For many years, distance learning was used to meet the needs of home schoolers, students seeking independent study options for acceleration or graduation, and those in rural areas who did not have access to enriched educational options. The movement has grown exponentially during the past decade. State departments of education, commercial enterprises, colleges and universities, and high schools are the most frequent sponsors of distance-learning opportunities.

Televised courses were one of the first strategies used for distance learning. For many years, courses were broadcast on network television for adult learners who did not have access to schools. In the past decade, state departments of education have been tapping this resource to provide courses not otherwise available to high school students, particularly in small and rural schools. Although attempts have been made to make televised courses more interactive, they still rely almost exclusively on a lecture format. Teachers conduct classes from electronic classrooms, and students participate by watching the classes at home or at school. Computers, telephones, and fax machines allow students to communicate with the instructor and to ask questions for clarification, but responses are not always immediate. New technology is poised to change this situation. High-speed data networks and online discussions have made communication with telecourse faculty during live broadcasts easier to manage, and the combined use of computers, video cameras, and microphones has created opportunities for live, interactive dialogue between students and faculty that can be heard by other students in different locations. Nonetheless, little is known about the quality of learning that can be supported by televised courses, and the committee notes that further research on this strategy is necessary.

In discussing the viability of using televised courses for the advanced study of science, the committee noted several additional problems. These include providing laboratory experiences primarily by demonstration.¹⁵ The committee believes research is needed to evaluate the effectiveness of this practice in supporting learning with understanding and that alternatives should be investigated if necessary. Another concern is the inability of telefaculty to gain a clear understanding of students’ conceptions and misconceptions and to adjust teaching to reflect students’ initial understandings. Additionally, there is little opportunity in the context of a televised lecture to encourage the development of students’ metacognitive skills.