Lesson 3 - Implementing Online Learning

We can also apply this analysis to non-technological means of communication, or ‘media’, such as classroom teaching. Lectures have broadcast characteristics, whereas a small seminar group has communicative characteristics. In Figure 9, I have placed some common technologies, classroom media and online media along the broadcast/communicative continuum.

When doing this exercise, it is important to note that:

• There is no general normative or evaluative judgement about the continuum. Broadcasting is an excellent way of getting information in a consistent form to a large number of people; interactive communication works well when all members of  a group have something equal to contribute to the process of knowledge development and dissemination. The judgement of the appropriateness of the medium or technology will very much depend on the context, and in particular the resources available and the general philosophy of teaching to be applied;
• Where a particular medium or technology is placed on the continuum will depend to some extent on the actual design, use or application. For instance, if the lecturer talks for 45 minutes and allows 10 minutes for discussion, an interactive lecture might be further towards broadcasting than if the lecture session is more of a question and answer session;
• I have placed ‘computers’ in the middle of the continuum. They can be used as a broadcast medium, such as for programmed learning, or they can be used to support communicative uses, such as online discussion. Their actual placement on the continuum therefore will depend on how we choose to use computers in education;
• The important decision from a teaching perspective is deciding on the desired balance between ‘broadcasting’ and ‘discussion’ or communication. That should then be one factor in driving decisions about the choice of appropriate technologies;
• The continuum is a heuristic device to enable a teacher to think about what medium or technology will be most appropriate within any given context, and not a firm analysis of where different types of educational media or technology belong on the continuum.

Thus, where a medium or technology ‘fits’ best on a continuum of broadcast vs communicative is one factor to be considered when making decisions about media or technology for teaching and learning.