Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Challenge Continues
March 30-April 1, 2003
Learning by Doing: Experiences of a Distance Education Administrator Who Taught Internet Courses
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By: Darcey Cuffman |
Abstract
Distance education staff can better understand faculty involvement and commitment, and the students who enroll in these courses when they teach an Internet course. The purpose of this presentation is to share insights that the presenter gained from teaching two graduate education courses via the Internet. This can be compared and contrasted to her experience with research on distance learning, instructional methods and technology, and curriculum planning. The outcome is to identify key points that can assist future collaboration between distance education and instructional technology staff and faculty to plan Internet courses.
Description
To remain current with distance learning delivery methods and instructional technologies, it is advantageous for DE staff to have personal experience with teaching internet courses. Faculty often revise an existing course from face-to-face to an online environment to develop Internet courses. Faculty are concerned with course development and planning, instructional technology and media, time management, working with technical support staff, collegial peer support, and instructional and student support services. DE staff can provide technical assistance but they may not fully understand or appreciate the process, mindset, and struggle the instructor faces to make the transition to Internet instruction until one walks in their shoes.
During 2002, the presenter had the opportunity to teach two graduate education courses via the Internet for the Department of Educational Leadership and Policy Analysis at East Tennessee State University. The first course, Distance Education, was taught during Spring Semester 2002; the second course, Adult Learner in Distance Education, in Summer Semester 2002. The presenter had taught Distance Education three times in a traditional classroom setting during Spring Semesters 1997, 1998 and 1999.
The presenter gained many insights from teaching these Internet courses. Before teaching in Spring Semester 2002, the presenter's comfort level with learning the course management system (CMS-- Blackboard); course planning and instructional design; organizational; and time management skills were tested. The presenter also dealt with how to maintain the spontaneity of traditional classroom room setting when teaching an Internet course.
Guest speakers had been a large component when Distance Education was taught in a traditional classroom setting. Each student completed a variety of written assignments including a major research paper. Students also worked in groups to complete a diversity project. At first, the CMS seemed too structured. As the presenter became more comfortable with the CMS features, she learned more about instructional design and flexibility that faculty can have. The presenter also sought advice from veteran Internet faculty and read journal articles. To begin the transition from a face-to-face to an Internet environment, most of the questions the presenter had began with "How do I .," "How can I .," How much time does .," "What will I do if .," "Will I finish .," and "Have I taken on more than I can handle?"
By teaching these Internet courses; the presenter was able to improve, become more proficient or effective from the following: allowing adequate time for course preparation; preparing a more complete and thorough syllabus; having an orientation at the beginning and subsequent meetings during the semester when feasible; integrating instructional technology and media; structuring meaningful online discussions; meeting students' communication expectations (e.g., email, feedback on assignments); and valuing adult students' contributions and efforts. In the future, the presenter seeks to incorporate additional media and plans to teach both courses totally online.
As a DE staff member, the presenter's experience has enabled her to collaborate, engage in discussions, share ideas, and seek input as a collegial peer; to provide feedback to co-workers and colleagues; and to share insights with students enrolled in future internet courses.