Steve Wheeler
RATIO Project
University of Plymouth, UK
 

Paper for presentation at the Sixth EDEN International Conference,  Technical University, Budapest, Hungary, 23-25 June, 1997.

Abstract

Open and distance learning (ODL) systems are increasingly coming under the pressure of financial stringency, and have been criticised for failing to realise their potential in meeting the needs and expectations of the end user.  In rural areas particularly, some populations remain largely unreached, ostensibly due to the distances and expenses involved in delivering training to distributed audiences. Social isolation and the attendant economic disadvantages together tend to create marginalised and insular micro-societies  Such individuals enjoy little access to mainstream education and training, and this can result in the development of lethargy and inactivity.

One European funded telematics project, RATIO, is aimed at delivering training and business information across the rural peninsula of the South West of England.  This paper offers an initial report on the first year of the 3 year project, and examines some of the logistical problems of setting up a multi-layered technological solution to the problems of delivering training into remote rural areas.  The paper also highlights some of the pedagogical issues to emerge as a result of the implementation of the project during its early stages.

People living in rural communities tend to experience problems of both economic and social natures. Whilst the economic problems are not purely limited to rural communities, social problems experienced by rural residents are different in nature to those of urban residents.  Such social problems are a product of geographical isolation, and where such remote communities exist, individuals are often disadvantaged due to lack of amenities or access to public services such as education and training.  Furthermore, those who provide course delivery seldom view remote communities as economically viable target groups. Rural residents are doubly disadvantaged, not only in economic terms but also socially.  They are socially isolated from the rest of society, and from each other (Stevens, 1994).

Identifying the problems

Distributed populations pose several significant challenges to those wishing to deliver training.  Communities that are dispersed across a wide geographical area tend to experience social isolation problems.  These are caused mainly by the distance of residents from amenities such as education services and business information opportunities.  Some rural communities and action groups are adapting to address the second area, with the proliferation of teleworking and telecottage industries proliferating across the United Kingdom.  Arguably, the problem of access to training remains largely unaddressed.  Attempts to deliver training courses to distributed populations are moderated by a number of factors.

The first factor is the effects of the economic decline currently being experienced by many isolated communities within the UK.  Any implicit costs will loom large in the minds of those who are financially disadvantaged.  This includes the more obvious expenses such as course fees, and exam payments, and also the 'hidden' costs such as travelling to a study centre, subsistence costs, child care arrangements and the purchase of study materials.

The economies of scale of the more specialised, less popular courses plays an important part in success or failure of delivery.  For example, if only a handful of people in a catchment area wish to study Portugese language, the local education provider will not consider running the course as it would be financially unviable.  However, with ODL technologies increasingly extending catchment areas outwards, previously unviable courses become financially expedient.

Poor travel infrastructures are also an important factor.  Lack of the means to transport oneself to a study centre may exist in the form of lack of finance, lack of available public transport or, in several cases, a combination of the two.  These are all too common features of rural life for some.  Those who are unemployed and who live in very remote and poorly served public transport areas fall into this category.

The continual isolation of very remote rural communities seems to encourage the formation of insular micro-cultures.  Attempts to deliver training into such areas may be met with indifference, suspicion, and sometimes hostility.  Some distributed rural communities develop fiercely independent identities, and may resent the attempted interventions by outsiders into their territory.  This can take the form of a wide spectrum of responses to course provision, from lack of interest to outright rejection of the service.

For those who do take up the challenge to study, distance learning courses may be the only opportunity for achieving a professional or academic qualification, and even here there may be problems. The need for students to maintain contact and compare progress is a less overt, but still highly desirable factor in successful learning.  Students need to know how they are doing in relation to their peers (Keegan, 1990) and many distance learning courses do not cater for this.

Finding the solutions

The problems outlined above are prohibitive enough to discourage most rural residents from pursuing lifelong learning.  If the wholesale uptake of courses by distributed populations is to occur, the barriers must be either removed or circumvented.  It is the second approach that underpins the operation of the RATIO project.

RATIO (Rural Area Training and Information Opportunities) is a European funded project aimed at setting up 40 tele centres within the Objective 5b area of South West England.  RATIO will establish a technological infrastructure capable of delivering high quality training and information services to the widely dispersed communities of the South West.  The use of convergent technology can offer solutions to many of the problems experienced by remote communities, by putting them in touch with training providers and affording them access to a comprehensive range of learning resources and research opportunities.  These services can be delivered to users when they require them, within a short distance from their homes, and in flexible formats to suit many different learning styles.

The technological framework

The rapid advancement of communications and information technologies has seen a gradual convergence of both into a new discipline known as telematics.  Technologies such as computers, telecommunications and multi-media have developed along the same lines, and are enabled by similar microelectronic platforms and transmission routes.  The term 'telematics' is itself descriptive of a merger of two technologies, telecommunications and informatics (Wheeler, 1997).   Convergent technologies make possible the production, storage and dissemination of text, graphics, speech, sounds, still and moving pictures in essentially the same format (Kirkwood, 1996).

The emergence of telematics also means that multi-purpose systems can now be available at a fraction of the price of previously disassociated and unattainable hardware.  Here, the four 'layers' of technology constituting the RATIO network are described:
 

• Layer 1 : Stand alone systems.  In RATIO centres, stand alone personal computer systems using Windows 95 platforms and associated software, enable individuals to gain access to the latest available applications.  Some computers are connected via video teleconferencing links to remote tutors, who can provide learning support on a 'face to face at a distance' basis (Winders, 1996).  Furthermore, application sharing and transfer of data files are possible, making the tasks of tutoring and assessment achievable at any distance.

•  Layer 2 : Asynchronous network systems.  Besides video links, computer users at the centres are also provided connectivity through ISDN2 to Internet and electronic mail facilities.  Computers are connected directly to appropriate file servers based in provider institutes.  Asynchronous systems provide users with the capability of leaving messages for each other, on a one-to-one basis, or through a peer group network.  Conferences can be established on given topics, and participants contribute as and when they wish.

• Layer 3 : Synchronous network systems.  These systems are live and interactive, and can take the form of video conferencing, audio conferencing or computer mediated conferencing provided it is live, for example where both participants are at their computer.

• Layer 4 : Integrated systems incorporate several layers of technology and are the most difficult to define as the edges of the technologies are blurring and differentiation is becoming more problematic. Each RATIO centre is equipped with a digital receive satellite antenna, giving access through the University of Plymouth's BNSC/ESA satellite uplink facilities to a vast array of satellites, and hence a wide range of television and data transfer capabilities.  Satellite TV in particular is an interactive and dynamic delivery system, providing users with up to the minute information and access via conventional phone systems or electronic mail to studio experts and specialist information services

4: Integrated Systems
 

3: Synchronous Network Systems
 

2: Asynchronous Network Systems
 

1: Stand Alone Systems
 
 

An example of a RATIO integrated system exists in the form of data capture onto computer via the external satellite antenna.  Data can be transmitted alongside sound and vision, and the signal is split into video and data at each receive site.  Video signals are sent through the decoder/receiver to a video and television for immediate viewing or recorded on to tape for later use.  The data is sent to a data capture card resident inside a designated personal computer.  It is then stored onto hard disk from whence it may be immediately printed out onto paper, or stored for later use.   Video conferencing from multiple centres via a bridge enables feedback from the distributed audience, and full instantaneous interaction between all participants using continual presence techniques.

Some initial problems

Implementing a project on the scale of RATIO is bound to unearth some problems.  Most of the operational issues the project team has addressed to date involve management of the roll out programme, as centres are selected and commisioned.  Obtaining planning permission from a local authority to erect satellite dish antennae can be a slow process.  Protracted time waiting for approval can be frustrating, particularly if a centre is losing opportunities to participate in live satellite TV programmes.  Compatibility of software applications is another issue that has required attention, particularly when application sharing whilst video conferencing.  Overload of the system occurs when too many applications are active at one time, and the resulting systems failures frustrate users who are unaware of the limitations of the technology.

Long lead in times to developing appropriate ODL training materials has lead to a lack of deliverables in some centres, particularly in the very early stages of the project.   Course providers had to be convinced of the technological potential of the project to widen their catchment areas, and increase their client bases before embarking on costly and time consuming material development programmes.

Psychological and pedagogical issues

By its nature, telematics has the potential to create both problems and benefits for users and course deliverers alike.  Some users may consider it to pose a psychological threat whilst others discover that it fulfils their learning needs admirably.

The removal of tutorial support to a distance can create a feeling of isolation and can may cause demotivation in some users.  Conversely, users may find that learning at a distance may suit their preferred style of learning.

Some users may be intimidated by the prospect of video conferencing with people whom they have never met.  Visual cues such as an untidy office or unconventional dress suddenly become available and may be wrongly interpreted by distant viewers.

Computer mediated communication (CMC) is often used to create virtual groupings of people.  CMC functions on the basis of reduced social cues, whereby members of a conference group may never see each other or hear each other's voices, and yet over a period of time develop an intmate knowledge of each other's background and experience.   Face to face conversations consist of not only what is said, but what is unsaid in the form of vocal intonations, facial expressions and body language (Argyle, 1976).  These are absent from many telematics media and can cause communication problems.  The use of 'emoticons' to convey feelings, such as joy :-) anger :-( and lightheartedness ;-) is one of several devices created by users to liven up what might otherwise be a sterile environment (Magee & Wheeler, 1997).

Conversely, there are several things achievable through electronic media that would be difficult or impossible through face to face interactions.  One example is the teacher who can be 'in several places at once', due to the use of a point to multi-point conference system such as satellite TV.

Conclusions

Delivering courses to distributed rural audiences will always be more problematic than contiguous delivery, due to economic, social, and psychological reasons.  The cost, physical barriers and motivational factors can be obviated by careful deployment of the technology and a strategic provision of human support.  RATIO's main task is to raise awareness of the new technologies by embedding them within the social fabric of the rural communities of the South West of England.  Time will tell how successfully this objective will be achieved.

References

Argyle, M., (1976) The Social Psychology of Work, Penguin, Harmondsworth.

Kirkwood, A., (1996) Convergence and Media for Teaching and Learning, Innovations in Education and Technology International, 33 (1) 41-49.

Keegan, D., (1990) Foundations of Distance Education, (2nd Edition), Routledge, New York, p 94.

Magee, R., and Wheeler, S., (1997) Distance education and new convergent technologies: computer mediated conferencing, Information Technology in Nursing Journal, 9 (1) 19-21.

Stevens, K., (1994) Some applications of distance education technologies and pedagogies in rural schools in New Zealand, Distance Education, 15 (2) 318-26.

Wheeler, S., (1997) Convergent Technologies and Innovations in Distance Learning, Integrating Learning Technologies Conference, University of Plymouth, UK, January 1997.

Winders, R., (1995) Face to face at a distance, AETT Conference, Plymouth, UK.

Glossary of Terms

BNSC - British National Space Centre
CMC - Computer Mediated Communication
Continual Presence - Video conference technique where all participants appear on screen together
EDEN - European Distance Education Network
Emoticons - Keyboard icons and symbols used to convey emotions
ESA - European Space Agency
ISDN - Integrated Services Digital Network
RATIO - Rural Area Training and Information Opportunities
Telematics - Convergence of telecommunications and computing