| Video Conferencing | | | | another either by telephone or by equipment |
| With video conferencing two or more people can | | | | specifically designed for audio conferencing. |
| participate in a virtual classroom along with an | | | | Audio conferencing involves only sound - it does |
| instructor. The participants can not only | | | | not support graphics. Audio conferencing is |
| communicate with one another, they can also see | | | | beneficial in delivering lectures, when brainstorming, |
| each other as well. This makes participating in a | | | | and for discussions. However, it has its |
| distance learning program feel more like actually | | | | drawbacks. Reliance solely on audio conferencing |
| being in a classroom. The equipment needed for | | | | may cause some participants to lose interest in |
| video conferencing varies. It can be as simple as a | | | | the material being presented. It may also diminish |
| computer that is set up with a video camera or | | | | a participant's ability to concentrate. Together, |
| web cam, computer monitor, speakers, and a | | | | these issues sometimes make it more difficult for |
| microphone. The computer also needs a network | | | | students to grasp the lesson. It is for this very |
| system to transmit data back and forth. Most | | | | reason that many instructors will also prepare |
| computers and laptops sold today have all of this | | | | some type of printed material as that can make |
| functionality built in. Participants speak into their | | | | it easier for participants to follow along. |
| microphones and are able to hear what others | | | | Audio and video conferencing are both beneficial |
| have to say via the speakers that are in their | | | | to distance learning education programs. Both of |
| computers. A television monitor can also be used | | | | these types of instructional media are used by |
| to display images and a telephone network or | | | | students living in remote parts of the world, |
| LAN can also be used to transfer data. The video | | | | making it easier to become immersed in a |
| cameras capture and transmit images of the | | | | distance learning environment provided they have |
| classroom participants or any other material that | | | | access to the necessary equipment. When |
| is positioned in front of the camera. | | | | real-time, symmetrical communication is desired, |
| | | | both audio and video conferencing are acceptable |
| Audio Conferencing | | | | teaching media. Both audio and video conferencing |
| Audio conferencing is another learning | | | | facilitate a high degree of interactivity between |
| environment in which students and instructors can | | | | instructor and students. Since there are no |
| communicate in real time. Because participants can | | | | limitations on location, it's much easier to arrange |
| only hear each other and aren't able to see one | | | | guest speakers from around the globe. And while |
| another, this type of instruction typically is | | | | audio conferencing cannot transmit images, it is |
| supplemented with handouts that are either | | | | not difficult to integrate this media with others |
| printed or are in an electronic format. With audio | | | | such as satellite learning or ITV. |
| conferencing, individuals are connected to one | | | | |