Excellence in Distance Education

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Excellence in Distance Education

• Judy Miller, Virginia Highlands CC
• Tom Long, Tidewater RCTE
• Eric Hibbison, Midcentral RCTE
• Sponsored by the VCCS
• Centers for Teaching Excellence

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Abstract Judy Miller

• Using FirstClass conferencing software to keep in
  touch with my students, especially through the
  conferences in which they
• exchange essays for peer review
• discuss reading assignments
• engage in problem solving
• take a much more active role in their own
  learning experience in these conferences

3
Abstract Tom Long

• Teaching Technical Writing with an on-line option
  and Survey of World Lit exclusively on line this
  year
• 1. Resources needed/resources available
  (instructional design, Web design, IT support)
• 2. Retention
• 3. Faculty evaluations by students

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Abstract Eric Hibbison

• Results of my extra Saturday sessions for my
  online course this semester (mainly) and
  (secondarily) on re-design of the course web site
  and syllabus to improve navigation.

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Changes in Pursuit of Excellence

• revising the online syllabus to be "webbier" with
  
• more photo illustrations related to assignments 
• calendar pages
• trouble-shooting pages illustrated with actual
  error messages
• frequent email messages

Eric Hibbison

• revising the online course syllabus to be six
  units that include
• objectives for each unit
• more exact instructions for each assignment
• a summary of each unit's evaluation tasks 

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More Changes

• preview sessions to demonstrate the skills needed
  for the midterm and final presentations
• a positive and patient tone in all dealings with
  students
• adding a week with no assignments due near the
  end of the course

• flexibility in helping students meet course
  objectives with assignments they could take an
  interest in (this is a section of a required
  course, not a course in anyone's major)

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Even More Changes

• sent step-by-step, click-by-click directions on
  how to move through the first two units,
  including each URL
• for an email quiz
• for writing to a forum

• weekly phone calls
• 1 or 2 optional computer labs on most weekends

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Results So Far (9/9/00)

• Dependent-type students
• dont like choices
• like simple, step-by-step directions
• often prefer f2f
• like individual contact with teacher (phone or
  face, not just email)
• may be slow to trust teacher (turn in work)
• may be disorganized and procrastinate

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Retention Poll Results

• Reasons for lagging (n 7/21)
• Overextended 8 50 avg. of answers
• Readings too dull 4 33 avg
• Confusing website 5 24 avg
• Writings too hard 5 24 avg
• Lack of lit. exper. 2 25 avg.
• Tech. Trouble 1 3 avg.

10
Research Confirmation

• A recent poll of four groups of educators and
  students agreed across the board that time is the
  top-ranked barrier to distance education.
• My students seem to agree.
• (See Berge, Z.L. and Muilenburg L.Y. (2000).
  Barriers to distance education as perceived by
  managers and administrators Results of a survey.
  In Melanie Clay (Ed.), Distance Learning
  Administration Annual 2000.) at
  http//www.gl.umbc.edu/berge/man_admin.html
  4/5/00

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Open-Ended Question 1

• Screen out probably unsuccessful students?
• 3 yes
• 4 no
• No DE is too young, but easier assignments for
  failing students and not covering so much would
  help.

• Yes It takes a certain special student to stay
  on task and be disciplined enough to succeed in
  distance education. Make this clear up front.

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Plans Based on Results of Q1

• Examine departmental file of colleagues syllabi
  (again) to determine how much reading and what
  sort is assigned.
• Provide menu in each unit instead of alternate
  list.
• Modify group work to transcend individual
  readings, e.g. what students liked best so far in
  course.

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Open-Ended Question 2

• Do more than the Changes in Pursuit of
  Excellence?
• 3 no
• 4 yes 2 cut load, 2 suggestions Mandatory
  meeting with failing students Staying positive
  encourages ss to try.

• Ive never seen a teacher with this much passion
  before about teaching.

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Plans on Results of Q2

• Keep calling late students until I reach them in
  person (no messages on machines or with other
  people) to discuss strategy to complete task or
  get to optional lab.
• More incremental stepssimple, objective quiz
  short writings, longer writings comparing works,
  stating preferences reasons, relating to real
  life, by major?

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Trade-Offs

• more students were retained
• I learned more ways to get more students to
  meet course standards
• -- The extra time it took to persist with these
  reluctant students was stolen from released time
  projects for which not as much got done
• ? Only intensive counseling before unprepared or
  overextended students get into a course might
  satisfy students needs.