Tim Remmers & Erwin Veugelers
10.1 Introduction
Basically, teaching an on-line course implies most of the organisational aspects of an ordinary face-to-face course, meaning that the course must have a good design, based on knowledge of the course content, the learners and the teachers. Apart from that, some extra implications come from the fact that the course is supported through the medium of computer communication. We will assume that a course design already exists, possibly in a traditional face-to-face fashion, to be adapted to distance education.
Before the course can be implemented, the organising institute will have to decide about several issues relating to cost and size of the course to be designed, and the design itself. All these questions should be addressed and answered before the course starts!
10.2 General Learner Issues
The number of students is of great influence on the design of the course and the use of computer communication in it. If a course involves only a relatively small number of students (up to around 15), then the course designers can decide for either very high interactivity in the course, or a less expensive setup, or something in between. As the number of learners becomes larger, the course design will either have to involve more staff and more complex computer support in order to keep a clear view on all communication going on in the course, or the interactivity-level of the course will have to be lowered, so that the same staff and technical setup can still work.
If the on-line learners are not spread out over a large area (for example in an on-campus on-line course), the possibilities for face-to-face contact and for offering help to individual learners with technical problems are larger than in a situation where the course is delivered to a larger area. If the course audience area involves international dimensions, language and cultural factors become of greater importance as well.
10.3 Network and Computer Hardware
An on-campus course might use a cheap (in use) and fast local area network for communication, whereas larger audiences are probably limited to (more costly) telephone lines. Some geographical areas pose the institute with extra problems on this point, such as in Micronesia (a group of islands and island states in the Pacific), where satellite connections are the only means of telecommunications.
The learners taking the course do not always have access to the newest and fastest equipment. Furthermore, they might have access to different computer systems. The institute will have to find out what kind of facilities the target audience is likely to have access to, and to decide which systems to support. Extra equipment (such as modems, software, etc.) can either be part of the course requirements ("you are expected to buy this") or the course package ("you can lend/hire this at the institute").
The institute will have to have the technical means available to give the kind of support needed, depending on the number of students and the level of interactivity of the course. If not all technology is available already, the institute will have to decide on a budget for new technology. Most commercial software is copyrighted, which should also be taken into consideration.
10.4 Computer-Use Issues
Experienced users, especially if they are used to networking and computer communication, can be expected to have less problems with the hardware and software involved in computer support for learners at a distance. The institution should be prepared to help with the problems learners might encounter.
This is where the actual course design comes in. Depending on the number of students, the geographical spread, the entry level of the students and such, the support needed will differ. The system will have to be tailored to these needs in order to work optimally. It is important to realize that making the right technology available is not going to be enough. It should be incorporated in a good course design, with learning strategies suitable for on-line communication. Apart from that, Open University research has shown that the role of the tutor in getting distance learners involved on-line is crucial (Kaye, 1990). Therefore, the tutors should know the advantages of the support system and be positive towards its use.
10.5 Course Design Issues
Problems in the course design might include: Keeping track of the communication patterns, finding ones way around the information resources, structuring discussions, keeping learners involved and on-line, etcetera. Although these are core problems, which need a great deal of attention, they are not the focus of this chapter.
The evaluation question is a course-design problem, but this sub-part of it needs to get its own exposure in this particular chapter, because it addresses the need for information from the institute on how the system was used and how the course organization could be improved. Traditional evaluation methods, such as interviews and questionnaires, can be combined with possibilities offered by the computer technology, such as logging, keeping history files or creating discussion schemes.
10.6 Time-Management Issues
A distance course can have a different time planning compared to a normal course. In that case personnel and facilities will have to be available at different times and over a different period than is usually the case.
After the duration of the course, it is probably desirable to keep the central server open for a while, in case users still need to retrieve centrally stored materials. It should be clear beforehand exactly when the server will close down.
10.7 Dissemination and Learner Support
The technical facilities the learners are going to use and which have to come from the institute will have to be delivered to the learners. Furthermore, it is not at all certain that the learners will be able to get everything up and running by themselves. Good documentation, and support through traditional communication means, such as the telephone, the mail, and face-to-face contact, will have to be available. Just as with disseminating materials, getting them back requires planning as well.
The course design might include various options to get learning resources to the learners, either traditionally through the mail, or otherwise through the computer communication system. Which is done how is a matter of choice, based on factors as the size and weight of the resources, the required updating speed, the cost of transfer and other factors.
Learners can have problems with the computer support system. If they do, this means of communication will not be available. Other means will have to be provided to report problems and swift help should be offered to those who need it.
10.8 Technical Support in the Institute
These are basic questions, which need to be answered to keep the course running effectively. Of course, these responsibilities should be decided on before the course starts. Communication management is a new, and very important, staff function to be introduced when computer support in distance education is being used.
10.9 Summary
Incorporating on-line computer support in a distance education course has implications for the institute which delivers the course. These implications concern different areas such as the learners, network, computer hardware, computer-use, course design, time-management, dissemination, learner support, and technical support in the institute. It is necessary to address the questions named in this chapter in the process of the course design, before the course is actually being organised.
References to Print-Based Resources
Collis, B. (1993). An Analysis of Conferencing as Technology for Distributed Training: Perspectives on Functionality, Instrumentation, Organizational Integration, and Cost-Effectiveness. NATO Advanced Workshop "Distance Distributed Learning", Munich.
Crabb, G. (1988). Copyright and Contractual Issues in the Interchange of Audio-visual Materials. In: R.N. Tucker (Ed.) Interactive Media, The Human Issues. London: Kogan Page.
Dunnett, C. (1988). Commmunications Technology in Distance Education, Economics, Equity and Change. In: R.N. Tucker (Ed.) Interactive Media, The Human Issues. London: Kogan Page.
Fafchamps, D., Reynolds, D. and Kuchinsky, A. (1991). The Dynamics of Small Group Decision-Making Using Electronic Mail. In: J. M. Bowers and S. D. Benford. Studies in Computer Supported Cooperative Work, Theory Practice and Design. Amsterdam: North-Holland.
Harasim, L. (Ed.) (1990). Online Education. New York: Preager.
Kaye, A. R. (1990). Computer Conferencing and Mass Distance Education (1), CITE Report No. 98, Milton Keynes: Open University.
Kaye, A. R. (1992). Collaborative Learning through Computer Conferencing, the Najaden Papers. NATO ASI Series F, Vol. 90. Berlin: Springer-Verlag.
Mason, R. and Kaye, A. (Eds.) (1989). Mindweave: Communication, Computers and Distance Education. Oxford: Pergamon Press.
Open University (1972 - 1994). CITE Reports. Milton Keynes: Open University.
Tucker, R. N. (Ed.) (1988). Interactive Media, The Human Issues. London: Kogan Page.
References to Internet Resources
The WWW Virtual Library: Educational Technology
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Database at the International Centre of Distance Learning (ICDL)
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Online Journal of Distance Education and Communication
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