Collins, Mauri P. & Berge, Zane L. (1995) Audiographics Used 
 in Distance Learning.  Proceedings of the Distance Education 
 Conference "Bridging Research and Practice", San Antonio, TX 
 Jan 25-27, 1995, pp.15-20.

 mauri@cac.psu.edu
 berge@umbc2.umbc.edu

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AUDIOGRAPHICS USED IN DISTANCE LEARNING 
 
Mauri P. Collins 
The Pennsylvania State University 
 
Zane L. Berge 
Georgetown University 

INTRODUCTION 
 
	This presentation will focus on the use of audiographic  
systems in distance learning.  We will describe the basic  
components of audiographic systems, the benefits and  
limitations to be considered in using audiographics systems  
and we will close with a short summary of responses to an  
ongoing, informal survey of audiographics users. 
	Over the past decade and a half, educational  
institutions in North America have begun to incorporate  
audiographic conferencing technology into their distance  
education programs (Gilcher & Johnstone, 1988;  Anderson,  
1993; McGreal, Hagerman, Weber & Doucet, 1993).   
Audiographic teleconferencing, which involves the  
simultaneous transmission of data, print and graphic  
information over ordinary telephone lines, complements audio  
communication with visual information.  It requires a  
relatively inexpensive up-front investment, can potentially  
serve many distant students at a reasonable cost and  
sometimes without requiring instructors to radically modify  
their classroom behavior and does not usually require new  
institutional support systems.  The instructor can present  
information both orally and visually in a real-time  
communications environment and, at the same time, it allows  
full interaction among participants.  Students can also  
create and use their own visual materials, which becomes a  
very valuable learning experience for them. 

WHAT IS "AUDIOGRAPHICS"? 
	Audiographics merges computer graphics, telephone  
communications systems, and instructional design into a cost  
effective method of delivering distance education classes  
(Fredrickson, 1990).  A typical audiographics set up  
requires a location with access to one or two phone lines.  
Hardware includes a computer with a VGA monitor, a  
substantial amount of RAM, a capacious hard drive, a mouse  
or a pen and graphics/digital tablet and audiographics  
software.  Audio can be carried on dedicated audio- 
conferencing equipment, a speaker phone, or, most recently,  
on an internal computer card that supports both microphone  
and speaker.  Optional equipment can include a slow scan  
video camera and a television monitor, a (color) scanner,  
printer, copy machine, facsimile machine, audio cassette  
player and/or a telewriter.  For large audiences the images  
on the computer screen can be projected onto a large screen  
via a projection tablet and an overhead projector, or the  
less expensive alternative of a large screen television  
monitor and converter (McGreal et. al, 1993).  Audiographic  
technology then permits simultaneous transmission of voice  
communication and graphic images across voice-grade  
telephone lines.  Visual images can be created ahead of time  
by the instructor or the students in various desktop  
publishing and presentation software packages and sent on  
disk or via the internet to remote instructional sites to be  
called up during the class by the instructor from the local  
computer's hard drive as required.  The instructor is linked  
via telephone line(s), an audio- and/or data bridge, and  
modem with  students and, sometimes, other instructors or  
site facilitators at remote locations.  Graphics and still  
video images of in-class activities can then be displayed  

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simultaneously at all sites.  Two way  voice (audio)  
interaction occurs through speaker phones, or dedicated  
audioconferencing systems.  
	Users have the capability to speak with one another,  
share text, video and graphics images, and annotate images  
that are displayed on their own computer monitors using the  
pen and digital tablet, or a mouse.  A scanner allows  
material to be scanned in during class and displayed to all  
participants. 

       BENEFITS AND LIMITATIONS OF AUDIOGRAPHICS 
	Audiographics makes educational opportunities more  
available to distance students in both academia and business  
and allows them more interaction with instructors and peers  
than self- or correspondence study.  While we list several  
advantages under each category below, clearly there are many  
of these that benefit more than one of these stakeholders. 

INSTITUTIONAL CONSIDERATIONS 
	It is the least expensive audio/video option when  
considering start-up and operating costs (Fredrickson, 1990  
p. 3, Knapczyk et. al., 1993, p. 75; Lowe, 1993, p. 6)), and  
requires the least software, training, and maintenance among  
technologies permitting live exchange with graphic images.   
The cost is significantly less for instruction or meetings 
at a distance than most forms of interactive video  
conferencing.  Expenses in terms of bringing many persons to  
one place at one time or for instructors to commute, or for  
hiring teachers to teach at each site can be significantly  
reduced or eliminated.  Small classes at different locations  
can be combined to reduce instructor overhead (or to cost- 
share salaries) and provide instruction that might not  
otherwise be available in remote locations (McGreal, 1994b). 
	Audiographics software can be installed on existing  
computers and other equipment frequently found in  
educational or training settings (speaker phones, modems,  
etc.,) can be employed.  The equipment is portable and  
easily moved to different locations, although this is not  
recommended, because of the possibility of damage and  
miss-connections (Lowe, 1993, p.6).  Course materials can be  
developed by faculty or staff using presentation software  
that can be learned quickly (McGreal, 1994a) and which allows  
course materials to be up-dated and changed with relative  
ease, and new courses can be quickly produced.   

INSTRUCTORS' PERSPECTIVE 
	Audiographics is often regarded as the most cost- 
effective, efficient, and motivation-enhancing distance  
education system currently available (Fredrickson, 1990,  
p.3).  Real-time course presentation can create very  
animated class sessions (Knapczyk et al., 1993).  Learning  
materials can be easily organized and tailored to  
instructors' specific needs for their course, and a wide  
variety of presentation formats used (text, graphics,  
animation etc.).  The technologies that are used, (i.e., the  
telephone and microcomputer), are familiar and increasingly  
accessible to both faculty and students.  Graphic materials  
that are prepared for one class can be saved and reused in  
subsequent classes and revision of materials is relatively  
fast and easy.  Images can be scanned and stored on hard or  
floppy disks; and instructors at both local or remote sites  
can control equipment functions.  Perhaps most important  
from an instructor's perspective, is the many options  
audiographics gives them for delivering coursework (Knapczyk  
et al., 1993). 
	Knapczyk (1990) points out that during class users at  
any location can "give responses verbally or annotate images  
by means of the computer keyboard, graphics tablet, or  
mouse" (p. 6).  Frederickson (1990) notes that students are  
unwilling to be seen as "unprepared" for class, and, with  
the high degree of interaction between teacher and student  
it quickly becomes obvious if a student has prepared for  
class or completed their assigned homework.  The same  
content can presented in several media, which may address  
the needs of several different learning styles.  Anderson,  
(1993) notes that the use of audiographics enhances recall  
and retention of information and increases the perceived  
effectiveness of delivery.  When working in a cross cultural  
situation where students may be using English as a second or  
third language, Chute & Shatzer (1989) note that visuals  
provide a way to represent content organization and the message
being presented to students in a different way than text or

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lecture.  This redundancy is significant for correct interpretation 
of the instructor's message.  Still they caution that instructores 
need to be culturally appropriate in terms of such things as
color and image selection. 
	Stacey and Turner (1993) emphasize the need for rigorous 
advanced preparation of teaching materials and note that 
audiographics  "is a very accountable medium, unforgiving if 
materials  aren't at hand or well planned". 

LEARNERS' PERSPECTIVE 
	From the distance learner's perspective, the benefits  
of audiographics include the opportunity to communicate and  
interact in real time with learners at other sites, a more  
enjoyable and easier to attend to learning experience  
(Anderson, 1993), greater opportunity for participation  
(Knapczyk et al., 1993) variety in learning materials,  
formats and methods, and user-familiarity with the  
individual components (telephone, computer, television).   
When learning a second or third language, audiographics  
provides a venue for authentic practice with students  
outside their own classroom (Stacey, 1993). There is some  
research evidence to support that motivational levels,  
attitude levels, and the quality of the learning experience  
have all been positively affected by audiographics  
(Fredrickson, 1990; Anderson, 1994.)

LIMITATIONS 
There is very little compatibility among the various  
audiographic software packages nor among the dedicated  
audiographic systems, so it is critical that institutions  
make a decision to standardize on a single product to be  
used by all participating sites. 
	While all the individual components may be familiar, 
one of the weaknesses of audiographics is the steep learning  
curve inherent in learning to integrate multiple pieces of  
equipment.  The unpredictability of the connections between  
sites and the possibility of equipment failure mandates the  
preparation of adequate back-up activities for every class.   
Audiographic setups also require one or two available phone  
lines within easy connection range of the equipment.  (There  
may also be long distance phone line costs, doubled in the  
case of  two-line systems.)  Computer screens are not easily  
seen by large groups of people, with four to 6 persons  
around one screen being about optimal (Lowe, 1993, p.1).  
There are many technophobic students and instructors who are  
intimidated by the suite of technologies involved in  
audiographics. 
	Gunawardena (1992) determined, among the an  
instructor's most challenging tasks may be coordinating  
activities at distance sites, and facilitating and  
supporting group work at a distance.  She also elaborated on  
the sometimes difficult changes needed in an instructor's  
approach to instruction from that of dispenser of  
information from the front of a classroom to a "facilitator  
guiding and supporting the learning process" (p. 70) and  
remarks that that role consumes more time and energy than  
teaching a traditional class. 
	Additionally, Chute & Shatzer, (1989) note that while  
bringing experts and learners together from anywhere in the  
world has advantages, a successful audiographics learning  
experience necessitates an awareness of cultural differences  
that affect instructional design strategies.   
	Even though audiographics technology uses familiar  
equipment, high levels of accessible technical support are  
still required to deliver the course, especially when the  
equipment and instructor are new (Lowe, 1993, p. 2).  In a  
distance education environment, staff requirements may also  
be affected by acknowledging that the responsibilities of  
instruction must be divided between the delivery and  
receiving sites.  
	Social context cues are limited in audiographics and  
the cues available for predicting and assessing others'  
reactions are different from those available in face-to-face  
interactions (Burge & Roberts 1993, vii).  Not being able to  
see students' "body language" was a source of initial  
concern to new audiographics instructors (Stacey, 1993).   
Burge & Roberts (1993) suggest that rules for interjection  
and conversational turn-taking be set up and that "talkers"  
not be allowed to dominate sessions (p. 78).   

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	It is important to recognize that all formats for  
delivering instruction have their strengths and weaknesses.   
It is rare that one delivery method meets all instructional  
needs.  Therefore, a combination of presentation formats are  
usually needed to minimize costs and maximize learning. 

HOW AUDIOGRAPHICS ARE BEING USED 
	To get some idea of how audiographics systems were  
actually being used, we sent a note to the Interpersonal  
Computing and Technology List (IPCT-L@GUVM.GEORGETOWN.EDU).   
This is a scholarly discussion group with a membership of  
approximately 1200 persons in more than 40 different  
countries.  The note invited users of audiographic systems  
in answer the following questions: 
 
1. Asked who they were and what their responsibilities are. 
2. What are the hardware/software components of your system? 
3. How long have you used audiographics? 
4. How many sites are linked by audiographics? 
5. Who is your intended audience? 
6. What training/support is provided to instructors? 
7. What is your most successful application? 
8. What is your least successful application? 
9. Advice for new users. 
 
	This was not a formal "research" study but an attempt  
to get a quick snapshot of persons using audiographics now.   
Several respondents generously agreed share their  
experiences and one instructor in Australia generously  
offered the loan of professionally produced videotapes  
showing the use of audiographics by pre-service teachers  
teaching  second languages to primary school children.  
(Stacey, 1993).   

RESPONSE SUMMARY: 
1. We received responses from Australia, Finland, both  
coasts of Canada and the United States.  Instructional  
designers, classroom teachers, and teacher educators  
responded, as did the executive director of TeleEducation  
for a Canadian province (who included a white paper produced  
for his provincial government) and the director of research  
and evaluation at a distance education center at an  
Australian University. 
2.      Both DOS-based and Macintosh machines were being used,  
typically with high-end processors, large amounts of RAM and  
capacious hard drives.  A full range of optional equipment  
was used, as described above, although not all sites used  
all pieces of supplementary equipment. 
3.      The twelve respondents had used audiographics systems  
from 1 to almost 5 years. 
4.      Training in the use of audiographics equipment ranges  
from a two week training period for instructors to  
instructors having to seek out their own sources of  
information and learn by trial and error. 
5.      Three to six sites appears to be the range connected in  
any one session, while as many as 150 sites could  
potentially be accessed in a single Finnish network.  One  
respondent remarked that audiographics seems to be used for  
interactive small group work at the primary and secondary  
levels, and as a broadcast medium to larger groups in higher  
education.  
6.      All the applications reported were delivering  
instruction to students, although one respondent also used  
audiographics with up to 4 colleagues at a time when  
planning instruction. 
7.      The range of applications spans veterinary medicine to  
second language literacy to engineering to teacher training.   
The common features seems to include material that can be  
structured ahead of time and delivered with a high visual  
content, and that invites small and large group  
interactions. The need for a mix of presentation methods 

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was evident in the provision of course handbooks for both  
students and teachers and student study guides.  Apparently  
audiographics, like most forms of technology, finds its best  
use as part of an integrated delivery system. 
8.      The most often mentioned failure in the use of  
audiographics is the delivery of straight lecture material  
by the instructor, allowing little or no interaction among  
the participants.  Technical problems are also mentioned  
with both equipment and connections, as is the necessity for  
high levels of available technical support. 
9.      The advice most frequently offered to new users was  
that the instructor and instructional materials be  
meticulously prepared ahead of time to minimize delays  
during transmission; that substitute activities to be  
completed in case of equipment/transmission failure be  
available at all sites and that the learners be actively  
engaged in some form of collaborative learning.

		     SUMMARY 
       This paper has presented an introduction to  
audiographics technology, its advantages and disadvantages  
and a short summary of responses to an ongoing inquiry into  
the present uses of audiographics. 
	Through effective planning, design, and delivery, a  
wide variety training and educational courses can be greatly  
enhanced through the use of audiographics.  Audiographics  
systems include readily available and inexpensive and  
reliable audio, video, and computer technology, that can be  
combined in various permutations.  Using this existing  
technology, universities and schools can gain tremendous  
flexibility in organizing and offering a wide variety of  
educational and training experiences, while instructors and  
students benefit from a high level of interactivity and  
participation. 
 
 
		      REFERENCES 

Anderson, T. (1993) Audio Graphic systems in use in Alberta  
- A brief review. Alberta Distance Education and Training  
Association Newsletter, 3 (1), 4-5. 
 
Berge, Z. and Collins, M. (1994) Audiographics used in 
distance learning. Australian Educational Computing 9(2), 4-8.

Burge, E. and Roberts, J. (1993). Classrooms with a  
difference: A practical guide to the use of conferencing  
technologies. Toronto: University of Toronto Press. 
 
Chute, A. and Shatzer, L. (1989).  Designing for  
international teletraining.  Paper published in  
International Teleconference Association 1989 Yearbook, May. 
 
Fredrickson, S. (1990). Audiographics for distance  
education: An alternative technology.  Paper presented at  
the Annual Conference of the Alaska Association for  
Computers in Education (March 1990). 
 
Gilcher, K. and Johnstone, S. (1988). A critical review of  
the use of audiographic conferencing systems by selected  
educational institutions.  International University  
Consortium, University of Maryland University College,  
University Blvd. at Adelphi Road, College Park MD 20742 
 
Gunawardena, C. N. (1992). Changing faculty roles for  
audiographics and on-line teaching. The American Journal of  
Distance Education, 6(3), 58-71 
 
Knapczyk, D. (1990). Field based preparation of practicing  
teachers using distance education.  Paper presented at the  
Annual Joint Conference of the National Rural and Small  
Schools Consortium and American Council on Rural Special  
Education, 4th. Tucson, AZ, March 18-23. 
 
Knapczyk, D., Brush, T., Rodes, P., & Marche, T. (1993).  
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audiographics.  Technology Horizons in Education (T.H.E.)  
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Lowe, K. (1993). Audiographics for adult literacy: Using  
computer and fax/phone for flexible deliver. Part III:  
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McGreal, R. (1994a). Personal communication. 

McGreal, R. (1994b). Comparison of the attitudes of Learners  
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11-23. Archived at LISTSERV@GUVM.GEORGETOWN.EDU as
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McGreal R., Hagerman, V., Webster, J., & Doucet, R. (1993)  

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