Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.203.1 - 4.203.9
Distance Learning Into the 21st Century
Monson H. Hayes and Lonnie Harvel School of Electrical and Computer Engineering Georgia Institute of Technology Atlanta, GA 30332
The Georgia Institute of Technology is in a unique position of having a campus located across the Atlantic in the heart of the Lorraine region of France. Offering masters degree programs in electrical and mechanical engineering, Georgia Tech Lorraine (GTL) must deliver more courses than can be staffed by resident faculty. Consequently, GTL must offer courses by videotaping courses that are taught by faculty at the Georgia Tech campus in Atlanta. Delivering courses by videotape, however, is relatively expensive, introduces a two week delay between the two sections of the courses, and is not the most convenient method of course delivery for the student. The internet, however, offers some unique opportunities for the remote delivery of courses. Over the last eighteen months, we have been delivering graduate courses between France and the U.S. using streaming media. In this paper, we describe the approaches that we have used, enumerate the investment in time and resources necessary to deliver these courses, and give some predictions for what we envision internet delivery of courses will be like in the 21st century.
Over the last few years, there has been considerable interest in using the internet for distance learning. The reason for this interest is that there are a number of advantages of internet educational delivery systems over the more traditional approaches of mailing videotapes or delivering live satellite broadcasts. Compared to videotape, for example, the internet allows for very rapid distribution of course materials to remote students, and is free from the problems associated with different video standards throughout the world. Delivering video across the internet also allows for much more efficient browsing of video material. Specifically, the video may be indexed so that the viewer may quickly jump to specific portions of the lecture. Or a scroll bar may be used to skip easily and quickly to the start or the end of the lecture, or to randomly access any specific location within the video clip. Compared to live delivery, internet course materials may be enriched graphics, scrolling marquis, hyperlinks to other materials etc.
Hayes, M. H., & Harvel, L. D. (1999, June), Distance Learning Into The 21 St Century Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7597
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 1999 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015