Nowadays distance education can hardly be imagined without significant use of ICT . However, a large number of different software can create negative first impressions about distance learning on both ends of the process, the potential lecturers/instructors, as well the participants of online education.
The lecturer/instructor should be well acquainted with all types of software they will use for instruction . Successful application of certain instructional methods in distance education with appropriate technology requires that the lecturer/instructor has instructions for use for all the software they are using. It is recommended that they also, at least once and preferably more times, go through training for practical use of all types of software necessary for online elements planned for a certain educational process.
The next important component is good-quality technical support (necessary hardware, software, support staff) which will enable the instructor/lecturer to put the educational content online (such as audio or video recordings, digitalization of data, format conversion etc.), as well as to adapt the configuration of the appropriate software, remove technical problems bearing in mind the used hardware and software.
Technical support should be organized for the participants as well, in order to enable them to join different technologically-supported activities in distance education without any problems. The participants should be given directions about the installation and use of the technologies intended for their use which will enable them to use the educational materials and participate in different communication activities online.
Successful functioning of technical support is based on a defined action plan. This plan should contain answers to questions such as:
- How will the users acquire and install the software necessary for the course?
- Who should provide the users with answers related to technical support?
- How can users recognize certain problems and how can they act in accordance with them?
- What is the technical support phone number in the case a user needs emergency help?
- What is the expected time between the filing of a report and the solving of the problem or receiving information about alternative options?
Using a certain LMS is possible only after specifying the requirements for hardware and software that a lecturer/instructor and the participants need as the users of the system. After that the LMS settings are arranged in order to allow its users access to the required resources.
All the participants should be familiar with the minimum requirements and basic computer configuration which enables them to use LMS correctly (Internet connection; technical characteristics of their computer: processor, memory, disk space, monitor etc.) and the required audiovisual equipment (speakers, sound card, camera and microphone for videoconferences etc.). Required software includes the installed operating system (Windows, Linux etc.), browser (the make, version, various plug-ins), the mail client, newsgroup client and other specific software.
Setting is especially important as wrongly entered values can prevent the use of a certain part of the equipment or the LMS as a whole. The basic settings include the screen size (e.g. 800*600 or 1024*768), hue, font size etc. The next part of the settings is related to the browser which allows the use of Java applet, the performance of ActiveX controls, entering local data - cookies, access outside of the local network (firewall, proxy) etc.
Carefully prepared installation instructions for additional software needed for distance education will facilitate the process of technical preparation for less-skilled users unaccustomed to working with information technology. It is important that the instructions maintain the appearance of the user interface with the emphasis on the entry data/parameters, for every conducted step.
It is important for successful use of planned pedagogical elements and methods in distance education that the educational content, and not the difficulties the participants have with the technology, is in their first plan. Appropriate technical equipment and computer literacy are important prerequisites for the users’ successful participation in distance education . Apart from ensuring the required user technical support, evaluation of their technical equipment and their command of information technologies is also recommended before the beginning of online education, as well as to ensure additional technical training or instructions for the users who may have difficulties mastering or using educational technologies.
Tips & tricks: The more the latest technologies are used in distance education, the lesser the probability that computers and operating systems the users have at their disposal will enable their usage. The introduction of new technologies should be "moderately conservative” or "moderately innovative" and oriented towards the features that are available to everybody or to the majority, especially if new technologies require significant adaptations or investments on the user part. In addition, the educational process and pedagogical goals and not the technology should be in the first plan. Therefore, technology should not divert participants’ attention to difficulties in its use or the unproductive effects it can achieve. Finally, the use of technology should be cost-effective, i.e. the lecturer/instructor and the designer of online content should always try to objectively assess how much more educationally efficient is the expensive technology they would like to use (and impose on the participants) than a well-organized and illustrated book with similar educational content.
