1. New Media & Distance Learning
Explaining the term ‘new media’ and how it might relate
to distance learning
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Steve Mackenzie
Distance Learning Design Team Leader
Postgraduate and CPD Office
16th June 2009

2. Overview
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Brief History of Distance Learning
New Media – A Definition
New Media - its Relationship to Distance Learning
New Media – Applications to Learning
The Significance of New Media
Implications for Distance Learning
Conclusion - Transitional Strategies

3. History of Distance Learning
Independent Study
• First Generation (late 19th, early 20th century)
Print based correspondence courses.
• Second Generation (1960’s through to the 1980’s)
Radio and TV broadcast technology.
• Third generation (1980’s to early 90’s)
Computer based learning, teleconferencing, videoconferencing, audio/video
tapes, multimedia CD-ROM’s.
• Fourth Generation (early 90’s to late 90’s)
Interactive multimedia, Access to Internet resources and computer mediated
communications (e.g. asynchronous discussions).
• Fifth Generation (late 90’s to mid 2000’s)
In addition to fourth generation delivery technologies, this generation includes the use of
automated response systems (e.g. email, online tests) and Virtual Learning
Environments to access institutional processes and resources.
• Sixth Generation (mid 2000’s – current)
Web 2.0, Mobile and Synchronous technology: Much improved communications. A
diverse set of tools to facilitate more active, participatory and collaborative learning.
Connectivity
Active Participation

4. New Media – A Definition
PCMAG.COM (2008) define new media as:
“A generic term for the many different forms of electronic [digital]
communication that are made possible through the use of computer
technology. The term is in relation to “old” media forms, such as print
newspapers and magazines, that are static representations of text and
graphics.” PCMAG.COM (2008)
Content Communication – Multimedia, Interactive Multimedia
Human Communication – Interaction, collaboration, co-operation
Cutting Edge New Media – Web 2.0, Social Software

5. New Media -its Relationship to Distance Learning
New Media facilitates Active Learning - Active Learning is
preferable to isolated independent study.
Palloff and Pratt (1999) suggest that:
“for distance learning that an active learning model is the model of choice especially
given the separation between teacher and student. They suggest also that the
teacher’s role is to devise learning activities that promote interaction and
collaboration, facilitate active discussion, promote the development of critical
thinking and research skills”

6. New Media – Applications to Learning
Social Bookmarking
Blogs
Connections to useful websites
and other online resources
Social Networking
Connections to people and
resources
Reflection
Wikis
Online Media
Collaboration
Web 2.0
Interaction with multimedia
content . Examples include
youtube (video), flickr
(photos), itunes (podcasts)
plus self produced media
Social Software
Read/ Write Web

7. The Significance of New Media!
Can improve studentstudent, student-staff and
staff-staff communication
Can promote
participation, collaboration and
active learning
Can enhance student
motivation, enjoyment and
learning
A combination of synchronous or asynchronous strategies

8. Implications for Distance Learning
There is still a place for ‘old’ media. Opportunity to Build on current good
practices.
Great opportunities, but it is a time for transition. There is a need to
experiment in order to progress. New media needs to be
introduced gradually.
For students more emphasis on active learning, participating and
collaborating could be scary – guidance and time to orientate to a
new approach is essential.
For teachers – it’s new too, they will need support to decide how best
to use ‘new media’ and how to change teaching strategies.
Cutting edge ‘New media’ technology is not controlled by the
institution, this could be an issue at times. Best alternatives within
current institutional online spaces may need to be found.

9. Conclusion - Transitional Strategies
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Consideration of economic, logistical, instructional, technological, historical and
political factors.
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Consideration of each particular student cohort and their needs.
Strong explanation as to why new online ways of
learning (contributing, participating) are beneficial
Clear
Expectations and
Ground Rules
Teacher Facilitation,
Encouragement and
Leading by example
Staff Training
Good Quality
Student Inductions
Introductory tasks
for students

10. Extra 1: Explanations, Ideas and examples
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Campus Based Programmes
– Normal face to face teaching
– Blackboard for additional support
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Distance Learning Programmes
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Blended Learning Programmes
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Minimal face to face contact
Block teaching Weeks
Blackboard for core support
Additional Postal Correspondence
Additional Administrative phone support
Additional Teacher Phone Support
in theory 25-50% delivered via e-learning technology
Block teaching weeks
Blackboard for additional/core support
May include additional Administrative phone support
May include additional Teacher Phone Support
E-Learning
– Different needs for different programmes