Recording and broadcasting technology. During this period, systems for distributing learning materials using television, radio and cassettes along with televised classrooms and interactive audio were developed.
Textbooks and media such as television and radio have been widely used for distance education but are still not effective for teacher-student interaction. On the other hand, audio/video provide two ways of communication but the coverage is limited by the need for complex and expensive equipment (Bates, 1995)[16]. A priority in distance education is to choose learning media that can increase the intensity and quality of interactive teaching and learning situations, training programs that are not affected need to be expanded in scope. The fourth generation of training media (flexible learning models) meets all the above needs at the same time, based on the widespread use of the Internet, especially for the interactive functions that Taylor (2000)[66] mentioned as communication media. The fourth generation has developed rapidly and combined all the capabilities of the previous generations of media to address all the needs for flexibility in learning time, learning location and for the choice between synchronous and asynchronous interaction. The fifth generation (smart flexible learning model) is basically the same as the fourth generation model, but is equipped with additional specialized automated devices, such as databases, automatic response systems for web pages to increase the level of access of learners to learning support resources and services. The fourth and fifth generations in distance learning classes via the Internet and mobile phones, open learning resources have been created. The fifth generation of learning media, quickly gained a place in distance learning thanks to the significant reduction in costs for distance learning.
Thus, the means of distance learning in many countries have achieved many development achievements over many generations to create conditions for learners to overcome difficulties in learning. In our country, distance learning has developed strongly in recent years, in the process of development has encountered certain difficulties in providing means of training for learners, due to investment in
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Distance learning requires large investments in the synchronous development of the country's infrastructure, combined with people having easy access to these new technologies.
3.3.2.2. Combined means
The rapid development of technology and media has created innovative combinations of media with important user engagement in learning. These media include the pairing of wireless technology, electronic computing methods, and mobile phone networks based on Short Messages Service (SMS ) and Multimedia Message Services (MMS ). A traditional form of combination is practiced whenever different media are combined in the same curriculum. In many distance education institutions, five generations of distance education technology coexist, a program may have all of the following components: (i) Learning materials (including: Print, non-print, online), (ii) Learning supports (including: Face-to-face, telephone, fax, online, radio, television), (iii) Student assessment (monitoring and self-assessment, face-to-face and remote).
In developed countries such as Europe and North America, many of the existing media are no longer used due to the influence of online methods, a process that began in the 1990s when television and radio stations stopped broadcasting educational radio and television programs, believing that the global Web was all that their teachers and students needed. In developing countries, meanwhile, Web materials are inaccessible to a significant portion of the population due to their limited and outdated communications technology infrastructure, so media that enable “e-learning” appear to be more open, more reliable and more democratic than Internet-based methods. E-learning in Asia is a combination of media such as television, radio and new online media. Mixed media innovation has been applied in India, with the use of railways to expand access to education. Government-sponsored study trips
Government-funded initiatives include the Vigyan Railway (2003-04)[69], the “freedom of learning” trains (2007-2008) that provide educational and training information through multimedia to all citizens across the country. The term “online” in India also has a broader meaning than in the West, including a combination of all media, not only Web-based but also through Internet connectivity. Providing all materials through the Internet, today the West with the introduction of television equipment to the domestic market, while the Radio and Television University of China is using these facilities in training (Chen Li, 2007)[24]. In Russia and Ukraine, the integration of new means of transport and railway systems for training and social development dates back to Lenin's development of the “Movie Train” in 1919 (James, 1996a,b)[39], [40]. In Genghis Khan Mongolia invented mobile information and communication systems when people sent horsemen on the steppe to deliver letters 800 years ago.
Thus, all countries with distance education try to create means in distance education by combining different means and technologies to make distance learners feel that accessing knowledge by means of distance education is convenient and suitable for each person's ability and work. In our country, combining means and technologies in distance education is necessary, because distance learners in our country are mainly people with low and middle incomes in society, moreover, the information and communication infrastructure in our country is relatively developed compared to other countries in the region, so distance education in our country needs to create for learners common means and training technologies, available in social life is possible, creating conditions for distance learners to access human knowledge in a simple and convenient way.
3.3.2.3. Open training software
In the thesis 6 “ Distance learning seeks ways for people to learn and benefit from learning ” in factor 2 of this study, the connotation states that the rapid development of old and new media is becoming
convenient due to the development of media utilities by free download from the Internet. A new type of course sharing materials has been developed, which are: Open learning content, open curriculum, open learning resources. The term Open Education Resources was named at the meeting of the United Nations Educational Scientific and Cultural Organization in 2002 [ 68] in the use of open education resources in developing countries, including the following issues: (i) Learning content (entire courses, courseware, module content, learning objectives, collections, journals), (ii) Software tools (Development, use, reuse and distribution of learning content, search and organization of content, content development of learning management tools and systems, online learning communities), (iii) Implementation of resources (Such as licensing intellectual property to promote the publication of open learning materials, and localization of content). In the years that followed, many institutions offered free learning content by accessing “Open Learning Resources” on the Google search engine, with 314,000 websites and directories related to this content by the end of 2007. The explosion of publishing and sharing learning materials has created all the possibilities for easy use of learning software and learning management systems. The development of Open Source Software is creating a revolution in the production of software infrastructure, and new techniques such as “blogging” and “podcasting” are providing teachers and students with the convenience of quickly finding online materials.
3.3.2.4. Digital learning objects
Individual lessons of course material are known as “Learning Objects” . Wiley (2000)[70] defines a “ Learning Object ” as: “any physical object, digital or non-digital, that can be used, reused, or referenced in a technology-supported learning process”. To enable the effective contribution of learning objects, a large number of online “ Learning Objects ” have been developed. Library and Information System (LIS) libraries in
Singapore is a portal that allows teachers and learners to contribute syllabi, lesson plans, learning objects and teaching materials (Chaudhry & Khoo, 2006)[23]. In Indonesia, through one of the centers of the Ministry of National Education, online content for the “ Kindergaten through 12 th Grade ” education program has been developed through the Edukasi.net portal, this initiative provides teachers and learners of “ Kindergaten through 12 th Grade ” with rich learning materials and helps in preparing lesson plans. Therefore, in point 7 “ With learning materials and tools, distance learners can
Self-study anytime, anywhere, so it is convenient for many people " belongs to factor 2, indicating the ability to apply and provide tools to support distance learning learners through the assessment and satisfaction of the people. However, the support of learning tools for distance learning learners in different countries with the conditions of each country, and the level of application of learning tools obtained by learners is also at different levels and diverse.
However, relatively few distance learning institutions in Asian countries have been able to develop their own learning portals, or make progress on English-language learning available worldwide, due to: (i) The countries' information and communication technology infrastructure is still limited, (ii) The investment cost of technological equipment is still too expensive for training institutions in these countries. Therefore, the application of this technology from the first years encountered initial difficulties and obstacles for distance learning.
3.3.2.5. Software localization
One of the biggest challenges to the widespread use of open educational resources and digital devices is the lack of localized software. The challenges are not simply translating software into local languages, but the Localisation Industry Standards Association defines localization as: “Taking a product and adapting it to the linguistic, technical, and cultural features appropriate to the purposes of the region where it is used and sold”. Esselink (2003)[25] describes the activities
Localization activities that are not necessarily part of traditional translation include: (i) Multilingual project management, (ii) Online technical testing software and assistance, (iii) Easy translation of documents into other languages, (iv) Translation memory management and organization, (v) Multilingual support products, (vi) Translation strategy consulting.
3.3.2.6. Accessibility and selection of distance learning means
“ Pre-prepared learning materials, distance learners can be autonomous in the learning process with their own conditions ” is the content of thesis 8 under factor 2 “Ability to apply means in distance learning”. The practice of applying information and communication technology in distance learning in our country and some countries in the region and the world shows that: Information and communication technology is considered an important factor for economic growth, and learners can access global knowledge sources through distance learning methods. In countries around the world, including those in North America, Europe and Australia, the most popular means to provide distance learning courses is the Internet World-Wide Web (WWW). Since the 1990s, universities and colleges in developing countries, especially in Asia, have followed this experience by converting materials into web-based courses and developing new online course formats (Gunawardena, 1995)[29]. The conversion and cost-effectiveness of ICT-based learning models in developing countries have not been fully confirmed, however studies suggest that the choice of the World-Wide Web as a training medium in Asia may not be fully mature, as a large portion of the population does not have access to the Internet. A recent study by the PANdora project has confirmed this conclusion (Baggaley & Belawati, 2007)[17]. The PANdora network, funded by the Canadian Development Research Center for Asia, includes researchers and administrators in 14 Asian countries. PANdora's study on accessibility of distance learning technologies in South Asia (Samaranayake et al., 2007)[62] found that most learners now use computers, although only a few have access to the Internet. In Sri Lanka,
79% use computers without Internet access at training facilities; 42% of them have online access at home and 35% use Internet at kiosks.
In Pakistan, home to the world's largest university, Allama Iqbal Open University , Internet access is relatively low, with computers (without Internet) being used by 42% of students and facilities such as E-mail, web-based training materials, and text access being 15-30%. Regional coverage of Internet service providers does not include rural areas, with mainly South Asian students having access to radio and television, which are used as educational media by most major universities in South Asia. E-learning has been the most successful medium of outreach in India compared to other countries, although mainly in the core areas where access is generally available.
Two universities in Pakistan are useful examples of the types of electronic testing and assessment that are being developed in the Asian education system: Allama Iqbal Open University in Islamabad, with 750,000 students, and Virtual University of Pakistan , with over 15,000 students. Allama Iqbal Open University mainly conducts traditional distance learning based on printed materials with the support of audio, visual, multimedia and computer-aided learning materials. It offers online programs (E-learning) in computer science and social sciences. Virtual University of Pakistan staff have to process about 20 million answer sheets each semester and manage more than 400 examination centers nationwide. Most of the testing and assessment activities are done manually, and the exam time takes about 5 months from the initial preparation stage to the announcement of results. The Virtual University of Pakistan uses a relatively complete, technology-based electronic assessment system. The Virtual University uses four satellite channels to broadcast lectures to students and uses electronic assessment for all students, at the facilities where electronic examinations are conducted, using a properly calibrated electronic assessment system. Instructors conduct both formative and summative assessments through a robust system, but often face challenges with online security and depend on student honesty (Samaranayake et al (2007)[62].
Thus, electronic support for assessment is often limited to the examination department of the institution. Some other e-assessment applications tend to be contained within individual departments of the institution as pilot programs that have not yet been fully approved by the management. The widespread use of ICT-based e-assessment systems in Asia clearly depends on the identification of technical solutions and procedures that ensure the stability of the system.
In Bhutan, in a survey, only 35% of learners reported that they had easy access to a computer, either at work, at home, or in an Internet café (Jamtsho & Bullen, 2007)[41]. In 2005, after implementing an optional e-learning course for credit-based teachers, relatively few learners were satisfied, with 83% reporting difficulties in using online methods due to poor Internet connections, insufficient time (22%), too complicated to use (22%), and having to travel too far to connect to the Internet (33%). During the course, 66% said they used the optional e-learning less than once a month. The implementation of the Learning Management System using the open source Moodle was hampered by a lack of technical support and national ICT infrastructure. In countries including Indonesia, Laos, Mongolia and Thailand, e-learning is in its early stages of development and has the same serious obstacles in its development (Baggaley & Belawati, 2007)[17].
Researchers from the PANdora project in Thailand and Indonesia encountered some of the same obstacles as other countries and argued that Asian institutions were choosing “e-learning as a symbol of institutional modernization” rather than as a result of research and evaluation on e-learning accessibility (Hardhono et al., 2007)[37]. Open University of Indonesia: Universitas Terbuka (UT), the only public university in Indonesia that conducts distance learning, has more than 7,000 trained and accredited lecturers. Face-to-face tutoring is provided at the