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ETAP 529 Introduction to Distance Learning Technology Group 4: Abigail Moskovits, Tom Cutonilli, Anne Canale Stalnecker |
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| Table of Contents > Introduction > SCS Technologies > Appropriate Uses & Limitations > Support > Costs > References | |
Costs of Synchronous Communication Technologies
Synchronous communication cannot occur without the proper technology in place. “Purchasing and maintaining appropriate equipment, and training teachers and facilitators to use it effectively, are necessary conditions” for a distance learning program. Administrators must be willing to not only purchase but support new technology. This often will require the need for a media or technology coordinator and a technical support staff to address maintenance of equipment (Sherry, 1996). Additionally, students need to learn the technology that will be used in the distance learning environment. "If students are undertaking distance-learning courses that require knowledge of computers, then the students must be taught, at a minimum, the fundamentals of operating the system of choice of the distance-taught course. If distance learning is to be successful, technical barriers must be made a non-issue" (Galusha 1998). This may not be as much of an issue considering this generation has grown up with the technologies we are presenting.
The initial costs of implementing synchronous distance learning are high; "It is importa
nt to realize that interactivity costs a lot more than videotape" (Sherry, 1996). Galusha (1998) states, "Technology costs and considerations can be a source of budgeting problems." Today, there are still many schools that would need to upgrade their technology with “dedicated phone lines and modems, much less several thousand dollars worth of software and proprietary hardware” (Sherry, 1996). These funds typically come from taxpayer dollars and as such, it may take considerable time to implement. Compared to the costs of earlier distance learning technologies, the ability to communicate synchronously is much less; "the high cost of travel is propelling the search for ways in which distributed teachers can engage in teacher-teacher interaction . . . a variety of increasingly sophisticated networking tools have been built to support both synchronous and asynchronous forms of teacher-teacher interaction” (Garrison and Anderson 2003).
When it comes to educating with videoconferencing, cost is definitely somewhat prohibitive, especially when starting from scratch, with little or no equipment. As a counter to that argument, however, if one considers the cost of flights, lodging, and all other travel expenses, videoconferencing may is more cost-effective. Costs for both students and schools increase when technology is the medium of choice. Students will be required to maintain broadband Internet access and up to date computers and software; "these costs can have a major impact on affordability, and hence on access" (Rumble, 2001). Again, equitable access to technology becomes an issue across school districturs. Institutions must install, maintain, and upgrade telecommunication technology. Additionally, support for technical staff must be provided as well. "Funding should be provided to create an administrative unit that is to be responsible for managing the program" (Galusha, 1998).
There are broad differences in the costs to implements distance education. According to Rumble, the costs associated with distance learning depend upon the type of approach used. "There is some evidence that the lower levels of cost are more likely to be found on synchronous online courses, with asynchronous courses costing more . . . the former required much less development time because they involved fewer media" (Rumble, 2001).
Technology Group 4: Abigail Moskovits, Tom Cutonilli, Anne Canale Stalnecker
ETAP 529 Introduction to Distance Learning
Professor Virginia Yonkers
University at Albany
Spring 2008Updated 29-Feb-2008