A Vision - My vision for distance learning is a seamless networked learning environment that integrates voice, video, and data connections among learners, instructors, experts, virtual libraries, the Internet and support services. At the center is the "distance learner," connected with both real-time and non-real-time links to these resources. To make distance learning networks a reality instructors and providers must harness the potential of synchronous and asynchronous communication technologies to create powerful, learner-centered networks.

Synchronous communication technologies - desktop and group video teleconferencing - enable live, real-time interaction between instructors and learners. Asynchronous communication technologies, - e-mail, multimedia databases, virtual libraries and the Internet - support non-real-time interactions and access to vast information resources at a time and place convenient to the learners. The challenge is to implement the right combination of synchronous and asynchronous technologies to create a rich mosaic of networked learning environments consistent with the mission of the educational provider, learner expectations and the delivery style of the instructor. Additional multimedia resources can be assessed from a virtual library or the Internet to supplement and enrich the course content.

The Need for Continuous Learning - The need for continuous learning has changed and continues to change dramatically. The changing nature of work, from manufacturing to service, from pencil and paper to computer, points to the intense need for ongoing training and education. The shape of the workforce is changing as well. As we approach the twenty-first century there is, in addition, the need to train more effectively and more efficiently. A key to success is the application of cost-effective technologies that distribute education and training electronically. America's colleges and universities are also facing many challenges today. They need to prepare their learners for the emerging jobs in the information society. Networked learning environments make this possible.

Distance Learning Networks - Synchronous telecommunications networks for distance learning are generally divided into audio, audiographic and video networks. The networks can be designed to accommodate large and small groups of learners, as well as individuals working on PCs.

Audio networks function like a conference call, with the instructor directing the presentation of content and question-and-answer sessions. Each site is generally equipped with speakerphones or telephone headsets. The audiographic network combines the audio network with a shared graphic component. Audio and audiographic networks operate on a plain old telephone service (POTS) analog line with a bridge to connect multiple sites.

Video networks generally employ digital telecommunication circuits and are divided into narrowband and broadband systems. Narrowband group video distance learning networks have an instructor site and three or more remote sites connected via Integrated Services Digital Network (ISDN) circuits through a narrowband multipoint control unit (MCU). Located at the instructor site and remote sites are group video systems that transmit video and audio between sites. The instructor can supplement lessons with graphics, slides, video tapes and computer data through available peripheral devices. All remote sites receive video and audio from the instructor site and the remote systems transmit video and audio from the learners to the instructor. The instructor can automatically or manually select, through the MCS, which sites are seen, or can create "continuous presence" for simultaneous viewing of up to four remote sites at one time.

Teaching and Learning on a Network - The instructor in this environment becomes an orchestrator of multimedia technologies. Much like a conductor of a symphony orchestra, the instructor calls up inputs from various media source to enhance the presentation. To be effective, the instructor needs to think of multiple ways to engage the learners in the class. Two key dimensions of effective programs are interaction and visual design: 1) Interaction is the most powerful way to engage learners. The instructor needs to design opportunities for inter-site and intra-site interactions among learners about every fifteen to twenty minutes. Question- and-answer periods, brainstorming sessions, case discussions, and role-playing exercise are examples of strategies the instructor can use to stimulate interaction. 2) Learners at remote sites often express the need to visually focus on something in their environment. Learners in audio programs feel uncomfortable staring at a speakerphone, and often request handouts that support the instructor's key points. In a video teleconference, the instructor should frequently switch between live video of the instructor and visual support material, as well as plan visual annotation of graphics.

The Role of Support Services - The technology infrastructure represents only one dimension of networked learning environments. Equally important, if not more so, is the human infrastructure that provides support services to the learners. The support services organization has a role like the customer services operation in a business enterprise. It provides administrative directions, emphatic listening, moral support, and conflict resolution services. For example, many learners today are still not comfortable with computer technology and will require some type of coaching to build up their confidence and increase their personal comfort zone. Learners expect the instructions they receive for course registration, course access and evaluation to be accurate, efficient and trouble free. The course of study itself must be well designed and supported by an instructional and support staff available to counsel and address learners' concerns.

The course evaluation system should be designed to provide testing results quickly. One of the greatest concerns the learner may have is how to deal with a failure. Learners must be reassured regarding the evaluation process.

Using the Internet - The Internet is becoming the vehicle for providing reference materials and up-to-date information and is now the preferred method for communication between learners and instructors. Students often find that with the Internet they have more access to their instructors and other learners than in their face-to-face courses. There are, however, a variety of issues that instructors and educational providers need to consider when using the Internet: 1) Internet access - will learners have access? If not, who will provide it? When they have it, do they have the skills to use it? 2) Content hosting - the type of content placed on the Web should be interactive and relevant to learners. It is important to incorporate some multimedia into the learning experience to provide the learner with a variety of methods to learn information.; 3) Testing - testing on the Internet is becoming a reality and can be accomplished using true-false, multiple-choice and essay questions. Because learners have the ability to collaborate with others, some instructors use on-line testing only for quizzes and not for exams. But collaboration can be positive, with learners gaining a variety of viewpoints and enhancing the group's learning; 4) Virtual Library Resources - the virtual library will provide seamlessly integrated resources for the distance learner, allowing instructors to incorporate multimedia artifacts into teaching and learning environments and allowing learners to create their own custom virtual libraries. Instructors and educational providers need to begin planning for and creating the tools that will maintain and use these virtual libraries as powerful agents for creating virtual learning environments.

Virtual Learning Environments - Learning environments can be characterized in four ways:

1 - Same time/Same place
2 - Same time/Different place
3 - Different time/Same place
4 - Different time/Different place

Each of these environments creates issues for preserving the session so that it can be delivered to others later or used as a reference. Recording sessions or parts of sessions and storing and indexing them for later retrieval are all aspects of creating and maintaining virtual learning environments.

Scenario One depicts what can be seen as a typical face-to-face learning environment. However, even in a face-to-face scenario, the instructor may want to use information that was recorded at an earlier time, demonstrate features of a software package, or include a real-time visit by a subject matter expert at another location. It is currently a challenge to capture such sessions or portions of them for use as a reference or by those not able to attend at the scheduled time.

Scenario Two (same time, different place) describes what is typically called a teletraining or teleconferencing program. This scenario has grown from basic audio teleconferencing/teletraining to include video and data conferencing. The signals carried over the telecommunications circuits can be captured and then replayed on similar equipment at a later time and different place by the learner.

Scenario Three (different time, same place) is similar to Scenario Two, except that one or more learners at the same place join the session after it has ended. They still "attend" the session and need to interact with the content of the session and with the learners. They may even want to send their session notes to the other learners or may be in a study group and need to share session resources.

Scenario Four suggests that the learner is going to access the information not only at a later time but also from another location. This scenario includes a variant on Scenario Three as well as other forms of training, such as computer-based training (CBT) and electronic performance support systems (EPSS). The virtual library must take all of these necessities into account and give the learner access to the add-ins that may be required to access the information in the library. A Scenario Four user may have a variety of devices to access the information and may not know the format in which the information is coded or may want to use only a portion of the information - perhaps the audio component only. The learner may choose to listen to, instead of reading or viewing, an abstract. Learners should be able to direct libraries to download a copy to their e-mail address or to an FTP site.

In an EPSS, the learner interacts with an electronic mentor in real time. Typically, the learner engages the mentor to obtain advice on the performance of a task. The learner can provide the information to an expert system, get advice, see examples and create a presentation to help the customer understand the recommendations.

The Future of Networked Learning Environments - The challenge of creating networked learning environments is to determine what learners truly need and how to reasonably accommodate their needs; to provide learners, instructors and educational providers with rich options in determining how to create, navigate and experience learning. Simple functions such as the "bookmark" feature of the Internet browsers of today will be aggressively expanded to enable us to bookmark our journeys in an electronic world. Intelligent electronic agents that understand learner interest and requirements will assist learners in locating and navigating virtual libraries. Portals will be uniquely designed for very specific needs. The environments will run the gamut from single educational provider networks to large commercial systems built on years of collaboration and partnering. Many challenges lie ahead: tools for storing information, facilitating finding them and presenting them in forms usable with multiple systems; the flexibility to accommodate rapid change and the vision to continue the journey on this revolutionary and evolutionary path toward future learning environments.