Table 6: Technologies FACT evaluation

Table 6: Technologies FACT evaluatio= n

Type	Examples	Flexibility	Access	Costs (-structure)	Teaching and learning
s/o	Radio<= /o:p> Television<= o:p>	Generally synchronous media constrain flexibility. However, recoding facilities have reduced limitations in terms of flexibility. =	Good (espec= ially for radio). In industrialized countries both media are ubiquitous. In developing countries radio is wide spread. This does not apply for record= ing equipment. =	Generally o= ne-way media have high potential for scale economies . - For radio low cost per SLH per student are recorded if scale economies ca= n be exploited.	All one-way= media require additional arrangements to ensure two-way communication. The combination of radio with correspondance is low cost though correspondanc= e is not seen as responsive interaction
a/o	Print Audio-cassettes Video-cassettes CD-ROM DVD	Generally asynchronous media are rather flexible. This applies especially for print. More recent media (CD-ROM, DVD) depend on a more sophisti= cated infrastructure with respect to the learner.	Print is wi= dely accessible but requires literacy (an access hurdle audio or audiovisual m= edia better overcome). Access to more modern media such as CD-ROM, DVD depend = on the availability of a more sophisticated infrastructure. =	Generally o= ne-way media have high potential for scale economies. Casette media are for very large batches of learners less cost-efficient because of there higher unit cost (aggregate variable cost per student).&n= bsp; Modern media may have very high development co= sts which requires mass distribution to bring down average cost per learner. =	All one-way= media require additional arrangements to ensure two-way communication. Cassett media have advantages as compared to the tranient broadcasting media. Dig= ital media allow much higher developed ‘simulated interaction’ (e.= g. multiple- choice questions, searcheable databases, simulations, interacti= ve spreadsheets etc.)
s/t	Telephone Audioconfer= encing Videoconfer= encing	Synchronous= media generally restrain flexibility. This applies a fortiori to synchronous communication media bringing together teacher and student; however, some synchronous media (e.g. Breeze a mainly audioconferencing technology) all= ows recording synchronous interaction for asynchronous use.=	Access to d= igital communication media is even in industrialized countries limited. It is dependent on the availability of a developed ICT infrastructure. Telephony i= s more ubiquitous in industrialized countries but not an option as ‘main teaching medium’.	Generally t= wo-way media have low potential for scale economies and therefore cannot be expe= cted to be cost-efficient. Conferencin= g media generally are used in a classroom format. This means it is characterized = by semivariable costs. While there= is little potential for scale economies the model in principle can be scalab= le and sustainable.	Telephone a= s single medium is insufficient for most teaching transactions. Audio and videoconverencing simulate largely the classroom model. Some features suc= h as whitboadrsharing may suggest some added value compared to a traditional classroom.
a/t	e-mail= Computercon= ferencing (CMC)	For communi= cation media flexibility for one finds its limits in the flexibility requirement= s of the others. CMC is larg= ely applied in a virtual seminar (classroom) format hence requires some pacin= g. It is a viable compromise between flexibility and responsive interaction at a distance	Access to d= igital communication media is even in industrialized countries limited. It is dependent on the availability of a developed ICT infrastructure. Text-based = asynchornous communication does not necessarily require large band-width (especially w= ith LMS which use replication technology). =	Generally t= wo-way media have low potential for scale economies. Being characterized by semivariable costs its viability depend on cla= ss size. Course deve= lopment costs can be low but quality consequently depends more on facult qualification.	Asynchronous text-based computerconferencing seems to be the best compromise between flexibility requirements of the adult learner and responsive (real) interaction at a distance. Recent Lear= ning Management Systems (LMS) allow to embed simulated interaction and even synchronous interaction.

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