USE OF EDUCATIONAL TECHNOLOGYIN PROMOTING DISTANCE EDUCATION
Dr. Muhammad RASHID
Uzma ELAHI
Preston University,
Islamabad, PAKISTAN
1、ABSTRACT
Educational technology plays an important role in distance
education system. By adapting new communication educational
technologies in distance educational programmes their quality could
be ensured. Instructions conducted through the use of technologies
which significantly or completely eliminate the traditional face to
face communication between teacher and students lead to distance
education.
Now a days, media such as computer, artificial satellites, digital
libraries, telephones, radio and television broadcasting and other
technologies are presenting their potential for the purpose. Audio,
video and print materials provide the base while internet is
becoming cheap, fast and effective medium. Immense resources are
already available on the web.
In addition, technology is rushing to bring in revolution in the
filed of distance education. So in future, positive changes can be
apprehended.
2、INTRODUCTION
Technology is embedded in our culture and we are immersed and
dependent on it as well. It changes so rapidly and has such a
pervasive impact that it is actually determining our culture.
Michael Osit (2008) stated that:
Children and adolescents are prime users and beneficiaries.
Administrators and educators need to keep pace with life outside
the classroom in order to integrate and access the wonderful
learning opportunities the internet, ipods, cell phones,
podcasting, and even social networking sites and video game play
offer Teaching in a didactic/lecture format no longer works, and
it is not utilizing the power of technological advances. Teachers
need to invite students to learn by using what they know best-tech
gadgets.
Educational technology is developing rapidly and is exhibiting many
new characteristics. Riding and Rayner (1995) pointed out six
characteristics of the superhighway and personal computers that are
helpful to understand distance learning:
劔 control of the mode of delivery and presentation rate;
劔 control of the order of presentation, pace of instruction and
selection of learning activities,
劔 monitoring of learning performance, storing responses and
conducting assessments
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劔 provision of simulations which supply learning experiences in a
variety of low-cost and risk-free topics;
劔 formation of a collaborative learning group by linking the
learner to the instructor and to other students for support;
and
劔 access to learning resources and assessment materials.
Moreover, distance education technology has the responsibility of
following functions. McCreary and Duren (1987) points ten
educational functions of computer conferencing such as
劔 the notice board,
劔 the public tutorial,
劔 the individual project
劔 free flow discussion
劔 the structured seminar,
劔 peer conferencing
劔 collective database
劔 group products
劔 community decision making and (10) inter-community network.
According to Bola, B. (1994, p.2)
¨Educational technology consists of all modern media, methods and
materials and needs to be used in a well integrated manner of
maximising the learning experiences of students at various levels.
It implies a behavioural science approach in teaching and learning
and makes use of relevant scientific and technological methods and
principles developed in psychology, sociology, linguistics,
communication and other related areas.〃
It further seeks to incorporate the management concepts of cost
effectiveness, system approach and the efficient deployment and
utilization of human as well as material resources. It helps in
optimization of educational outcomes through the development
application and evaluation of systems, methods, and techniques in
the field of teaching and learning. It is not the electronic media
only, it is a part of the whole and one of the components that
constitute educational technology.
On the other hand distance education is emerging as a viable and
vital force in educational delivery system in recent years,
especially in higher education. Much of the growth comes from a
rapidly growing demand for educational opportunities directed
toward and designed for some specific target groups (Garrison,
1987).
Distance learning activities are designed to fit the specific
context for learning, the nature of the subject matter; intended
Learning outcomes, need and goals of the learner, the learnerˇs
environment and instructional technologies methods.
Apart form distance education, the field of educational technology
was a 20th century movement with the major developments occurring
during immediately after World War I I. Emphasis on audiovisual
communications media according to Inoue, Y. and Bell, S.T. (2006,
p.28), ¨gradually focused on the systematic development of teaching
and learning procedures that were based in behavioral psychology.〃
The technology is capable of bringing fruitful results in short
period of time. It is such a vehicle which leads learners as well
as teachers towards more clarity of concepts and ideas.
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Moore, M. G. (2005, p.13) further adds that in England in vast
majority of the schools 133,000 students receive instruction
entirely at a distance through technology. More than 20 other
countries have national Open Universities in which all instruction
is provided by distance education methods.
3、TECHNOLOGY AND DISTANCE EDUCATION
Distance education is a field of education that focuses on
pedagogy/Andragogy, technology and incorporated in delivering
education to students who are not physically ¨on site〃 to receive
their education. Instead, teachers and students may communicate
asynchronously by exchanging printed or electronic media, or
through technology that allows them to communicate in real time.
Simonson, M.R (2006, p.35) further points that distance education
courses that require a physical on-site presence for any reason
including the taking of examinations is considered to be a hybrid
or blended course or program.
The practice of distance education has dramatically changed since
the early 1990s. Educators are using technology to increase the
distant learnerˇs access to the local classroom, to improve access
of all learners to resources and to make the experience of the
remote student comparable to that of the local learner. According
to Moore, M.G (2005, P.7)
¨Distance education no longer relies heavily as it used to on the
delivery of point and broadcast media technologies. Recent
innovations in hardware, software and internet technologies have
made communications based distance education systems more
available, easier to use and less costly.〃
Technology is an important factor in distance education. For the
communication purposes different types of technologies are used.
Rumble (1994) said that four media namely print, audio, television,
computers are available for teaching purposes, in one technological
form or another. Electronic publishing will be a major development
in distance education.
Over the next decade, it would expect at least 70% of the various
steps in publishing to be carried out electronically in most
European distance teaching institutions. Every learner is
acquainted with text books as a potential print-based study
material (Bates, 1994). Finally Islam (2005) added that the
distinction between media and technology is a useful one.
A medium is a generic form of communication associated with
particular ways of presenting knowledge.
There are five important media in education namely direct human
contact (face to face), text (including still graphics), audio,
television and computing. The use of each medium gives both variety
and chance of accommodating different learning styles.
4、SKILLS REQUIRED FOR EFFECTIVE PARTICIPATION IS DISTANCE
EDUCATION
As distance education is a different mode of education. So
different skills are required which lead it towards success. In
this context the first one is the ability to use the media for
example a student of distance education, who wants to be benefited
from the web must know the use of computer at first hand, in order
to discover quality content.
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Independent study skills come at the second place. Activities such
as time management, personal class involvement and peer group
support comes under these skills. For Bansal, A. (2004, p.43)
Distance students prove themselves successful in all these skills.
As Distance education is not for everyone, because the focus of
responsibility shifts to the pupil from the teacher. Students who
work independently, who are excellent time managers, who are
comfortable with the technology and who do not feel a strong need
for face to face interaction with instructors or fellow students
can prosper in distance education. It shows that independent study
skills are equally important as of media skills.
¨Educational technology consists of all modern media, methods and
materials and needs to be used in a well integrated manner of
maximising the learning experiences of students at various levels.
It implies a behavioural science approach in teaching and learning
and makes use of relevant scientific and technological methods and
principles developed in psychology, sociology, linguistics,
communication and other related areas.〃
5、USE OF DISTANCE EDUCATION AROUND THE WORLD
All over the world distance education put a strong and varied
impact. In fact, education system now days needs the support of
distance education to meet the demand of public enthusiasm about
education. The following are the certain examples in this
context.
Sub-Saharan African countries are surely facing tremendous problems
in the field of education. There is shortage of classrooms on one
hand and lack of teachers beside instructional material on the
other. In this grim situation, Michael R. Simonson, recommends a
solution by saying that ¨distance education has the potential to
contribute to national reconstruction by providing economically
feasible educational opportunities to people in disparate
geographic regions.〃
In China the population growth rate is very high beside the cost of
higher education. The only solution of such problems was the
establishment of the national distance learning program for higher
education in the last decade of nineteenth century. In the end of
1970ˇs and the start of 1980ˇs the Chinese government developed a
national radio and television university system to meet its goals
of high education.
In European countries such as Spain, France, UK, distance education
got deep roots now. Many programs were offered to the public at
large not only for education purpose but for training too in such
countries.
In United States the graph of distance education is going upward
with the use of new technologies as Michael R.Simonson stated
that:
E-mail has electronic bulletin boards and interactive computer
networks now augment or replace mail carries in delivering
curricular materials, text books and examinations to distance
learners. Now transmission media capable of providing two-way full
motion, live interaction between the student and teacher are
increasingly replacing to interactive, one way systems.
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Finally, Turkey has recently joined the category of such nations
which is using distance education for learning purposes. Though
their distance education plant is only of twelve years but has
enrolled almost one million students, annually. It shows the
effectiveness of distance education. In shorter period of time
fruitful results can be acquired by harnessing technology.
6、HOW DISTANCE EDUCATION MEET ITS GOALS?
Distance Education methods of instruction that utilize different
communication technologies to carry teaching to learners in
different places. As Lockmiller, D.A. (2005) stated:
Distance education programs enable learners and teachers to
interact with each other by means of computers, artificial
satellites, digital libraries, telephones, radio or television
broadcasting or other technologies. Instruction conducted through
the mail is often referred to as correspondence education.
Each medium and each technology for delivering it has its own
strengths and weaknesses. One of the worst mistakes an organization
or an instructor can make it to become dogmatically committed to
delivery by an single medium. Roschelle, pea, Hoadley, Gordin and
Means (2000) identify four fundamental characteristics of how
technology can enhance both what and how children learn in the
classroom;
(1) active engagement
(2) participation in groups
(3) frequent interaction and feedback and
(4) connections to real-world contexts. They also indicate that use
of technology is more effective as a learning tool when embedded in
a broader education reform movement that includes improvements is
teacher training, curriculum, student assessment and a schoolˇs
capacity for change.
In the same context Hassain, I (2004, P.13) comments that:
The distance education universities all over the world are
exploring and making the best use of new technologies such as
computer, internet and world wide web. Teleconferencing,
educational television and other computer related technologies to
make the education more productive so that the distance learner
may interact with their fellow learners and tutors.
7、WEAKNESSES AND STRENGTHS OF APPLYING TECHNOLOGY
Everything has its strengths and weaknesses but this can be covered
with the positive handling of any instructor/tutor/teacher. Anyhow
in distance education environment, technology has the following
advantages:
劔 Accessibility and flexibility to be used anytime, anywhere.
劔 Less costs as far as internet facility is concerned
劔 Broader view of possibilities for the use of technology.
劔 There are unlimited resources in the context.
劔 Use of technology to literate people through computer.
For Michael osit (2008) technology put the following positive
effects:
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劔 Supportive in students achievement
劔 Improve professional abilities
劔 Fulfill special needs
劔 Encourage continuing education
劔 Provide workforce skills
On the other hand, there are also some problems which are faced in
distance education situation in the use of technology such
as:
劔 High cost of technology.
劔 Mostly people are unfamiliar with technology.
劔 Problems with technology such as server down, internet connection
failures, individual problems etc.
Due to all of them learning surely is affected. A distant learner
who is already going away from the learning boundries and dejected
one will hardly accommodate or motivate himself to stay longer on
with education. However, this position can be cleared out by a
vigilant teacher.
8、FUTURE OF EDUCATIONAL TECHNOLOGY IN DISTANCE EDUCATION
There is no doubt in the fact that the future of educational
technology in education is very bright. This is further recommended
by James L. Morison (2009) in his article entitled ¨The role of
Technology in Education Today and Tomorrow〃 i.e. wireless
high-speed networks will be common.
Multimedia and three dimensional modeling, now in their infancy,
will show up in more parts of the curriculum. The technologies
coming to market over the next decade or more likely to enhance
what faculty already to rather than fundamentally change faculty
behaviors and practices.
Keeping in view Rashid, M (2010, p.25) stated that AIOU has
replaced its old technology through investing 380 millions rupees.
Presently the previous facilities at AIOU are upgraded to the level
of international institute of communication technology. Allana,
G.A. (1985) suggests on distance education, multimedia is like ¨a
land of contracts.〃 Now here these are more evident than in the
technologies used by distance teaching institutions. With great
promise for the future, in principle, it implies a commitment to
increase accessibility, to a vast variety of audience. ¨Moreover,
R.Mc Corn (1984) confirmed that ¨Most educators would now agree
that broadcast media have a valuable role to play in education.
Even within the context of formal education, broadcasting has been
used both in institutional settings and in peopleˇs own homes.〃
Moreover, in a 2000 study commissioned by the software and
Information Industry Association, Sivin-Kachala and Biolo (2000)
reviewed 311 research studies on the effectiveness of technology on
student achievement. Their findings revealed positive and
consistent patterns when students were engaged in technology- rich
environments, including significant gains and achievement in all
subject areas and improved attitudes toward learning and increased
self-esteem.
9、CONCLUSION
The technology revolution increased the need to educate great
number of people. Hellman, J. A (2003, P5a) admits that distance
education is apparently offering a big potential to its students as
well as facilitators.
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It can provide a high quality education via a diverse technology
and media formats. So distance education is essential to the
population which is not able from various reasons to attend
traditional classroom courses.
In order to successfully implement distance education one must
cautiously consider many aspects of distance education such as
students needs must be carefully balanced with the curriculum and
the learning environment, teacher must serve as a supportive
element who can ensure effectiveness of distance learning module
and finally, selection of most appropriate technology should be
done to exchange its materials.
In examining large scale state and national studies as well as some
innovative smaller studies on never educational technologies,
Schacter (1999) found that students with access to any of a number
of technologies such as computer assisted instruction, integrated
learning systems, simulations and software that teaches higher
order thinking, collaborative networked technologies or design and
programming technologies show positive gains in achievement.
The materials can be in written format (print, e-mail etc), video
or audio format and computer based. Due to the proper handling of
technology Counts, J (1996, p.122) points that assuming the
societal changes brought, by micro electronic technologies would
have greater implications for changes in educational programmes
than would the instructional potential of these technologies. It
shows that distance education has a bright future.
中文翻译
使用教育技术促进远程教育
穆罕默德·拉希德博士
Uzma埃拉希
美国普莱斯顿大学，伊斯兰堡，巴基斯坦
一、摘要[/B]
教育技术在远程教育系统中起着重要的作用。适应新的通信教育技术在远程教育项目，其质量可以得到保证。通过使用技术，可显着或完全消除了传统的师生之间面对面的交流
现在，如计算机，人造卫星，数字图书馆，电话，无线电和电视广播技术和其他技术的媒体展示他们的潜能。音频，视频和印刷材料提供了基础，而互联网正在成为廉价，快速，有效的媒介。巨大的资源已经可以在网络上接收到。
此外，技术都急于在远程教育领域带来革命。因此，在未来，人们可以抓住这些积极的变化。[/B]
二、简介[/B]
技术是嵌入在我们的文化中我们都沉浸和依赖于它。它变化得如此之快，并有如此广泛的影响，它实际上是决定我们的文化。迈克尔·Osit（2008）指出：
儿童和青少年是最主要的使用者和受益者。管理者和教育者需要跟上课堂外的生活，以整合并利用极好的学习机会，在互联网，音乐播放器，手机，播客，甚至社交网站和视频游戏提供…教学中的说教/讲座形式不再适用，它是利用技术进步的力量。教师需要邀通过请学生学习使用他们所知道的最好的高科技产品。
教育技术的迅速发展，并表现出许多新的特点。瑞金和雷纳（1995）指出，高速公路和个人电脑的六大特点有助于了解远程学习
1、控制模式的交付和展示率;
2、控制呈现顺序，教学步调和学习活动的选择，
3、学习绩效的监测，存储响应和进行评估：
4、规定一些可以提供个人学习经验的模拟，尽量成本低，无风险;
5、把学习者，教师和其他学生协作形成学习小组;
6、访问学习资源及评估材料。
此外，远程教育技术具有以下功能的责任。 McCreary和迪伦（1987）指出电脑会议10个教育功能，如：
1、公告板，
2、公众教程
3、个别项目 4、自由流动的讨论
5、结构化研讨会，
6、同行会议 7、集体数据库
8、组产品 9、社区决策 10、社区间的网络。
据博拉，B.（1994，第2页）
教育技术包含所有现代媒体，方法和材料，以及很好的整合方法的需要，最大限度地提高各级学生的学习经验。这意味着在教学和学习行为科学的方法和有关的科学和技术方法和原则，在心理学，社会学，语言学，通信等相关领域的开发利用。“
该计划还寻求将管理的成本效益，系统的方法和有效的部署和利用人力和物力资源的概念。有助于优化教育成果，通过开发应用和评价系统，方法和技术领域的教学和学习。它不是只电子媒体，它是一个整体的一部分，并构成教育技术的组件之一。
另一方面远程教育正在成为一个可行的和教育提供系统的生力军，在最近几年，尤其是高等教育。大部分的增长来自一个迅速增长的需求接受教育的机会朝向和设计一些特定的目标群体（驻军，1987年）。
远程学习活动被设计以适应特殊的学习内容，学科性质，预期的学习成果，学习者的需要和目标，学习者的环境和教学技术方法的具体情况。
除远程教育，教育技术是20世纪运动中一个重大的事态发展在二战之后立即出现的运动中，根据井上，Y.和贝尔的，ST对视听传播系统的强调（2006年，第28页），“逐渐集中在系统的开发是基于行为主义心理学的教学和学习过程。”技术是能够在较短的时间内带来了丰硕的成果。它是这样一列车，能够使学生和教师更清晰的理解概念和想法。
摩尔（2005年，第13页），MG进一步补充说，在英国，绝大多数的学校133,000学生接受教学完全通过远程教育。超过20个国家已经建立开放大学，这些大学完全通过远程教育提供教学。
三、技术与远程教育[/B]
远程教育是教育中一种专注于教学/成人教育学的领域，为不能到现场的同学提供教育。相反，教师和学生可以进行异步通信通过电子媒体，或通过技术，使他们能够进行实时通信。
20世纪90年代初以来，远程教育的实践发生了巨大变化。教育工作者使用的技术，以提高遥远的本地课堂学习的机会，以提高所有学习者对资源的访问，使远程学生和本地学生进行学习经验交流。根据摩尔M.G：
“远程教育不再严重依赖，因为它用的交付点和广播媒体技术。硬件，软件和网络技术的不断创新，在通信为基础的远程教育系统更容易获得，使用更方便，成本更低。
技术在远程教育中是一个重要因素。使用不同类型的技术用于通信目的。Rumble（1994）表示，四种媒体即印刷，音响，电视，电脑可用于教学目的，一个技术或其他形式。在远程教育中电子出版将是一个重大的发展。
在未来的十年中，它期望在多种多样的步骤中至少有70％的进行电子出版在大多数欧洲远程教学机构。每一个学习者熟悉课本作为一个潜在的打印基础的研究材料（软化剂，1994年）。最后，islam（2005年）补充说，媒体和技术之间的区别是非常有用的。
有五个重要媒体在教育中，即直接与人体接触（面对面），文本（包括静态图形），音频，电视和电脑。每一种媒介的使用提供了适应不同学习风格的种类和机会。
四．为有效参与现代远程教育，技术是需要的[/B]
远程教育是一个不同的教育模式。因此，不同的技能是必需的，这导致它走向成功。在这方面，第一个是能够使用的媒体的能力，[/U]例如，使用远程教育的学生，想从网络中获益的第一手资料，就要学会使用电脑，以便及时发现高质量的内容。
第二位的独立学习能力。这些活动，如时间管理，个人、的参与和同伴小组的支持。
Bansal说，A.（2004年，第43页）远程教育的学生证明自己成功的在所有这些技能上。远程教育不是适合每一个人，因为责任的重点从老师转移到学生。学生独立工作，谁是优秀的时间管理者，谁能熟练使用技术，谁不感到一种强烈的需要面对面的互动与教师或同学，这些人可以在远程教育蓬勃发展。这表明，独立学习技巧是同样重要的和媒体方面的技能。
五，利用远程教育在世界各地[/B]
世界各地的远程教育有一个强大而广泛的影响。事实上，教育系统现在需要远程教育的支持，以满足市民的需求，对教育的热情。下面是在这方面的某些例子。
撒哈拉以南的非洲国家肯定面临着巨大的问题在教育领域。一方面缺乏教师和教室，除此之外还没教学材料。在这种严峻的形势下，迈克尔·R·西蒙森说，“远程教育可以提供经济上可行的教育机会给不同地区的人们以此来促进国家重建。”
在中国，人口增长率非常高因此高等教育成本是非常高的。这样的问题，唯一的解决办法是建立国家高等教育的远程学习计划在十九世纪的最后十年。在1970年和1980年开始的，中国政府制定了一项全国广播电视大学系统，以实现其高学历目标。
在欧洲国家，如西班牙，法国，英国，远程教育有很深的基础。在这些国家许多项目不仅向公众提供用于教育目的，也用于进行培训。
在美国远程教育正在蒸蒸日上由于新技术的使用，正如迈克尔·R.Simonson表示：
电子邮件的电子公告板和交互式计算机网络将扩充或替换邮为远程学习者提供教材，课本和考试。现在能够提供双向全动态的传输介质，现场的学生和老师之间的互动越来越多地取代单程系统互动。
最后，土耳其最近加入使用远程教育的行列，远程教育虽然只有十二年，但已招收学生近百万每年。它显示了远程教育的有效性。通过利用技术在较短的时间内可以取得丰硕的成果。
六，远程教育怎样实现它的目标[/B]
远程教育的教学方法，利用不同的通信技术进行教学，为不同地方的学生进行教学。正如Lockmiller，D.A.
（2005）指出：
远程教育课程使学习者和教师互相交流通过计算机，人造卫星，数字图书馆，电话，广播或电视或其他技术手段。教学通过邮件进行通常被称为为函授教育
每个技术都有自己的长处和弱点。其中最严重的错误是一个组织或一个教师通过一个单一的媒体进行知识传递。
Roschelle，pea，霍德利，Gordin和定义四个特征（2000年）科技如何提升孩子们在课堂上学习什么和怎样学习
（1）积极参与
（2）参与组
（3）频繁的互动和反馈
（4）连接到真实世界的上下文。他们还指出，使用技术作为学习工具，更有效地嵌入在更广泛的教育的改革运动，其中包括改进教师培训，课程，学生评估和学校的变化能力。
在同样的情况下Hassain，I（2004年，第13页）评论说：
在世界各地的远程教育大学都在探索，充分利用新技术，如计算机，互联网和万维网。电话会议，教育电视及其他电脑相关技术的教育，使远程学习者可能与他们的同伴和导师进行交流。
七、应用技术的弱点和长处[/B]
任何事物都有其长处和短处，不管怎样，远程教育环境，技术具有以下优点：
1、可访问性和灵活性，可以随时随地使用。
2、减成本
3、技术的使用可能有更广阔的视野。
4、有无限的资源。
5、通过计算机技术使人们接受有文化。
对于迈克尔·osit（2008）技术提出了以下积极的影响：
1、支持学生成绩
2、提高专业能力 3、满足特殊需求
4、鼓励继续教育 5、提供劳动技能
另一方面，使用技术，在远程教育方面使用技术也面临一些问题：
1、成本高的技术。2、大多数人不熟悉的技术。
3、技术问题，如服务器的下降，网络连接故障，个别问题等。
由于所有的人学习肯定会受到影响。一个远程学习者已经偏离学习的边界时，垂头丧气的人会很难适应或激励自己继续接受教育。然而，这个位置可能会被又警惕性的老师除掉。
八、现代教育技术在远程教育中的未来[/B]
这是毫无疑问的事实，教育技术在教育中的未来是非常光明的。这将被进一步建议在詹姆斯·L·莫里森（2009年）的文章题为“教育技术的作用，在今天和明天”，即无线高速网络将是普遍的。
多媒体和三维建模，现在处于起步阶段，未来将更多出现在的课程中。
拉希德，M（2010年，第25页）指出，AIOU已经取代了旧的技术，通过投资380百万卢比。
，目前以前的在AIOU的设施升级到国际水平的通信技术。阿拉娜，G.A.
（1985）提出远程教育，多媒体是“土地的结合。”现在在远程教学机构中所采用的技术更明显。怀着极大的对未来的承诺，它意味着对更多的人群做出承诺，增加教育的可能性。
“此外，R.Mc玉米（1984）证实，”现在，大部分教育工作者同意，广播媒体在教育中扮演一个重要的角色。即使在正规教育的背景下，广播一直都在机构设置和在人们自己的家中使用。“此外，在一个2000年的研究的软件和信息行业协会委托，席文，Kachala和生物学家（2000年）进行311实验研究技术对学生成绩的有效性。他们的研究结果显示，当学生在科技丰富的环境学习时，可实现重大收益及实现所有学科领域的学习和提高自尊和改进的态度。
九、结论[/B]
技术革命的教育增加了大量受教育者。赫尔曼J. A（2003，P5A）承认，远程教育为教师和学生提供了巨大的潜力。
它可以提供高质量的教育，通过各种技术和媒体格式。因此，远程教育是必不可少的对于由各种原因无法参加传统的课堂课程的人们。
为了成功地实施现代远程教育，必须慎重考虑远程教育的许多方面，如学生的需要，必须仔细平衡的课程和学习环境，教师必须作为一个支持性的元素，保证远程学习模块的有效性，最后，应选择最合适的技术交换的材料。
在大规模的研究，以及一些从来没有教育技术的小型研究中，沙克特（1999）发现，学生使用的一些技术，如计算机辅助教学，综合学习系统，模拟和软件，协作的网络技术，设计和编程技术表现出积极的成果，取得更辉煌的成就。
该材料可以是书面形式（打印，电子邮件等），基于计算机的视频或音频格式。由于合适的技术处理，J（1996年，第122页）表示，假设社会带来的变化，微电子技术将有更大的影响在教育方案中与这些技术带来的教学潜力相比。这表明，远程教育有一个光明的未来。
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