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| Inquiry Learning | This type is new for some teachers. Teacher is no more a single player on the stage of conveying information; he or she is a moderator of discovery learning for her students, through progressive discourse. Even if a teacher is well trained and is able to use the necessary equipment, she or he still needs a lot of training to be very professional with the study process.
It is considered that the inquiry learning arises in students the desire to find, search and learn.
During the usage of a number of some multimedia programs, it was observed that teachers tended to ask the majority of the questions, rewarding students that correctly answered or guessed, and required continual help in maintaining a classroom climate that emphasized reasoning rather than right answers. Only those teachers who had experience in inquiry-based instruction used the materials in open-ended ways. They found that it was important not only to provide training in the scientific concepts covered in the materials, but also to give participating teachers rich and varied suggestions for classroom activities.
 Distance learning educators have developed some special inquiry learning methods. Joint groups of testers among the inquiry learning students executed self-research, using different kinds of experiments under the guidance of the site moderator, and then discussed their experiences with the studio teacher. The success prove can be seen on various video tapes and audio records by the correct and full students answers during and after instructional; sessions.
Work in Team
The teachers who acquire new facilities quite well are able to share their experience and encourage other educators or tutors. They can prepare educational programs beforehand with those teachers, consult them, and check the learning facility even before usage in classrooms. Facilitators can try out learning modules as videotapes, building in interactivity as it suits the learning styles of their particular students and then add the common study programs to the previous curriculum.
The providers of this new technology are ale to inform all the users about the peculiarities of newly created study programs. Some educational programs developers provide a special person to moderate the site, answers telephone calls, or provides printed support material. Studio teachers provide consultations and answer fax calls while having no sessions.
The process of using and adapting new educational facility, such as instructional television and videoconferencing, is not immediately transparent.
Some teachers haven’t yet acquired and mastered new technology, to use it effectively, and to maintain it as well, within the small period of time. Instructors need access to data links and E-mail, as well as video links. Lessons plans need to be downloaded, consulted with other teachers, and t6he new modules are to be tried.
According to some researches it takes up to two years for instructors to adjust to and work with the tools, to implement them successfully, and to integrate them into their curriculum.
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