Lecture
Lecturing online can be done in terms of various media types: text, hypertext, graphics, multimedia, and other types. This applies not only to lecture but also to other aspects of online pedagogy. Though the content of this section pertains specifically to lecture, it is applicable to other aspects of online pedagogy as well.
The content of online lecture can be similar to that in a traditional lecture, but should likely be distilled and made briefer than in traditional lecture, due to limitations of online bandwidth and due to the ease and effectiveness with which online lecture can be turned-off, compared to ease and effectiveness with which traditional lecture can be turned-off (or at least obviously turned-off). Another difference relates to online lecturers not having the benefit of feedback from students, during lecture, unless lecture is done synchronously (which is not typical).
The media type (or types) of online lecture should likely be somewhat dependent on the subject matter of the lecture. Text may be an appropriate type generally for a literature course, but not a speech course or an astronomy course; multimedia is likely a more effective type for a speech course, and hypertext (with graphics) or multimedia for an astronomy course.
The media type of an online lecture should be carefully considered in terms of many factors, including subject-matter appropriateness, bandwidth needed, actual bandwidth throughput to student computers, availability of content, ease of composing content into a lecture, and possible need for changing the lecture over time.
Media type (or types) chosen for an online lecture should interrelate with computer and media hardware and software tools, and with processes for media creation and use.
Generally, text and hypertext require low bandwidth, are easily and quickly accessible to students, require few special tools which are easy to use, and require few special processes for media creation and use, which means little technical or other support.
The extent to which graphics are used with hypertext will likely increase the need for bandwidth, student tolerance of download times, and some technical or other support in media development and composing. Special hardware tools such as scanners may be needed, and special graphics editing software tools will likely be needed for extensive use of graphics. Another important graphics related issue has to do with availability compared to creation of graphics; creation of graphics can be time consuming, can require some skill, and should require additional special tools and possibly support.
Multimedia in terms of graphics and audio presuppose a soundcard and multimedia computer for develop and for use, and corresponds to increased need for bandwidth and some technical and other support for development and composing, and possibly corresponds to increased student tolerance for long download times. Compressing this media type for streaming will decrease bandwidth needed and probably allow faster download times. Audio over PowerPoint or other slides can be effective in creating instances of this media type, especially when compressed for streaming. Creating a streamable version of this media type will very likely require technical and other support for those not highly computer literate or not highly free-time advantaged, and will require compression software and a streaming server.
Use of text, hypertext with graphics, and multimedia can be facilitated by using the WWW as a repository of possible content, through copy and paste (where legal), through linkages to sites, through voice-annotated web-tours, and through co-browsing. Collections of media are also often available from (book) publishing companies for use in developing online courseware; but should possibly be used with caution, since tying online courseware to a particular publishing company can make the courseware difficult to change.
Video use in online courseware is not recommended, even if compressed for streaming, unless constant 56 Kbps or higher throughput to students is available, possibly excepting short segments in which motion is not important. This restriction will change as high bandwidth to student computers becomes the rule rather than the exception. Use of the video media type also requires additional somewhat expensive hardware and software tools, such as a video camera, a video capture card, a video editor, etc.; increased technical and other support will very likely be desirable.