<P> Most open universities use distance education technologies as delivery methods, though some require attendance at local study centres or at regional "summer schools". Some open universities have grown to become mega-universities, a term coined to denote institutions with more than 100,000 students . </P> <P> Although the expansion of the Internet blurs the boundaries, distance education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning . </P> <P> In synchronous learning, all participants are "present" at the same time . In this regard, it resembles traditional classroom teaching methods despite the participants being located remotely . It requires a timetable to be organized . Web conferencing, videoconferencing, educational television, instructional television are examples of synchronous technology, as are direct - broadcast satellite (DBS), internet radio, live streaming, telephone, and web - based VoIP . Web conferencing software helps to facilitate meetings in distance learning courses and usually contain additional interaction tools such as text chat, polls, hand raising, emoticons etc . These tools also support asynchronous participation by students being able to listen to recordings of synchronous sessions . Immersive environments (notably SecondLife) have also been used to enhance participant presence in distance education courses . Another form of synchronous learning that has been entering the classroom over the last couple of years is the use of robot proxies including those that allow sick students to attend classes . </P> <P> Some universities have been starting to use robot proxies to enable more engaging synchronous hybrid classes where both remote and in person students can be present and interact using telerobotics devices such as the Kubi Telepresence robot stand that looks around and the Double Robot that roams around . With these telepresence robots, the remote students have a seat at the table or desk instead of being on a screen on the wall . </P>

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