), group study features and communication channels.

3.3. Feeling of presence

One of the major issues in distance education is the “feeling of presence”. Distance may create not only geographical but also psychological distance: not meeting the teacher and peer learners face to face may create a feeling of loneliness and alienation.

There are many factors involved in the distance education related to the feeling of presence like technological, interactivity, effective communication etc. The feeling of participation and presence is not only dependent on the use of high tech technologies, but also effective narrative techniques. According to Enlund “the feeling of participation and presence is less dependent on the bandwidth available than on dramaturgy and narrative techniques” (2005).

Without continuous and visual contact with peers and teachers, learners are hindered from opportunities to challenge their understanding of the learning material and its context, and to develop their identity (Hundeide, 2003).

The basic factors that determine the feeling of presence (in classroom) are,

• Surrounding sensory environment: includes elements like visuals, sounds, presence of other participants and interaction between them.

• Individual’s present preconditions: includes the personal imagination, emotions, beliefs of the learners and teachers.

• Characteristics of the contents: includes the narration/storyline, quality, layout, and way of presentation of the learning contents.

Environments with high tech options like video/audio capability, collaborative features like text chat, messaging, resource sharing etc. can be helpful in creating effective sensory environment.

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Millbank (1994) studied the effectiveness of video based communication in corporate training program to distant employees and observed that the retention rate of the trainees was raised from about 20 percent (using ordinary classroom methods) to about 75 percent.

The contents should consist of good layout/flow, use of diagrams/charts or animation for explanation of complex data, demos and examples. According to Enlund, as the individual preconditions are beyond direct control of the teacher/presenter but a convincing storytelling/narration techniques will help in influencing/controlling individual preconditions (2005).

Although all of the factors have more or less equal importance but surrounding sensory environment has the most importance. It also impacts both individual preconditions and the contents characteristics because a quality contents delivered in good sensory environment has the more effective learning outcomes and also in setting or molding individuals precondition to more apparent mode.

Therefore, learning systems must be designed with visual support (video/audio capability to view teacher and other peers) and effective collaborative features in order to create feeling/sense of presence in distance learning environment.

3.4. Transparency of mediation and usability

The transparency in learning process takes place where the traces of mediation between the learning environment and the learners/teachers are invisible, so that the distant learners/educators can effectively avail the learning options without being hindered by technological issues.

According to Fulkerth, “Our ongoing Distance Education development challenge will be to continue to work toward creating student-centered, technology-mediated learning communities in which the technology tools are so seamlessly integrated as to be transparent,” (1998).

The learning systems must also contain high level of usability as systems with good usability always result in lower error rates, high productivity, rapid learning and efficient use. Preferably, the learning systems should be single application to avoid switching between different applications so that the learners interact and perform their tasks easily in less complex environment.

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3.5. Collaboration and communication effectiveness

Collaborative learning allows learners and educators to interact with each other, share knowledge, and work as a group. Traditional classroom is the best example of collaborative learning. Collaboration between learners has proven to be beneficial for learning, especially if the purpose of the course is to enhance critical thinking and problem-solving skills, or to introduce multiple perspectives on an issue (e.g., Gokhale, 1995; Harasim et al., 1995; Palincsar, 1987; Slavin, 1992; Uribe, Klein & Sullivan, 2003). Collaboration also promotes and enhances group thinking and team work skills in students.

Achieving high-level of collaboration in online distance learning, requires development of environments with high-level of interactivity and effective communication channels.

Interactivity takes many forms; it is not just limited to audio and video, or solely to teacher-student interactions. It also represents the feeling of connectivity of the students with the distance teacher, aides, and facilitators, and their peers. Garrison (1990) argued that the quality and integrity of the educational process depends upon sustained communication. Without connectivity, distance learning degenerates into the old correspondence course model of independent study. The student becomes autonomous and isolated, procrastinates, and eventually drops out. Effective distance education should not be an independent and isolated form of learning.

Online distance learning is much more than an online substitute for lectures. It has been claimed that we retain 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 70% of what we say, and 90% of what we say and do (Pike, 1994). Hence learning system must contain not only online lecture contents, but also contains effective communication channels supporting visual viewing and collaboration between the learners and teacher.

Frequent teacher-student interaction also enables the teachers in getting to know the students better, and frequent and effective student-student interaction results in student’s friendship and sense of belonging that helps to motivate them in the learning process.

Therefore, online distance learning systems must include various channels of communication like text-chat, audio/video conferencing, email, discussion forum, resource sharing, and other visual support to assure high level of interactivity between teacher and students, between students and the learning environment, and among students themselves.

3.6. Training & support

No matter how good any system is, with out proper training and support of teachers, staff, and students to use, implementation and adoption of new technology, we won’t get the total benefits. Appropriate construction of supportive environments, either physical or psychological,

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can facilitate individual’s innovative achievement (McClusky, 1976, Mumford & Gustafson, 1988).

It is obvious, that the more familiar teachers will be with the online instructional and delivery process, the more effective their presentations will be. Students also need guidance in putting information together, reaching their tutors, completing and submitting assignments, and charting their progress (Porter, 1994).

Sherry and Morse found that those who had participated in structured training programs felt comfortable using the equipment, were able to engage their students in the learning process, and had mastered classroom management in a high-tech classroom (1995). Teachers need support when they are learning about new technology, regardless of their level of classroom experience. As they begin their hands-on training with new technologies, some feel intimidated by the equipment, even in a non-threatening environment.

So it requires institution to carry out different training sessions and prepare materials (user manuals, training documents etc.) for teachers, student and other administration. It’s also important that online learning applications contain proper help and support system.

3.7. Affordability

One of the key success factors of online distance learning is cost effectiveness; it’s not only the cost of universities/institutions, but also includes the cost that learners spent on computer system, devices and software. Therefore, the online distance learning systems must be based on affordable devices rather than expensive devices and high tech systems.

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4. Technolgical review: Brief analysis of current technologies useful in the development of effective online learning systems

4.1. Introduction

Technology was the major obstacle in the past to the development of online distance learning systems, which could potentially consider all the design issues (discussed in section 3). But the recent ongoing advancements in ICT and other multimedia technologies has enabled the possibility for breakthrough solutions and great improvements to online distance learning process.

This section briefly reviews the current technologies that can be useful in developing effective online distance learning systems with the potential to address the previously described design issues.

4.2. Information and Communication Technology (ICT)

Information and communication technology or technologies (ICT) includes full range of communication devices (like radio, cellular phones, telecom, handheld devices, etc.), computer hardware, network hardware (servers, routers, switches, cables etc.), satellite systems, computerized machinery and all the various services and software/applications associated with them.

4.2.1. Overview of ICT in learning process

ICT is a huge, rapidly changing, and rapidly growing field. ICT has a very important role in learning process and affect all form of learning process either distant or at campus. ICT-based applications / tools are widely used in learning and teaching process in several ways, for example:

• Word processor,

• Databases,

• Spreadsheet,

• Graphics & desktop publication systems,

• Presentation systems,

• Interactive multimedia systems,

• Connectivity, including email, the web, and groupware,

• Audio / video conferencing systems,

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• Calculation and mathematical application,

• Information and resources access including online libraries, web etc.

To many, the education process without these tools/applications is simply unthinkable. Therefore its usage is recommended by educational institutes even from very basic level of education. Beside learners, ICT provides a wide range of aids to the personal-professional work of teachers as well.

Here are some common examples:

• Lesson plans and student handouts are stored as word processor files. They can be easily modified and brought up to date.

• Test generation software, including databanks of exam questions.

• Electronic grade book that includes provisions for seating charts, pictures of students, automatic emailing of reports to students, and so on.

• Communication with students and to have personal websites and/or websites specifically designed for courses they are teaching.

• Communication with fellow educators, including sharing of lesson plans and other instructional materials.

• Use of multimedia application to develop effective instructional material (e.g. use of video, animations, graphics etc.)

4.2.2. ICT as a support for distance learning process

Almost all distance learning application these days totally rely on ICT based technologies ranging from communication medium, applications/software to all devices. Already with ICT, the time lag in communication is reduced and it has opened up possibilities for learners and educators to easily and efficiently communicate/collaborate with each other, and access information and experts from all over the world. Video communication and the use of shared workspace/applications on computers broaden communication also to gestures, voice intonation, and other expression nodes (Van Boxtel, Van, Kanselaar, 2000). At the same time, educational needs are driving the ICT development forward, making designers to continually develop new technology in order to offer better support for learning.

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4.2.3. ICT advancements

ICT is the most rapidly growing area and major advancement are seen recently. These advancements have enabled the researchers to consider the development of next generation online learning systems. Some of the major advancements include:

Increase in power of personal computers: Distant learners in online learning totally rely on their personal computers. No matter how good the software application is or bandwidth speed, the slow speed of the computer system can cause problems. But now with high speed processor and devices almost every computer supports rich multimedia and other intensive communication applications.

Increase and availability of high bandwidth internet connection: The widespread emergence and decreases in cost of high speed broadband connections has solved many previous issues of rich multimedia on the internet.

Reliable networks and powerful server systems: Like personal computers, servers and network technologies are also enhancing rapidly and several latency issues can be handled easily compared to past. Now networked computers are increasingly able to support distributed, real-time multimedia contents, including live audio, video, and feedback channels.

Advance communication applications: Nowadays, we have wide-ranging tools and application for communication like chatting and video conferencing tools, forums/Blogs, groupware, email systems etc.

Multimedia applications: With variety of new multimedia applications (image editors, animation tools, presentation tools etc.) effective and optimized learning contents can be developed.

Distributed systems: Various systems are now able to support distributed applications, file types/formats, operating systems, programming languages and networks.

Advance streaming and compression technologies: Different media players and media servers are capable to perform efficient compression and streaming according to the bandwidth availability.

Web-based multi-node videoconferencing: The most recent advancement which can lead distance learning to whole new era is the capability of web based multiple participant video conferencing.

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4.3. Groupware systems

Groupware are systems to supports and enhance group work by effective communication and collaboration techniques. There are several types and forms of groupware systems aimed at different areas e.g. office environments and education. The collaboration and communication takes place in form of email, text chat, forum systems, audio/video chat or conferencing, application and resource sharing etc. Typically group collaboration and communication takes place at following modes:

• Real time or synchronous group activities. • Asynchronous or communication at different times. • Same location. • Distributed location or collaboration of participants who are geographically distributed.

Some examples groupware systems are:

• First Class • GDSS - Group Decision Support System • GroupKit - GroupSketch • ObjectLens • Lotus Notes • Marratech • SubEthaEdit

4.3.1. Groupware as a support for collaboration in distance learning process

The goal of education is not always only to teach facts, but also to teach students to think and reason, to solve problems and to be able to communicate within the subject area of the course. There is then a need for an environment which helps and suits the needs of both teachers and students, and makes the course run smoothly.

Many issues of collaboration and communication are already solved by Groupware systems in online distance learning environment, but still there is plenty of room to allow groupware along with multimedia systems to embark distance learning process to a new era.

General tools in a good groupware system for distance education usage

User interface An easy to use graphic user interface

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Media types • Formatted text • Pictures • Sound • Animation/video • HTML-formatted documents • Attachments in any file format should also be allowed

Finding and searching

Good tools for finding and searching for information in the course data base based on keywords, dates, author, subject, contents, etc.

Interfaces • E-mail interface • WWW interface • Discussion forums • Blogs

Same time functions

• Multiple Chat (Text and audio based) • Whiteboard • Video conferencing (multiple) • Co-Authoring / Application Sharing

Special tools in groupware to support distance learning process

(a) Tools for the teacher:

• Administration of courses • Overview of ongoing, future and finished courses • Plan and organize a course with different activities, preferably with a graphic design

which shows the course structure • Provide lists of tasks where each student selects a different task to perform and report

to the course. • Control when and how students can see what other students do (for example a student

may have to complete a task before seeing the task reports from other students) • See which students have performed and not performed each task within the course,

and see the status of each student in relation to the course, and see other useful course statistics

• Answer and handle questions from individual students • Giving exams and diagnostic tests • Asking for course evaluation • Giving marks to the students, knowing which students are weak and need more

encouragement, knowing in which areas the students in general have problems with understanding the course content

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(b) Tools for the student

• Participate in one or more courses • Overview of status for this student in the mandatory course activities • Follow a course according to the plan given by the teacher • Select a task from a list of tasks so that only one student selects each task. • See other students task reports • Perform individual and group tasks within the course and report to the teacher • Reminders when behind in the course work • Personal correspondence between student and teacher • Participate in exams and diagnostic tests • Making course evaluation • Knowing your status, especially knowing areas where the student is weak and needs

more study • Teacher evaluation tools • Off-line usage: The student can rapidly download web pages and messages and then

read them and write own contributions without need for a continuous connection.

(c) Tools for groups

• Overview of group tasks • Find group tasks in the course plan • Select a task from a list of tasks so that only one group selects each task. • Perform group tasks • Discuss the course topic with other students and with the teacher, read questions and

other messages from other students on the task of the course and responses from the teacher

• Discuss points of order in the running of the course • Discussing quality aspects of the course itself • Knowing your status in relation to other students in the course (not seeing the

individual marks of other students, but knowing if your own marks are above or below average)

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4.4. Multimedia technologies

The term multimedia refers to the use of computers to present combination of different media types like text, graphics, pictures, video, animation, and sound in an integrated way to effectively create a representation of an event, object or an idea. The term Multimedia pre-dates the PC era, it has been used for decades to describe slide presentation accompanied by audio tape (slide/tape).

Long touted as the future revolution in computing, multimedia applications were, until the mid-90s, uncommon due to the expensive hardware required. With increases in performance and decreases in price, however, multimedia is now commonplace. Nearly all PCs are capable of displaying video, though the resolution available depends on the power of the computer's video adapter and CPU.

Development of Multimedia contents or applications depends on different media types referred to as assets of multimedia.

Text: refers to words (in different languages) to describe Information. Text is also combined with different images to create graphical contents.

Audio: refers to audible sound. Audio is one of the most important elements to create multimedia applications.

Pictures/images: Visual representation of objects.

Video: Video is a sequences of different images (know as frames).

These assets can be of different formats and are used to create multimedia productions using different multimedia software. The written word is still the medium used for most of our information requirements, embellished with graphics, a document's information content and flow can be markedly improved. Animation is an even more powerful form. Video images and synchronized sound allow the depiction of reality and the expression of complex ideas.

Multimedia can help in learning process in several ways like visual material can help clarify key points, video can bring real experiences into the distance learning by seeing videos of peers and teacher at the same time, animation can help demonstrate how processes work. Video and audio clips can be used as effective additions to textual information. Movies and cartoons can illustrate to explain a procedure. It can also make rather dry or long material more attractive, just as video can be used in traditional classrooms to keep the student’s attention. In traditional learning environment much information is transferred through the body language of the teacher. Hand motions and details such as facial expressions enhance the students' understanding, which can be achieved in distant scenario by video technologies.

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4.4.1. Distributed multimedia systems for collaborative learning environments

One of the key revolutionary aspects of distributed systems and applications is the support for handling multimedia contents dispersed in different location and media types. Currently the distance learning environment involves:

• Learners/educators at different locations

• Usage of several applications and OS

• Several file types and formats

• Dispersed information (learning contents) in different databases, digital libraries and websites

• Several networks

• Real-time media streams and multiple communication channels (chat, audio/video conferencing)

Now with the recent advancement in web based multiple participants (multi-node) video conferencing the distance learning systems can be integrated with enhance features of visual communications between learners and educators. But such complex distributed multimedia systems and applications will also require the handling of issues like;

• multi-paradigmatic information retrieval

• continuous data transfers in real time

• media streams synchronization and compression

• bandwidth and network latency issues

• real time integration of contents

Beside other, the most challenging issue is the synchronization of media with other data/information flow. The intensive (large size) media files can create the bandwidth problem and network latency, therefore efficient streaming and compression techniques have to be followed to avoid such problems.

4.4.2. Streaming media & compression technologies

Streaming media is a sequence of video and audio that are sent in compressed form over the Internet and displayed/received by the user as they arrive. With streaming media web user doesn’t have to wait to download a large file before seeing the video or hearing the sound. Instead, the media is sent in a continuous stream and is played as it arrives. The user needs a player, which is a special program that uncompress and sends video data to the display and

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audio data to speakers. There are several streaming media technologies (like Real System, Microsoft Windows Media Technologies, and Apple QuickTime) with their own players.

Compression techniques are opted to minimize the media file size. Currently media players optimize media files according the bandwidth available at user side. Compression is performed when an input video stream is analyzed and information that is indiscernible to the viewer is discarded.

There are four common methods for compression:

Discrete cosine transform: a lossy compression algorithm that samples an image at regular intervals, analyzes the frequency components present in the sample, and discards those frequencies which do not affect the image as the human eye perceives it. DCT is the basis of standards such as JPEG, MPEG, H.261, and H.263.

Vector quantization: a lossy compression that looks at an array of data, instead of individual values. It can then generalize what it sees, compressing redundant data, while at the same time retaining the desired object or data stream's original intent.

Fractal compression: a form of VQ and is also a lossy compression. Compression is performed by locating self-similar sections of an image, then using a fractal algorithm to generate the sections.

Discrete wavelet transform: mathematically transforms an image into frequency components. The process is performed on the entire image, which differs from the other methods (DCT) that work on smaller pieces of the desired data. The result is a hierarchical representation of an image, where each layer represents a frequency band.

Compression Standards

MPEG: stands for the Moving Picture Experts Group. MPEG is an ISO/IEC working group, established in 1988 to develop standards for digital audio and video formats. There are five MPEG standards being used or in development. Each compression standard was designed with a specific application and bit rate in mind, although MPEG compression scales well with increased bit rates. They include:

MPEG-4: Standard for multimedia and web compression. MPEG-4 is based on object-based compression using combination of Discrete Cosine Transform (DCT) and Discrete Wavelet transform (DWT). Individual objects within a scene are tracked separately and compressed together to create an MPEG4 file. This results in very efficient compression. It also allows developers to control objects independently in a scene, and therefore introduce interactivity. Currently all major players supports the MPEG4, but the most enhance support is available in Apple QuickTime.

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MPEG-7: this standard, currently under development, is also called the Multimedia Content Description Interface. When released, the group hopes the standard will provide a framework for multimedia content that will include information on content manipulation, filtering and personalization, as well as the integrity and security of the content. Contrary to the previous MPEG standards, which described actual content, MPEG-7 will represent information about the content.

MPEG-21: work on this standard, also called the Multimedia Framework, has just begun. MPEG-21 will attempt to describe the elements needed to build an infrastructure for the delivery and consumption of multimedia content, and how they will relate to each other.

H.261: is an ITU standard designed for two-way communication over ISDN lines (video conferencing) and supports data rates which are multiples of 64Kbit/s. The algorithm is based on DCT and can be implemented in hardware or software and uses intra-frame and inter-frame compression. H.261 supports CIF and QCIF resolutions.

H.263: is based on H.261 with enhancements that improve video quality over modems. It supports CIF, QCIF, SQCIF, 4CIF and 16CIF resolutions.

H.264: is based on MPEG-4 standard and also known as MPEG-4 Part 10. It’s an efficient and scalable compression standard providing extremely high quality in smaller files. H.264 can match the best possible MPEG-2 quality at up to half the data rate. H.264 delivers a sharper picture, improved color accuracy and intelligently scales according to available bandwidth and hardware, for improved overall performance.

4.4.3. Technology support for visual communication (multi participant video conferencing) in learning systems

Major media technology rivals like Microsoft Media, Real Media, and Apple QuickTime has introduced the support for handling distributed and multiple video streams in real-time. Beside their standalone player, its component can also be integrated in other customized applications. Based on this feature, effective learning applications can be developed by incorporating multi participants (multi participant/node video conferencing) visual communication together with other communication channels and learning options.

Among the major media technology vendors, Apple QuickTime has the most powerful support for H.264 (also known as MPEG-4 Part 10), which is one of the most advanced compression standard and getting adopted by different video conferencing solutions.

QuickTime can also be integrated in different applications (browser-based or customized desktop application) as a component. It contains state-of-the-art streaming and compression technologies and intelligently scales media to available bandwidth and hardware.

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By integrating QuickTime component(s) in applications, the developers of the application don’t have to worry about compression and streaming issues as the component within the application will handle all the issues. QuickTime components are compatible with both major programming technologies .net and Java.

Apple QuickTime also has powerful support for media severs and offers different application for servers, like:

• Apple QuickTime Streaming Server for media storage and distribution of streaming audio/video.

• QuickTime Broadcaster for encoding of live events.

Overall, QuickTime technology offers efficient media workflow (Broadcaster to Server to Player) making it more preferable over other technologies for the purpose of incorporating multi participants visual communication in online distance learning applications.

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5. Evaluation of related work: Current online distance learning systems, training systems and research experiments

Distance learning has a long history; different researches were performed at different time and only some of the researches were actually implemented as a successful application in the education industry. For example Stanford University has offered televised courses for 25 years (SITN). The National Technical University (NTU) has for 15 years provided courses including live satellite-based audio and video lectures in conjunction with telephone, fax, and postal exchanges.

In relatively few years, with the widespread use of internet for learning, its potential for providing a shared space for students to learn in groups, even though they are geographically dispersed, has been explored with enthusiasm (Bullen, 1998, Thorpe, 1998). The momentum of this enthusiasm has gained even more with the recent advancement of ICT and media technologies especially in the area of collaborative learning environments at distance (Hiltz and Turoff, 1993, Neal 1997).

Beside some universities/institutions, mostly rely on groupware, discussion forum and live/stored audio/video etc., not much attention is given towards distributed multimedia based infrastructures supporting audio/video-mediated communication and collaboration in both asynchronous and synchronous environment. A study by Kanuka reviewed 436 educational websites and found that most were still predominantly text-based and do not yet exhibit evidence of innovative pedagogical approaches (2002).

Some of the topnotch online learning systems, training systems and research experiments are mentioned below,

Experiment at Sun Microsystems

Sun Microsystems developed a Java based experimental synchronous training system to train their employees. The system contained live one-way video of the presenter, slides, and with text-chat as communication channel for live discussion between learners.

Limitation: This online system was only for synchronous learning environment and contained no features for discussion between learners and presenter.

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Stanford online classroom

The Stanford Center for Professional Development (SCPD) at Stanford University provides courses through streaming media technology to their distant students. Through the course website the students can view any time the stored video of teacher with synchronized PowerPoint slides.

Students interact with the instructor, teaching assistant, and/or other students asynchronously using other application for email, chat, course forum and threaded newsgroups.

Limitation: This online system is only for asynchronous viewing, no communication channel is provided on the course website and no feature of group learning is available.

Figure 2 : Stanford online lecture

Microsoft research annotation system (MRAS)

The MRAS online training application was used for Microsoft’s internal training of employees. Learners (employees) worked remotely and asynchronously, communicating with the instructor using the MRAS application and email. The application combined a pre-recorded streaming video of the instructor synchronized with presentation slides and student notes.

It’s similar to Stanford online learning application but with additional feature of annotation on the video i.e. at any time during video playback, students could type in questions and/or comments which would be anchored to the current position in the video. The MRAS platform automatically emailed questions to the instructor, whose answers would be added to the annotations on the video.

Limitation: Although MRAS is more advanced than Stanford online learning system but it also lacks synchronous learning features, group learning and real time peers collaboration.

Figure 3 : MRAS online training application

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Flatland learning system

Flatland is synchronous online learning application. It uses Microsoft Net meeting and NetShow for the live streaming video of the instructor synchronized with presentation slides. The most powerful feature of this application is its support for group learning with real-time text based discussion between peers and teacher. Limitation: Flatland system allows only synchronous mode of learning and it does not support audio/video communication and resource sharing between teacher and peers.

Figure 4 : Flatland learning application

MegaMeeting

MegaMeeting is web-based video conferencing solutions for businesses, learning and individuals by MegaMeeting Inc. MegaMeeting uses Macromedia Flash technology and can host multiple (multi-node) video conferencing up to 10 participants all at real-time time. As it is totally browser-based, therefore it is platform independent.

MegaMeeting also includes feature like text-chat as communication channel for live discussion between participants and application sharing.

Limitation: Only for synchronous learning, doesn’t allow real-time teaching contents or slides display, contains limit for participants.

Figure 5 : MegaMeeting application

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6. Conceptual solution: Design specification of distributed multimedia based collaborative learning system

6.1. Introduction

This section presents a conceptual solution in an attempt to resolve the problems of learners/educators in distance learning process (described in section 2.5). The proposed solution is in the form of detail design specification of distributed multimedia based collaborative online learning system. The solution is compiled on the basis of suggested design issues (in section 3), recommended media technologies (in section 4) and by taking into account the limitation of current online learning and training systems (in section 5).

6.2. Overview of the proposed learning system

This conceptual online distance learning system focuses on capturing all possible aspects of face-to-face like learning environment. It enables various communication channels (including multi-node visual communication) between learners and teacher along with learning contents at the same platform. It also includes group learning features in both synchronous and asynchronous environment.

Model of the system

The system is based on client/server model. Any number of students or participants using client application can connect to the server application at campus. The teacher or administrator uses server side application to connect to the system.

Student 1 (Distant Student or any

Participant)

Server The main application installed on the server at Campus

Student 2

Teacher (Located at Campus) (System Admin, with more

rights than teacher)

Administrator

… Student n (Can be any number of student / Participant)

Figure 6 : Model of the conceptual system

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6.3. Client system (student side)

In case of synchronous mode, a student logs-in to attend a lecture at particular time from his/her personal computer, containing a client side of application provided by university to the enrolled students. The computer of the student must also have the basic technical specification required by the application to run for example broadband internet connection, working audio/video card, camera, microphone, headphone (or speaker), recommended processor speed and OS. It is also recommended that client side environment should be less noisy, bright and with light background to get better results throughout the process. (See figure 7)

Camera

Application Interface

Microphone Headphone

Light Background

Figure 7 : Student system

The client application enables the video camera, microphone and speaker of the client (student) side. Through application user interface student can view and listen to teacher and other peers, view lecture contents, ask/reply questions from teacher/peers, make personal notes and change preferences.

The student application Interface (figure 8) will consist of:

• Frame of teacher video,

• Lecture contents frame containing slides, document, or whiteboard materials.

• Peers frame, containing small size videos of participating students.

• List of questions by participants and detail preview pane,

• Question field, to add new question or cancel own previous question.

• Peer communication frame for messaging or resource sharing with peers.

• Notes tab, for making personal notes.

• Settings tab, to set personal preferences like audio, video setting and viewing options.

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Application Menu

Lecture Contents slide, digital board

material

Teacher Video Stream

Figure 8 : Student application interface

The client side application usage is kept simple so even less technologically sophisticated students can participate more easily without being hindered by complexity of application.

Some key features are described below in detail:

Lecture contents frame: which can contain PowerPoint slides, text document, or a whiteboard material (a text or figure illustrate by the teacher spontaneously).It has the largest area to enhance readability. View of slide at student application changes same time as teacher flip to next. This frame is totally controlled by teacher, students only view it. The application automatically handles the slide flipping assuring the synchrony with the video.

Teacher video frame: adjacent to the lecture contents frame, so the student can focus on both frames at the same time.

Question and discussion: During traditional classroom student ask question by raising hands.

Questions Queue by Peers

Question Request / Cancel

Peer Communication Discussion & Resource sharing between Peers

Settings

Peers View

Make Notes

Question Detail

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In this system student can ask a question by sending a request through question field. Adding a new question in this system is recommended in the following formats:

1) Incase of small/simple question Nearest title of question: detail of Question

2) Verbal request, Incase of discussion type question Discussion: Nearest title of question/discussion

The question will appear in the question list viewable to teacher and all participating students. The teacher will respond to the question verbally or even by responding in text. It depends on teacher when to answer the question.

In case of discussion type question, teacher can allow student to speak. All other peers will also listen to the voice of student. This feature will give very high level of presence feeling to all participants. If any other student wants to reply the student via speech, he will request the teacher thus a normal live class like discussion can be enabled.

Other students can also reply to student questions or add some additional part to question if they think the question relates to their question but with little more (thus forming threaded discussions).

Once the teacher has allowed student to ask question verbally or respond by text the student question will automatically be erased from the list. In this way only unanswered question will remain in the list. Only the teacher or the original author of the question can delete/cancel the question. These questions will also be stored in the server for asynchronous viewers.

Personal notes: The lower right frame containing a tab (labeled “Notes”) is devoted to personal notes. The student can record personal notes linked to the lecture. These notes are only viewable and saved on student own application, the teacher or other student can’t see it.

Peer communication: Through peer communication frame, student can discuss using simple chat and share resources like document files, images, URLs etc. This allows free-form communication between students. Interactive chat gives audience member a strong feeling of peer presence, and can be invaluable for resolving last minute technical problems that participants may encounter. This window also reports when people join or leave a session. The teacher can’t see the discussions or activities going on between students, but teacher can disable this facility.

Feedback by student: The student can also send comments or feedback via questions field for example if they feel like the lecture is too slow or fast or if there is any technical problem.

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6.4. Teacher application (server side)

A teacher logs-in to give lecture at particular time from his/her system at university, containing a server side of application and dual touch screen monitors. The teacher system should be of high technical specification required by the application to run for example high speed broadband internet connection, working audio/video card, dual switch-able cameras, dual touch screens, higher processor speed and OS (specified by application provider/university). The environment must be less noisy, bright and with light background to get better results throughout the process.

Dual Cameras (Switch-able)

Screen 2: Student view,

question/requests and other controls

Screen 1: Lecture contents

(Slides, Document, or digital board facility)

Microphone

Headphone

Light Background

Figure 9 : Teacher system

The server (teacher) application supports the additional feature of dual touch screen and cameras support, and enable the microphone and speaker of the teacher.

The purpose of dual touch screen monitors is to give more clear view of the application main interface (student’s videos, their questions etc.) and the lecture contents. By touch screen teacher can interact with system more quickly. Due to dual screens teacher has to see one screen at a time therefore we need dual camera so the teacher’s eye contact can be always towards student. The dual camera mounted on both screen will switch every time when teacher sees the specific screen. The control of switching can be by pressing any specific key (on keyboard) by teacher. The camera may have light so teacher will know which camera is enabled.

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As mentioned above, the teacher system will consist of dual screens, containing:

Screen 1, will contain the actual learning material in form of presentation slides, document file, and can also be used as digital white board so teacher can write or draw any figure using digital pen in order to explain any thing (see figure 10b). The white board contents will be viewable to student in their application in “lecture content frame”. The white board contents will be transfer as jpeg image to student application. The flipping of presentation and sending of whiteboard contents will be totally controlled by teacher.

10a : Slide view 10b : Digital whiteboard

Figure 10 : Screen 2, Lecture contents

Screen 2, will contain:

• Students (participants) frame, containing small size videos of participating students.

• List of questions by participants and detail preview pane,

• Text response field,

• Notice board tab, to leave general notice to students

• Notes tab, for making personal notes.

• Settings tab, to set preferences like audio, video setting and viewing options.

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Figure 11 : Screen 1, Application interface

The teacher will view all the students participating in the lecture as small windows of streaming videos (see figure 12). All the videos will be synchronized by application. The teacher will have the control of lecture like allowing students to ask (verbal question) and block (in case of technical problem at specific student side or any other problem).

Figure 12 : Student video frame with options

The teacher can also view the progress level of student through “activeness indicator” which changes color according to the level of student progress. The criteria can be set by teacher (like previous results in the course, amount of questions etc.). The color scheme will be predefined by application i.e. red for high, orange for normal, yellow for low. This feature will help the teacher to track easily those students who are taking less interest in course or have any problem.

List of Questions by Students

Students View Synchronized

streaming videos

Application Menu

Notice Board

Make Notes

Reply Field Settings

Student Name

Video Stream

Activeness Indicator

High Normal Low

Indicator student wants to

ask/discuss verbally

Allow to talk Volume

Block student

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The application usage is kept simple so even less technologically sophisticated teacher can use it easily. Some teacher might require training session which should be provided by university.

Some other key features of the teacher application include:

Questions and discussion: As already mentioned (in student system, section 6.3), during the lecture teacher can reply to questions verbally or even by text. In case of discussion type question, teacher can allow student to speak. All other peers will also listen to the voice of student. This feature will give very high level of presence feeling to all participants. If any other student wants to reply the student via speech, he will request the teacher. The teacher can delete or cancel questions incase he/feels feels the question is inadequate or already answered.

Personal notes: The teacher can similarly record personal notes. These notes are only viewable and saved on teacher own application, the student can’t see it.

Notice board: The teacher can leave a general notices to students, which will appear on top of slides frame of all client (student) applications. Notice can be a task/assignment for student, a general feedback, or status of the lecture.

Video demos: If the teacher wants to show video demo to students, he can simply run a video demo using option in application. The student will see the demo in teacher frame or a new pop up frame (set by student in preference settings) within the application.

Other administrative issues: The teacher, TA, or other assigned persons can be the administrator of the system. They can administer settings of application like enrolling students in the system, changing emails addresses, and other related options.

6.5. Asynchronous features of the system

As one of the key characteristic of online distance learning is the factor of time. The student wouldn’t always be able to participate in live lecture. Therefore the system will also support asynchronous collaboration options.

The application will capture the complete video of the lecture (while discarding unimportant parts e.g. break time) and save it in media server. The lecture contents (slides, document files and white board materials) and questions will also be stored in the server. So the student can anytime view lecture, lecture contents and related questions asked by participant all synchronized with teacher video.

If the student wants to ask question, he/she can simply type in question field which will be send to teacher or TA’s email address, set by the teacher in application.

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The student can also form of group (at particular time) to watch recorded lecture and collaborate with each other. Student can also use built-in options like text chat, recourse sharing, discussion forum and audio/video conferencing any time to communicate and collaborate.

6.6. Technical overview of the proposed system

The system is based on client/server model. Any number of client (student/participant) applications can be linked via internet to server application at campus, but only one teacher at a time can log in to specific program session (a live lecture). The teacher uses server side application to connect to the system.

Campus network

Audio capture Video capture

Audio Compressor Video Compressor

Multiplexer

IP Multicast Network Streamer

Other Data (questions, peer

communication and sharing data) Audio filtering

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Node allocation on server

Demultiplexer

Audio Decompressor Video Decompressor

Synchronizing and decoding

Teacher Application Interface

Questio

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Media (Streaming) server Data server(s)

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Client Application (student end)

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Figure 13 : System architecture

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The client application captures the audio and video of the student (through camera and microphone). The real-time input media is constantly compressed and multiplexed (bundling of media) locally in MPEG4 format. At the same time the processed media is streamed (using IP based multicast streaming) to the campus network. The other input data (like questions from students, discussion/chat between peers, sharing files, preferences/settings and other application data) is send as XML data through HTTP to the campus server.

The client application once login to the server system is assigned a particular node, so the arriving data from any client application won’t be lost and remain synchronized. The server system allocates the arriving data to appropriate location like media to media server, questions to its specific databases, and students messaging (discussion/chat data), and file sharing to targeted node (particular peer’s application). The teacher application retrieves all the input data (of client’s applications) from the server in real-time.

The out put data from the teacher application is send to the campus server from where all the client applications retrieves the data in same way as the teacher application and the cycle continues. The applications at both teacher and student ends will be integrated with QuickTime component. It’s the responsibility of the integrated media component to handle all the compression/de-compress, multiplexing/de-multiplexing and filtering process. Additionally, the integrated media players will determine the level of compression according the bandwidth availability at user’s end. In situation of low bandwidth at any specific user end, the application of that user will first stop the streaming video input of peers, and if the bandwidth is still lower, then application will only allow the audio of the teacher and lecture contents so that the student remains with class. In case the bandwidth becomes so low that students can’t even hear teacher audio or view the lecture contents, then student’s application will wait for a while or quits if the problems remains. Other students and teacher won’t be affected by any problems at any specific student side.

It’s the responsibility of the student to have quality broadband internet connection. Another possible key source of uncertainty can be the latency of network over server (due to encoding and buffering delays in the encoder or media server), which can possibly affect all participants. In such case, the server application will notify all clients (in form of message box) and the teacher will wait for while until the latency is resolved.

The application steer around by a combination of half and full duplex audio operation to avoid the problems created by echo. Additionally application will include the echo canceling methods

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while filtering process. Normally the application will work as half duplex i.e. once teacher’s speech is enabled all other audio source must be blocked, and when teacher allows any student to speak, all other source including teacher voice will be blocked. But the teacher can change settings to full duplex in order to allow multiple discussions.

In case of asynchronous mode, the client application only retrieves the data stored on the server and no cycling of data flow between clients is required. But in situation of group learning (2 or more students want to view any stored lecture together), the same synchronous data flow (describes above) will occur but it doesn’t require the teacher to be logged in to the systems.

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7. Conclusion & Discussion

The overall idea of the proposed system was to enable important features of face-to-face like learning environment, so that the collaboration and communication between learners and teacher would take place easily and more effectively compared to the currently available online learning and training systems.

The proposed online distance learning system addresses the design issues (discussed in section 3), in several ways, for example:

• The availability of various learning modes (like synchronous, asynchronous and mixture of both), group or individual study features and multiple choices of communication channels will allow the learners to study in their own learning style and preferences.

• The high-tech visual support (multi-node video conferencing capability to view teacher and all other peers at the same platform) and effective collaboration and communication features (audio/video based group discussion, file sharing etc.) will be able to create feeling/sense of presence in distance learning environment.

• The learning system contains all features of communication and learning options at same platform (in single application) so that the users don’t have to switch between several applications. Thus it will reduce the complexity and create transparent mediation.

• With good usability learners/educators can effectively avail the learning options without being hindered by technological issues. The application interfaces of both student and teacher side are designed to be more user friendly and the dual touch screen of teacher can enable the teacher to view and interact with application more easily.

• The availability of several communication channels and collaborative features will provide better connectivity feelings of learners/teacher with their learning environment. Frequent teacher-student interaction will also enable the teachers to get to know the students better. The frequent and effective student-student interaction will results in student’s friendship and sense of belonging.

• The group learning features will promotes and enhances group thinking and team work skills in students.

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• The feature of peer discussion will be able to enhance critical thinking and problem-solving skills, or to introduce multiple perspectives on an issue.

• The feature of student progress/activeness indicator will be helpful for teacher to track easily the student’s progress and inquire if they have any problems in understanding course material or teaching process.

• The system will be affordable to most of the learners as it doesn’t require expensive devices i.e. a personal computer with normal webcam, headphone and microphone will be used in learning process.

The end results of these features will be helpful in raising the level of motivation, learning outcome and group work skills of the learners. Consequently, it will not only reduce the drop out rate but also attract more learners towards the distance learning.

Further more, the proper streaming/compression and flexible viewing options will handle the bandwidth and network latency problems, so that the learners won’t be affected much with uncertainties of bandwidth and network latency. Although the development of such application will be a challenge, but the technology is advancing rapidly and the challenging issues can be resolved.

Though, in future we will be able to develop a more enhance and complete virtual learning system based on VR and 3D technologies, but it depends when such technologies will become so enhance to support all the required features, therefore the conceptual system is based on currently available technologies.

The implementation of such system will require proper training and support for students, teachers and related staff. The university should provide user manuals with the application to the enrolled students and experimental training session (experimental lectures), which will help the students on how to use the system. The teachers may require even more training to make them fully understand the usage of the system. Beside training on using the system, teachers or course contents designers should also be trained on how to produce optimized course contents because if the contents e.g. a presentation file is heavy (large file size) it may also result in bandwidth problem.

It’s also important to form some initial social conventions and rules for using the system. As more the users use the system, it will result in more easiness and creation of more social conventions. Possibly with different teachers the conventions will be different to some extent as different teacher have different teaching styles. Additionally, the system as well as the process must be evaluated and assessed from time to time. Proper and ongoing assessment techniques have to be followed to measure the system and its performance in order to identify problems or further enhancement needs.

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In order to conclude, I would like to say that the distance education will continue even with current online learning systems and its market will grow to some extent (due to the learners with no alternative), but the lower learning outcome and the high dropout rate of the distant learners will also remains a major issue with the distance education. Therefore, universities/institutions must have to consider new and ongoing advancements in their distant learning strategies not only to solve the problems but also to cater even more students towards their distance learning programs.

Additionally, I won’t say that the development of such system will be total replacement for physical campus based education, or it will be a 100% solution, but it will be a major advancement in the distance learning area and if such research will continue it will result in further improvements and innovations.

8. Future work

Due to the short period of 20 weeks, several possible research and experimental tasks were compromised. This research work can be further extended by interested researchers or developers, to develop and implement an experimental system based on the proposed solution. After the experimental implementation in distant learning scenario, its actual results can be evaluated and further changes can be applied before its real embarkation to the education industry.

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