TEACHING MWTC CLASSES ONLINE:

TEACHING MWTC

CLASSES ONLINE:

A TEACHER’S BASIC GUIDE

Prepared By: Wendy Feldbauer

4/25/2003

TABLE OF CONTENTS

Introduction

………..3

General Rules

………..3

Subject Matter

………..3

Guidelines for Subject Matter……….. 4

Student Audience

………...4

Online vs. Classroom students……….4

Guidelines for Student Audience……….5

Delivery Format

………5

CMC (Computer Mediated Communication………5

Communication Problems with CMC………...7

Rules for CMC……….7

Transferring assignments………..8

Rules for Transferring Assignments………8

Collaborative Work……….8

Rules for Collaborative Work………9

Conclusion

………9

Appendix A: CMC Resources and Environments……..

……….10

Appendix B: Sample Forum

………..11

Appendix C: Sample MOO CMC

………..14

Bibliography

………..15

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Introduction

This report entails a general basic guideline for teacher’s who intend to teach an online MWTC college course. It covers significant considerations that teachers should keep in mind when designing or implementing an online course environment.

With the increase of online course availability, the average college student taking online courses in the MWTC Program is a working adult who has to balance many priorities. This breed of student requires more flexibility without a loss in content and challenge. This requires more thought for the teacher regarding online forum design and deadline flexibilities.

General Rules

When designing an online internet course for college students there are three major areas of concern:

ƒ Subject Matter (what you will be teaching) ƒ Students

ƒ Delivery Format(s) (How you will deliver your instruction) Five Guidelines to Teach By:

1. Your subject must be able to be conveyed online effectively.

2. Your students must understand what exactly is expected from them at all times and when it is due.

3. Your students must understand the online technologies you will be utilizes in the course and have them available to them.

4. The way you deliver your instruction online must fit the subject matter being taught and the student needs in comprehending the material.

5. Get to know your students personally and what type of outside priorities they handle outside the classroom

Subject Matter

Many subjects are easily taught via internet courses. For example, English and Writing courses which only involve reading and responding to texts can be taught effectively through an online forum where students are required to post a certain number of responses from each reading, as well as respond to others posts. This develops an interactive discussion that mimics one in an actual classroom. The

teacher may also assess reading through online timed quizzes and have papers due via email by certain dates. These types of subjects are very effective through online learning both for student comprehension and teacher assessment.

Courses such as Technical Editing are conveyed thoroughly in an online

environment because students can share one another’s texts via email. The teacher can also post stock documents and websites for the students to perform different types of edits and usability testing.

More complex computer programming, web design, and graphic development type courses are more difficult to teach online. In teaching such a class the teacher must be aware of the difficulty this can create for their students and provide online real time sessions to exhibit examples and allow for questions. They also must provide a sufficient textbook and helpful notes to aide students in there processes. It is

important that the teacher be available daily through email to address student issues and difficulties. See more on this subject under delivery format section of this report. Some computer classes function effectively online, while many require addition opportunities and input from professors and must be designed carefully.

Guidelines for Subject Matter:

1. Be sure you subject can be effectively taught online

2. Design your online course to fit your subject matter (not vice versa) 3. Be available to your students and provide appropriate resources Student Audience

With the surge of online classes an influx of adult working students has developed. These students are not the former atypical college students who have little else to do except their schoolwork and extracurricular activities. While being a teacher is your main occupation being a student is not theirs. A large percentage of these students balance a full time job, families, and full time school work load. This must be taken into consideration when designing your online course environment and deciding upon your flexibility.

One of the best ways to assess your students is to have them fill out a questionnaire at the very beginning of the semester. Have them include things like their

occupation, families, what other classes they are currently taking; what real-time online meeting times would be best for them, and the current skill set, etc. This will give you insight into whether you need to rearrange your due dates and plans for the semester. It is not that you want to make your online course easier or less

challenging then it should be, it is merely making the expectations realistic and achievable for your audience. In a Technical Communication Program this is a great way to illustrate conducting an Audience Analysis and its importance within the profession itself.

Online vs. Classroom students

Students who are taking MWTC online courses often do so because of hectic schedules. The online environment allows working professionals to access schoolwork and classes at night, from the office, or at their leisure. These online

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courses also open up the opportunity for single parents to expand their skill set without having to pay for daycare or a babysitter. Some adults take online classes because they are suffering from a disability that prevents them from being able to leave the home and attend regular classes. These are all things to consider when designing your course to meet the needs of your students.

In an actual classroom you can physically see your students and observe their behavior. Usually an experienced teacher can gage the harder workers from the average or below average ones. The online environment doesn’t provide these visuals or easily assessed real live situations.

Be available to your students through email or another venue. Communication is vital with online classes, because you don’t actually get to see one another once a week. Students need to know they can contact their professors in case of

emergencies, unforeseen difficulties, and questions. This communication provides a more “humanized” touch to the online environment.

Guidelines for Student Audience:

1. Get to know your students (i.e. through a questionnaire) 2. Amend your course to meet the needs of your students 3. Be flexible (within reason)

4. Be available

Delivery Format

The delivery method used in online learning is an important decision. There are many platforms available and it is best to learn a little about all of them and then make an informed decision (See more information in Appendix A). Classroom

students received a syllabus which entails the entire framework for the semester; this should be available to your online students also. How and where this information and other course work will be available is what the teacher must decide upon. “The problem with such decisions is that the material will be used differently by different students and will be used differently by the same student at different times; whilst a linear structure may be appropriate for the student going through material for the first time, this may be inappropriate for the student revising the material.

Conversely if too much freedom is provided then students may become bewildered and would lose the coherence of the original structure.”1

CMC Computer Mediated Communication

There are basically two different subsets of computer mediated communication

asynchronous and synchronous. Asynchronous CMC exists in email and forums, which allow people to communicate even though they are not present at the same time. Synchronous communication exists in instant messaging or MOO forum, which

1_{Lee, Stuart D., Armitage, Susan, Groves, Paul and Stephens, Chris (1999). Online Teaching: Tools and}

requires people in different locations to be present at the same time in front of their computers.

There are many CMC systems which assist in the online learning environment. The asynchronous systems allow “…students to fit their on-line discussions around their other commitments and responsibilities. Different work patterns can be supported whilst still maintaining a feeling of community amongst the students and staff participating in the course. These systems retain a textual, permanent record of interactions, indicating to a user as they rejoin a discussion which comments have been added since the last time they were there. This is particularly useful if

participants have not been able to join in due to, for example, working away, other commitments, or illness.”2

The asynchronous environments provide more time for thought regarding student responses and are more stationary so students are more careful of what they may post within this type of CMC.

In the synchronous environments, thoughts are more spontaneous; this can be a useful tool for teachers to assess whether students have done assigned reading or have been putting time into the course. This type of CMC allows for instant

responses and provides an excellent opportunity for the students and teacher to ask questions and provide feedback. There are many instances of synchronous

environments at the teacher’s disposal. Two we will focus on are the MOO environments and the virtual classroom environment with blackboard.

A MOO environment (see example Appendix C) allows students to log in as guests and allow the teacher to set up a virtual meeting room, such as “Wendy’s

Classroom.” The teacher will provide a specific time to meet and all students arrive and an online real time discussion takes place. These sessions can be saved for students and the professor to return to and read later. The advantage of using a MOO platform is the screen is much larger than most virtual classroom screens. This allows more time for students/teachers to read the constant responses and, since it is not as graphical as a blackboard environment, there is less flashing as the screen refreshes.

In a classic virtual classroom environment with blackboard, students log in through their specific school’s online class web and meet all together at a designated time. It works similar to the MOO platform except it has a collaboration window. Within this area, the teacher or students can bring up websites or documents for the whole class to view at the same time. This works well for editing and design classes because everyone can view the document or webpage and type suggestions or point out mistakes, etc., within the same window. The use of this blackboard, however, creates less typing space within the chat window and often can cause the screen to “flash.” This causes some student dissention because the flashing becomes a nuisance and the small window causes many students to have to scroll to view what was typed.

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There are other platforms available, for more information consult Appendix A. These CMC systems are the core of online learning. They provide the necessary interactive environment that ensures online courses are effective. They provide the basic foundation for professor/student correspondence, as well as, student to student correspondence.

Communication Problems with CMC

CMC systems are not perfect. Many students call these mediums “dry” because it is often difficult to decipher the tone of certain statements. Many students have never met each other before and are not aware of the individual personalities of their classmates. This can cause unnecessary misunderstandings that would not occur in a real live classroom environment. One solution which can be

implemented to assist this problem is the addition of “character faces” to your online forum. This is seen throughout many of the instant messaging services used today, including AOL Instant Messenger and MSN Messenger. There are happy, sad, tired, mad, unsure, and winking face graphics which can be added to your written text message. These little graphics help to add tone or human voice to the statements that are written.

It is also necessary to set forth guidelines from the beginning that entails what is acceptable behavior and language within the CMC environment. It should be stated that no harassment or other damaging behavior will be tolerated, etc.

Depending upon which CMC platform is utilized in the classroom, it may be difficult for certain students to gain access. For example, certain MOO environments are not as secure as others and may be run on a port that is known for Trojan attacks. This may prevent students who connect behind firewalls and other secure PC’s to assess the platform. There are other CMC environments available that require students to purchase software, this can become too expensive for many students and may not be the best option. Professors must be certain that their chosen CMC Platform is available to all students and faculty involved in the online class.

Rules for CMC Platforms:

1. Chose a platform available and assessable to your students 2. Provide graphics to enhance the “human” voice within forums

3. Set Basic guidelines from the beginning of what is acceptable language, etc. 4. Provide tutorials as necessary

The best part about online MWTC online courses is the students have “learned about communication online and about sharing information online while…” actually engaged in the process.3 _{This is “hands on learning” at its finest.}

Transferring assignments

Online students have to hand in assignments to the professor. There must be a clear-cut method in which each assignment is to be turned in. Work can be transferred via email, posted in a classroom forum under a specific location, or some online platforms have aspecific place for assignments (i.e. Digital Drop Boxes). Be sure whichever method you choose that your students fully understand it and know how to use it.

If your class has work which involves students sharing documents with one another, be certain that the students know how to do so and have the correct software available. For example, one student may begin the assignment and send it in an adobe format while the recipient student does not have adobe reader/writer so therefore cannot open or amend the document. Another example may be that certain students may not be familiar with “Save As” or “Save Target As” and not understand how to move the document into a position to amend. The student questionnaire provided at the beginning of class can help teachers to foresee where issues like this are likely to arise. As stated earlier, a list of software needed to fulfill assignments within the class provided to students at the very beginning of the semester is helpful also.

Transferring documents online is an excellent tool for your students to learn, especially MWTC students. This is a skill that has become a necessity out in the workplace. Expose your students to the many ways in which transferring

documents can occur, they will benefit and be thankful for this later. Rules for Transferring Assignments:

1. Be sure the student understands and can use whichever method is selected 2. Be sure the student has the available resources and software

3. Provide instructions

4. Expose students to a variety of methods

Collaborative work

Collaborative work becomes more difficult in an online environment. Students have taken these courses to work at their own leisure to achieve deadlines. When you assign team or group work, that student must depend on other students to be able to do their portion of the work within a different timeframe. With any group work, online or classroom, there is often an issue with a person (persons) doing more work within the group.

The team environment has many positive aspects though. “Teams support four elements of the course design. Firstly, the development of team-working skills (with both written guidance and tutor support). Secondly, the creation of a framework for facilitating greater social integration of students from diverse backgrounds ….

Thirdly, the creation of a basic learning support structure through peer discussion.

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their team-mates than to let down the lecturers or a standard seminar group by failing to attend or to prepare work.” (7)

Rules for Collaborative work:

1. Grade on an individual and group basis 2. Provide guidance as necessary

3. Be sure assignments are large enough for the size of each group 4. Allocate extra time for deadlines

Conclusion

Online courses provide a great opportunity for working adults to expand their skill sets and further their careers. They also present many challenges for professors and students. While the tools and platforms available for online courses are continually evolving, professors must remember that not all of these tools and platforms are readily available to their students. While teaching may be a

professor’s main occupation, school for many on the MWTC online students is not. The lines of communication must be open and expectations must be clear-cut. Most importantly, remember that while the course and format may be transmitted through a machine, students and teachers are not machines themselves. Giving your online classroom environment a humanized feel will take you and students to new heights in technologically and education; ultimately, developing a unity and friendship through the online process of learning, rising above the machine and distance.

Appendix A: CMC Resources and Environments

The following links are related to CMC solutions and environments:

BSCW - Basic Support for Cooperative Work -

http://bscw.gmd.de/

BT CMC in HE project pages -

http://www.lancs.ac.uk/

Co-Mentor Project -

http://comentor.hud.ac.uk/

Conferencing on the Web -

http://thecity.sfsu.edu/COW2/

First Class -

http://www.softarc.com/

Knowledge Tree -

http://ibis.nott.ac.uk/software/kt.html

Lotus Development Corp. -

http://www.lotus.com/

Phoenix Software -

http://www.phoenixs.co.uk

The SHARP project -

http://www.lancs.ac.uk/users/edres/research/sharp/index.htm

Tele-finder -

http://www.spiderisland.com/bbs.spml

Top Class -

http://demo.wbtsystems.com/

Ultralab Project -

http://www.ultralab.anglia.ac.uk/pages/ultralab/

Usenet News -

http://www.cis.ohio-state.edu/hypertext/faq/usenet/usenet/what-is/top.html

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Appendix B: Sample Discussion Forum

The forum featured in this appendix was created and utilized by Professor Michael Moore for Arizona State University online coursework. It entails all the necessary components that an effective online forum needs. This includes a password and login, general course areas, specific team areas, and “face” icons to assist in effective communication.

Figure 1.1: This is the main page of the forum after student login. Note general areas at the top and then individual team areas below.

Figure 1.2: This sample is inside an individual team area. Note the different topics and easy navigation for team members.

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Appendix C: Sample MOO CMC

4 _{Old Pueblo MOO (2000). Retrieved April 20, 2003 from the World Wide Web:}

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Bibliography

1. Benyon, David (1997). Experience with Developing Multimedia Courseware for the World Wide Web: the need for better tools and clear pedagogy. IJHCS Web Usability. Retrieved April 20, 2003 from the World Wide Web:

http://ijhcs.open.ac.uk/benyon/benyon.html

2. The Concord Consortium (2002). Designing and Teaching Online Courses. The Concord Consotium. Retrieved April 20, 2003 from the World Wide Web:

http://www.concord.org/courses/designing/

3.

Retrieved April 20, 2003 from the World

Wide Web: http://ericit.org/digests/EDO-IR-2002-04.shtml

4. IVC (2001). Online Issues Matrix. Illinois Virtual Campus. . Retrieved April 20, 2003 from the World Wide Web: http://www.ivc.illinois.edu/Faculty/default.htm

5. Lee, Stuart D., Armitage, Susan, Groves, Paul and Stephens, Chris (1999). Online Teaching: Tools and Projects. JISC Technology Applications Programme. Retrieved April 20, 2003 from the World Wide Web:

http://www.oucs.ox.ac.uk/ltg/projects/jtap/reports/teaching/

6. Maloney, Wendi A. Brick and Mortar Campuses Go Online. ACADEME. Retrieved April 20, 2003 from the World Wide Web:

(http://www.aaup.org/publications/Academe/99so/SO99MALO.HTM

7. Old Pueblo MOO (2000). Retrieved April 20, 2003 from the World Wide Web: http://oldpueblomoo.arizona.edu:7000/

8. Virtual Resource Site for Teaching with Technology (2003). Module 1. University of Marylans. . Retrieved April 20, 2003 from the World Wide Web: