Contents

DISTANCE FEATURED ARTICLES LEARNING 1 INTRODUCTION TO THE ISSUE Les Moller, Guest Editor COLUMNS 3 THRIVING, NOT MERELY SURVIVING, WITH

ENDS AND MEANS TECHNOLOGY: SOME GUIDELINES FOR Distance Education’s SUCCESSFUL DISTANCE LEARNING Role in University Glenn E. Snelbecker, Susan M. Miller, and Disaster Planning 31 —by Ryan Watkins Robert Zheng

NEW MEDIA, 9 GETTING CONNECTED: IP-BASED NEW LEARNING VIDEOCONFERENCING IN K-12 SCHOOLS The Old Switcheroo 34 —by Craig Ullman Barbara B. Lockee, Deyu Hu, and John Burton

AND FINALLY … 13 CHAT TRANSCRIPTS: ONCE THE CHAT IS Is the World Flat 44 OVER, IS IT REALLY OVER? —by Michael Simonson Jose A. Saldivar

REPORTS FROM USDLA 17 THE EVOLUTION OF DISTANCE EDUCATION Another Year Ends as Monica W. Tracey and Rita C. Richey Another Year Begins 35 —by John G. Flores 22 IMPROVING ONLINE COURSES: WHAT IS USDLA Highlights 37 NTERACTION AND HY SE IT —by Deborah Harrison I W U ? Focus on Learning 39 Wilhelmina C. Savenye —by Paul Roitman Bardack USDLA Chapters Strive 29 SAVING LIVES WITH TELETRAUMA: VERMONT for Excellence 41 TRAUMA SURGEONS PROVIDE CONSULTATIVE —by Kris Phelps VBrick Expands the SERVICES TO RURAL COMMUNITIES USING Reach of Distance STATE-OF-THE-ART VIDEOCONFERENCING Learning 42 —by John G. Flores and TECHNOLOGY Michaelaker Craig Lynar

Volume 2, Issue 6 Distance Learning i DISTANCE LEARNING

EDITOR PURPOSE commitment to the advancement Michael Simonson Distance Learning, an official of education by serving as a Program Professor publication of the United States resource for practitioners and by Instructional Technology and Distance Distance Learning Association supporting them in their Education (USDLA), is sponsored by the professional self development. Fischler School of Education and The school offers alternative Human Services USDLA, by the Fischler School of Nova Southeastern University Education and Human Services at delivery systems that are 1750 NE 167th St. Nova Southeastern University, adaptable to practitioners’ work North Miami Beach, FL 33162 and by Information Age schedules and locations. School (954) 262-8563 Publishing. Distance Learning is programs anticipate and reflect [email protected] published six times a year for the needs of practitioners to MANAGING EDITOR leaders, practitioners, and become more effective in their Charles Schlosser decision makers in the fields of current positions, to fill emerging Program Professor distance learning, e-learning, roles in the education and Instructional Technology and Distance telecommunications, and related related fields, and to be Education areas. It is a professional prepared to accept changing Fischler School of Education and magazine with information for responsibilities within their own Human Services organizations. Nova Southeastern University those who provide instruction to 1750 NE 167th St. all types of learners, of all ages, FSEHS—NSU North Miami Beach, FL 33162 using telecommunications 1750 NE 167th St. (541) 301-4833 technologies of all types. Articles North Miami Beach, FL 33162 [email protected] are written by practitioners for 800-986-3223 ASSISTANT EDITOR practitioners with the intent of www.schoolofed.nova.edu providing usable information and Anymir Orellana Information Age Publishing Program Professor ideas for readers. Articles are Instructional Technology and Distance accepted from authors with 80 Mason Street Education interesting and important Greenwich, CT 06830 Fischler School of Education and information about the effective (203) 661-7602 Human Services practice of distance teaching and (203) 661-7952 Fax Nova Southeastern University . 1750 NE 167th St. learning www.infoagepub.com North Miami Beach, FL 33162 SPONSORS SUBSCRIPTIONS (954) 262-8797 [email protected] The United States Distance Members of the United States Learning (USDLA) is the Distance Learning Association COPY EDITOR professional organization for receive Distance Learning as part Margaret Crawford those involved in distance of their membership. Others may Information Specialist teaching and learning. USDLA is John Adams Middle School subscribe to Distance Learning. Mason City Public Schools committed to being the leading Individual Subscription: $60 Mason City, IA 50401 distance learning association in Institutional Subscription: $150 [email protected] the United States. USDLA serves Student Subscription: $40 the needs of the distance EDITORIAL ASSISTANT DISTANCE LEARNING MAGAZINE learning community by providing Jack Daugherty RESOURCE INFORMATION: advocacy, information, Graduate Fellow Visit http://www.usdla.org/html/ networking and opportunity. Instructional Technology and Distance resources/dlmag/index.htm Education www.usdla.org ADVERTISING RATES AND Fischler School of Education and Contact: Human Services INFORMATION: Nova Southeastern University Kathleen Clemens th Contact K. Clemens at 800-275- 1750 NE 167 St. USDLA Director of Marketing 5162, x11 [email protected] North Miami Beach, FL 33162 [email protected] (954) 262-8396 SUBSCRIPTION INFORMATION: [email protected] USDLA Contact USDLA at 800-275- ASSOCIATION EDITOR 8 Winter Street, Suite 508 5162 John G. Flores Boston, MA 02108 [email protected] Executive Director 800-275-5162 United States Distance Learning (617) 399-1771 Fax Association The Fischler School of 8 Winter Street, Suite 508 Boston, MA 02108 Education and Human 800-275-5162 Services (FSEHS) of Nova [email protected] Southeastern University is dedicated to the enhancement PUBLISHER and continuing support of IAP Information Age Publishing 80 Mason Street teachers, administrators, trainers INFORMATION AGE PUBLISHING Greenwich, CT. 06830 and others working in related (203) 661-7602 helping professions throughout www.infoagepub.com the world. The school fulfills its ii Distance Learning Volume 2, Issue 6 DISTANCE LEARNING MAGAZINE SPONSORED BY THE U.S. DISTANCE LEARNING ASSOCIATION FISCHLER SCHOOL OF EDUCATION, NOVA SOUTHEASTERN UNIVERSITY AND INFORMATION AGE PUBLISHING

MANUSCRIPT PREPARATION headers and footers, will be returned Length GUIDELINES to the author. The maximum length of the body of Distance Learning is for leaders, 6. Include a cover sheet with the the paper should be about 3000 practitioners, and decision makers in paper’s title and with the names, words. the fields of distance learning, affiliations and addresses, telephone, Layout e-learning, telecommunications, and email, and fax for all authors. Top and bottom margins: 1.0” related areas. It is a professional 7. Submit the paper on a 3½ inch Left and right margins: 1.0” magazine with applicable floppy disk or CD that is clearly Text information for those involved with marked. The name of the manuscript providing instruction of all kinds of file should reference the author. In Regular text: 12 point TNR, left learners, of all ages, using addition, submit two paper copies. A justified telecommunications technologies of high resolution .jpg photograph of Paper title: 14 point TNR, centered all types. Stories are written by each author is required. Send the Author listing: 12 point TNR, practitioners for practitioners with the disk and paper copies to:Michael R. centered intent of providing usable Simonson information and ideas. Articles are Section headings: 12 point TNR, accepted from authors with Editor centered interesting and important Distance Learning Section sub-heading: 12 point TNR, information about the effective Instructional Technology and left justified Distance Education practice of distance teaching and Do not type section headings or Nova Southeastern University learning. No page costs are charged titles in all-caps, only capitalize the Fischler Graduate School of authors, nor are stipends paid. Two first letter in each word. All type copies of the issue with the author’s Education th should be single-spaced. Allow one article will be provided. Reprints will 1750 NE 167 Street line of space before and after each also be available. North Miami Beach, FL 33162 heading. Indent, 0.5”, the first [email protected] sentence of each paragraph. 1. Your manuscript should be written (954) 262-8563 in Microsoft Word for Windows. Save Figures and Tables it as a .doc file and also as a .rtf file. The Manuscript Figures and tables should fit width Send both versions on a disk or CD. To ensure uniformity of the printed 6 ½” and be incorporated into the 2. Single space the entire proceedings, authors should follow document. manuscript. Use 12 point Times New these guidelines when preparing Page Numbering Roman (TNR) font. manuscripts for submission. DO NOT EMBED INFORMATION. YOUR PAPER Do not include or refer to any page 3. Laser print your paper. WILL BE RETURNED IF IT CONTAINS numbers in your manuscript. EMBEDDED COMMANDS OR Graphics 4. Margins: 1” on all sides. UNUSUAL FORMATTING We encourage you to use visuals— INFORMATION. 5. Do not use any subheadings, pictures, graphics, and charts—to page numbers, or embedded Word Processor Format help explain your article. Graphics commands. Documents that have Manuscripts should be written in images (.jpg) should be included at embedded commands, including Microsoft Word for Windows. the end of your paper.

IN UPCOMING ISSUES

Support for Distance Education and Training Bruce W. Dobbins and Zane L. Berge

Adjunct Faculty in Distance Education: What Program Managers Sandrine Gaillard- Should Know Kenney

Online Learning Environments: A Report of an Instructional Design Myung Hwa Koh and Case Event Robert Maribe Branch

Courtroom of the Future Available Today: West Virginia Supreme Kristin DeProspero Court Connects Magistrate and Regional Jails With Videoconferencing

Volume 2, Issue 6 Distance Learning iii When It’s Your Life…

You TRAIN You DELIVER You DEVELOP

Well, we have something in common.

Our degree programs in Instructional Technology and Distance Education are designed for TRAINERS and educators who can DEVELOP and implement learning activities using technology to DELIVER instruction to learners not bound by time or place.

NSU’s Fischler School of Education and Human Services is offering master’s and doctoral degrees of education in Instructional Technology and Distance Education.

For more information, contact us at 800-986-3223 or visit our Web site at www.SchoolofEd.nova.edu/itde.

On-site. Online. Worldwide.

Nova Southeastern University admits students of any race, color, and national or ethnic origin. I Nova Southeastern University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097, Telephone number: 404-679-4501) to award associate’s, bachelor’s, master’s, educational specialist, and doctoral degrees. 10-014/04 pga Introduction to the Issue

Les Moller Guest Editor

he growth of distance edu- expand their base of knowledge. increase the types, opportunities, Tcation programs has been Interactions among students give and possibilities for interaction. nothing less that astound- life to the process, provide member- Interaction is indeed a necessary ing. In just a few years, the educa- ship into a community, and help part of distance education. But the tional offerings, delivered primarily create an identity and norms neces- quality of the instruction and inter- through the Internet, has exploded. sary for human participation. action needs to be considered as I wonder though, if soon the Inter- In this special issue of Distance well. While we all may become net craze in education will implode Learning, we are fortunate to have somewhat enamored with the tech- like we all witnessed with e-busi- some great insights into creating nological possibilities, it is, in the nesses a few years back. and sustaining interaction. In final analysis, education first and At some point, perhaps fueled by “Improving Online Courses: What foremost. In “Thriving, Not Merely competition, an oversubscribed is Interaction and Why Use It?” Wil- Surviving, With Technology: Some market, a new technological helmina C. Savenye describes the Guidelines for Successful Distance advance, or student dissatisfaction, types of interaction, explains why Learning,” Glenn E. Snelbecker, the distance education landscape they are so important, and how to Susan M. Miller, and Robert Zheng will change dramatically. I think, as increase interaction in your courses. present two concepts that underlie we have seen in other environ- From the general to the more why and how instruction is ments, that quality lasts. Good pro- specific, Jose A. Saldivar presents a designed, and designate several grams that provide a sound return creative strategy for obtaining addi- aspects that must be addressed for in terms of student perception of tional interactions. In “Chat Tran- designing successful distance edu- learning will continue and even scripts: Once the Chat is Over, is it cation. thrive. Really Over?” he encourages a Enjoy the issue. I wish I knew what makes the reflective learning design using a perfect distance education program course’s existing chat interactions. or course. I do know one big factor In “The Evolution of Distance is interaction. Interaction is what Education,” by Monica C. Tracey makes learning more than absorb- and Rita C. Richey, we see how the ing words on a screen. Interaction concept distance education has between students and teachers is evolved over time, concluding with the main element in pushing stu- an identification of emerging con- dents to think, evaluate, adjust, and ceptual orientations in distance education thinking, including an introduction to interaction. Les Moller, Associate Professor of In “Getting Connected: IP-based Technology and Cognition University Videoconferencing in K-12 Schools,” of North Texas-Denton, P.O. Box by Deyu Hu, Barbara B. Lockee, and 311277, Denton, TX 76203, John Burton, we see how emerging E-mail: [email protected] technologies can be incorporated into distance education and

Volume 2, Issue 6 Distance Learning 1 ECT FOUNDATION QUALITATIVE INQUIRY AWARD 2006

Award: The ECT Foundation will award $2,000 for qualitative inquiry on educational communica- tions and technology. Qualitative theories and methods should be applied from disciplines such as anthropology, art criticism, communications, cultural studies, history, literary theory, philoso- phy, and sociology. Eligibility: The Award recognizes individual scholarship. Co-authored submissions are not accepted. Requirements: Applications must include each of four items: (1) a cover letter requesting recogni- tion of a completed study; (2) a two page resume; (3) a one page abstract; and (4) a descriptive nar- rative of 15-20 pages of double spaced text including references and all other material. Narrative: This may be a final report or a synopsis of a final report. The qualitative foundation should be clearly identified. Describe the study’s theoretical base, the inquiry issue, and the inquiry strategy. Include a description of the findings and an interpretation of the findings. Emphasize the social or cultural context. Submit 6 collated sets of all 4 items to: Dr. Andrew Yeaman, Chair Qualitative Inquiry Award 630 Merrick St., Apt. 702 Detroit, MI 48202-3950 OR Submit all 4 items by: Following the links on AECT.org to The ECT Foundation Awards page Entries must be received by February 17, 2006.

CALL FOR PAPERS

PUBLISH IN DISTANCE LEARNING

THE EDITORS OF DISTANCE LEARNING WOULD LIKE TO PUBLISH YOUR PAPER. WE ARE INTERESTED IN PAPERS DEALING WITH PRACTICAL APPLICATIONS OF DISTANCE EDUCATION IN A VARIETY OF SETTINGS. CONTACT MICHAEL SIMONSON, EDITOR, IF YOU HAVE QUESTIONS ABOUT YOUR IDEA (954-262-8563; [email protected]). GUIDELINES FOR SUBMITTING YOUR PAPER CAN BE FOUND ON PAGE ii OF THIS ISSUE.

2 Distance Learning Volume 2, Issue 6 Thriving, Not Merely Surviving, With Technology Some Guidelines for Successful Distance Learning

Glenn E. Snelbecker, Susan M. Miller, and Robert Zheng

It is acknowledged that there are widely ranging views about whether distance education is simi- lar to other forms of education. This article identifies foundational concepts and guidelines that, the authors contend, are needed for successful distance education as well as for other forms of technology-rich education and conventional approaches. This article describes why functional rele- vance and engaged learning are foundational concepts, but also that each particular learning context requires that other aspects need to be addressed.

WHY SHOULD WE DESIGN eople vary in the extent to versus as a distinct and unique which they view distance approach to education that is so dif- INSTRUCTION? PURPOSES P education as part of a wide ferent that it needs to be considered AND PERSPECTIVE array of educational opportunities as a separate entity with its own

Glenn Snelbecker, Educational Psy- Susan Miller, Educational Psychology, Robert Zheng, Educational Psychology, chology, College of Education, Temple College of Education, Temple Univer- College of Education, Temple Univer- University TU-004-00, 1301 Cecil B. sity TU-004-00, 1301 Cecil B. Moore sity TU-004-00, 1301 Cecil B. Moore Moore Avenue, Philadelphia, PA Avenue, Philadelphia, PA 19122- Avenue, Philadelphia, PA 19122- 19122-6091. E-mail: 6091. 6091. [email protected]

Volume 2, Issue 6 Distance Learning 3 principles and guidelines. The same kinds of resources that actually exist someone else (instructors, parents, can be said about e-learning: Some in any given practical situation. work supervisors, etc.) may think suggest that principles previously However, suggestions are offered in that they should be learning. It is found to be useful in classrooms can the form of guidelines that can facil- not enough that some “authority” also be applied to e-learning, itate successful distance learning. believes that such learning will be whereas other people seem to feel When planning instruction, we relevant for them “now” or at some that contemporary technology typically recognize the need to con- point in their lives. Both Rogers and resources have such radical implica- sider expert opinion, academic stan- Heider contended that each person tions for instruction that wholly dards or performance standards, acts more in accordance with his or new principles and guidelines must examples of instruction that have her own present perceptions about be devised for e-learning (Chad- been provided in the past, technol- situations, and less in automatic wick, 2002; Foshay & Bergeron, ogy and other resources available to compliance with what instructors 2002). But, on professional listservs deliver or support instruction, and say that the learners should feel or as well as in the professional litera- budgetary limitations. With all of perceive. Thus it is essential not ture, there seems to be some grad- those details and other pressing only that instruction be designed so ual trend toward focusing more on matters, it’s easy to give little more that it is relevant for how learners learning and less on details about than token attention to the expecta- function but also that intended the particular technology-support tions and perceptions of (potential or learners recognize how and why it or context in which learning occurs. actual) learners. Moreover, especially is important for them. Making The authors acknowledge that when computers, the Internet and instruction functionally relevant distance education does have some other technology resources are requires that we use language, unique aspects; but we also contend likely to be used, there is a tendency ideas, and examples with which that there are principles and guide- to focus too much on the nature of intended learners are familiar; clar- lines from more traditional forms of those resources and to overlook ify and elaborate on what is being education that can be applied or questions about whether such learned, in both regarding specific modified for use in distance educa- resources are necessary or desirable details and broader perspectives; tion and other forms of technology- for the particular planned learning. provide guidelines to support their supported learning. This view is Two foundational concepts—func- initial exploration of new ideas or particularly pertinent considering tional relevance and engaged learn- skills; gradually help them to the emergent preferences for ing—can help us take a different become more independent of such blended learning, whereby instruc- perspective about why and how we support; and help them to become tion involves various combinations can better design instruction. self-directed learners who take pru- such as face-to-face and distance dent cognitive risks in using their education. Also of note here is the new ideas and skills (Feldman, Snel- increasingly wide range of contexts FUNCTIONAL RELEVANCE becker, & Mason, 2004). in which distance learning occurs; Functional relevance basically This is a design perspective that these include so-called training con- focuses on the extent to which is not limited to education and texts (e.g., in business, military, gov- intended learners actually perceive training. It is noteworthy that paral- ernment, technical areas) and instruction as being relevant for, lel ideas have recently been emerg- education contexts (e.g., K-12 and fit with, the way(s) that they ing among companies that design schools, higher education, continu- function in their work, studies, per- such diverse things as Web sites and ing education). The terms instruc- sonal lives, and so forth (Snelbecker, department stores. Two compa- tion and learning will be used to 1984, 1989, 1993; Snelbecker, Miller, nies—Electronic Ink and IDEO—in refer to both training and education & Zheng, 2004). Development of particular have been identified as contexts. This article identifies two this concept was influenced by Rog- leaders because of the extent to foundational concepts that under- ers’ (1969) concept of personally rel- which they take into account their lie why and how instruction is evant learning and by Heider’s customers and other end-users designed, and designates several common sense psychology observa- throughout the design process. This aspects that we contend must be tions (Heider, 1958; Snelbecker, statement is on Electronic Ink’s Web addressed for designing successful 1988). Rogers proposed that stu- site: distance education. It is recognized dents are more likely to learn if or that any suggestions from this arti- when they perceive intended learn- Usability is a measure of how well cle may have to be modified due to ing as being relevant for them per- a tool or device meets the needs of characteristics, constraints and/or sonally, as distinct from what the person using it. Usability

4 Distance Learning Volume 2, Issue 6 guides every decision made at classroom studies (and interven- One criticism that some educa- Electronic Ink. The user plays an tions) concerning relationships tors have emphasized about dis- essential role throughout our pro- between amount of learning time as tance learning is that there may be cess. They help define and refine a potential influence on (or, deter- reduced constructive learning-rele- the technology, based upon their minant of) one’s academic achieve- vant interactions between instruc- needs and tasks. They help shape ment level or extent. Those three tors and students, and that this the software they will eventually use.… [This] increases productiv- terms are, respectively, allocated could reduce academic achievement ity and accelerates user accep- time (the total time scheduled for a (Merisotis & Phipps, 1999). Advo- tance, while decreasing training particular subject or class—includ- cates of technology-supported or time. (www.electronincink.com) ing start up and closing activities technology-based distance learning and administrative matters), time sometimes have rebutted that view IDEO was featured as the cover on task (time when students are by contending that the technology story of the May 17, 2004 issue of actively engaged in studying the resources might afford greater, not Business Week (Nussbaum, 2004), particular subject matter), and aca- lesser, opportunities for student with this notation on the cover: “A demic learning time (amount of interactions (Debbagh & Bannan- tiny firm called IDEO redefined time when students are actually Ritland, 2005). Another term, inter- good design by creating experiences, learning skills, knowledge, critical activity, which at once somewhat not just products [italics added]. Now thinking). Studies typically show overlaps in meaning with academic it’s changing the way companies that allocated time is not generally learning time, but that also has dif- innovate.” Both of these design related to academic achievement, ferent connotations associated with companies make extensive use of that time on task has some modest it, has been used particularly in con- focus groups and periodic tryouts relationship with achievement, but junction with multimedia systems and discussions with users, along that academic learning time typi- and various other forms of instruc- with a full array of experts also typi- cally is found to have the highest tional technology resources. For cally needed in other design compa- relationship with academic achieve- example, Saettler (2004) noted: nies. That can be expensive. But the ment. Thus, it is contended gener- “One of the primary applications of first author of this article also has ally that the more time students are interactive video involves an worked with a significantly lower engaged in effective learning, the instructional situation whereby a budget to use these same ideas— higher their academic achievement learner is given control so that he having intended learners involved is likely to be. These ideas are suffi- may review the material or gain in defining and describing intended ciently accepted that they are access to remedial instruction” (p. outcomes, instructions, and support included in some introductory edu- 464). Fisher (2000), in one of a series needed during their learning pro- cational psychology textbooks (e.g., of chapters in The 2000/2001 ASTD cess (Snelbecker et al., 2004). Woolfolk, 2004). Distance Learning Handbook (Man- For various reasons, the concept tyla, 2000), illustrated the connec- of academic learning time has not tion between interactivity and ENGAGED LEARNING typically been used with regard to engagement with this comment: We advocate using the term distance education or to other forms “Exercises include all interactions “engaged learning” as a founda- of technology-supported learning. that are used to engage the student tional concept and influence on our That may be due to the fact that in the learning process” (p. 68). perspective for designing instruc- much (most?) of the academic learn- Gayeski (2005) described changes tion. Engaged learning is a term ing time literature has been rooted that became possible or necessary as that reminds us that: (a) real learn- in the human interactions and new technology resources became ing occurs during only part of the engagement that are more com- more sophisticated and afforded total time that people are suppos- monly associated with face-to-face new versions of interactivity. She edly involved in or with instruction, learning. The term “interactivity” and her colleague, Williams, devel- and (b) real learning can be has sometimes been used in the oped a taxonomy: “Levels of inter- increased by maximizing the time technology-supported learning lit- activity and interactive media” (p. that those people are engaged pro- erature to refer to getting students 95). ductively on-task to achieve the engaged in learning. However, Without detracting one bit from particular educational/training interactivity has been used to refer the value of that system or from the goals, standards or competencies. to a variety of transactions, not all of contributions of the other pioneers Three other terms customarily which are related to improving and contemporary interactivity have been used for several years in learning engagement. experts, sometimes there seems to

Volume 2, Issue 6 Distance Learning 5 be more of an emphasis on the EXTENDING THESE prescriptive strategies, techniques, learner’s control of the multimedia and technologies that facilitate pro- OUNDATIONAL or other systems than there is with F cessing and acquisition of informa- the extent to which the learner is CONCEPTS tion. At the other end of the getting “deep understandings” The foundational concepts of func- continuum, with an emphasis on rather than only surface familiarity tional relevance and engaged learn- learners’ construction of knowl- with the subject matter to be ing are necessary but not sufficient edge, designers would select strate- learned. Interactivity sometimes has for designing distance learning. In gies, techniques, and technologies been used to characterize instances addition to those ideas, designers that support sharing of diverse per- of student engagement in classroom and instructors must consider how spectives, collaboration among contexts but seems to be more fre- to adapt instruction to fit with the learners, and consensus building. quently used with regard to dis- characteristics of a particular learn- The selection and use of technology tance education and various forms ing situation. The current trend is for distance learning depends to of technology-enhanced learning. toward making technology trans- some degree on the designer’s or One problem is that the term, parent to the e-learner or distance instructor’s beliefs about learning “interactivity,” has been defined learner. This is a departure from a and teaching. A view of instruction and described in too many different focus on technology and provides that involves expert-to-novice trans- ways to provide consistent results. the opportunity for designers and mission of information requires the For example, depending on the instructors to re-focus on learning use of technology as a presentation authors and context, interactivity and the design of instruction. and delivery tool. When instruction can refer to any one or combination Elsewhere the second author and involves the facilitation of collabora- of the following: interactions a colleague (Miller & Miller, 2000) tion and sharing of multiple per- between student and instructor; have proposed five dimensions that spectives, technology is used interactions among students; influence the design of Web-based predominately as a communication human-computer interaction; stu- instruction: (a) theoretical orienta- tool or as a tool to represent shared dents’ levels of control over tion, (b) instructional goals, (c) knowledge. sequence of instruction; task selec- nature of the content, (d) learner Learning goals relate to theoretical tion; novice to expert levels of com- characteristics, and (e) technology orientations at a conceptual level. If plexity or difficulty; depth of critical capabilities. We’ll offer some sug- learning is transmission of knowl- thinking versus only general famil- gestions about how these five edge, then the goal of learning is to iarity with topic; kind of feedback; dimensions are applicable to dis- acquire new knowledge. If learning time of feedback (such as delay ver- tance education. is construction of knowledge, then sus immediacy); provision of addi- Theoretical orientation is viewed by the goal is some yet-to-be defined tional information or help; some as the core of the instructional understanding. However, at a prac- individual versus group participa- process because it influences how tical level for K-12 educators, learn- tion; instructional versus evaluative learning is conceptualized and, for ing goals are content-specific, are focus, and so forth. the case of distance education, how established by state standards, and As a result of these various com- technology is used to facilitate guided by professional recommen- plications and possible confusion learning. One relevant theoretical dations. Challenges that face about terminology, the present orientation is typically represented designers or instructors include rec- authors propose using “engaged as a continuum: At one end, learn- onciling their theoretically based learning” as the term referring to ing is viewed as the transmission of goals with externally established maximizing students’ engagement knowledge from expert to learner learning goals as well as with goals in productive and in-depth learn- while, at the other end of the con- that arise from the nature of the ing. Stated another way, instead of tinuum, learning is viewed as the content. having technology “drive” curricu- construction of knowledge. Of In fact, not only does content lum and instruction, curriculum course, the beliefs of any given influence goals, the nature of con- and instruction should “drive” designer or instructor may fall tent influences the appropriateness selections of technology resources somewhere along this continuum, of using some particular theoretical and distance learning methodolo- and may change over time or with approach. Content that is highly gies (Clark, 1994). Thus, both func- different situations. With a view structured, and that includes pre- tional relevance and engaged that learning involves transmission requisite concepts or skills, and spe- learning put the spotlight on the of knowledge, the distance educa- cific learning objectives might learner and learning outcomes. tion designer attempts to identify require more prescriptive strate-

6 Distance Learning Volume 2, Issue 6 gies. Material that is more ill defined Each distance learning situation Miller, S. M., & Miller, K. L. (2000). Theo- or experiential may require con- presents its own challenges. We retical and practical considerations in structivist-learning principles. hope that the concepts of functional the design of Web-based instruction. Learner characteristics present relevance and engaged learning, In B. Abbey (Ed.), Instructional and cognitive impacts of Web-based educa- some interesting questions regard- along with these above five guide- tion. Hershey, PA: Idea Group. ing effective distance learning lines, will help readers to focus on Nussbaum, B. (2004, May 17). The designs. In addition, there is some intended learning and to maximize power of design. BusinessWeek, pp. 1, the opportunities that students controversy and misunderstanding 86-94. have to be productively engaged in about which characteristics are Park, I., & Hannafin, M. J. (1993). Empir- important. Certain cognitive styles those learning processes. ically-based guidelines for the design such as field preference have a of interactive multimedia. Educational wealth of empirical evidence involv- Technology Research & Development, ing traditional learning environ- REFERENCES 41(3), 63-85. ments; recent research indicates Chadwick, C. (2002, September-Octo- Rogers, C. (1969). Freedom to learn. that this style is important for some ber). Why computers are failing in Columbus, Ohio: Merrill. distance learning situations. Spatial the education of our children. Educa- Saettler, P. (2004). The evolution of Ameri- ability is also emerging as a charac- tional Technology, 42(5), 35-40. can educational technology. Green- teristic that affects learners’ success- Clark, R. (1994). Media will never influ- wich, CT: Information Age. ful use of hypermedia environ- ence learning. Educational Technology Snelbecker, G. E. (1984). “Functional Rel- ments. Motivation and prior Research & Development, 42(2), 21-29. evance”: Key to successful computer knowledge also continue to be stal- Debbagh, N., & Bannan-Ritland, B. applications. Unpublished manu- script. Wyndmoor, PA: Author. wart characteristics that affect learn- (2005). Online learning: Concepts, strat- Snelbecker, G. E. (1988). Heider's com- ers’ success in distance learning egies, and application. Upper Saddle prehensive contributions. Contempo- environments. Some constructs— River, NJ: Merrill Prentice Hall. Feldman, J. M., Snelbecker, G. E., & rary Psychology, 33, 925. such as learning style—that typi- Mason, M. J. (2004, April). SEM text of Snelbecker, G.E. (1989, February). cally have been advocated more on risk tolerance model and cognitive risk Instructional design, teachers, and func- the basis of people’s interest than by tolerance—SAT score relationships. tional relevance. Paper presented in research findings, apparently con- Paper presented at the American the symposium “Instructional tinue to find support for their use in Educational Research Association Design and the Public Schools: A distance learning. Annual Meeting, San Diego, CA. Conversation with the Authors of the The extent to which technology Fisher, S. G. (2000). Web-based training: Journal of Instructional Development. capabilities are important influences One size does not fit all. In K. Man- Special Issue.” Presented at the on learning has had mixed reac- tyla (Ed.), The 2000-2001 ASTD dis- Annual Meeting of the Association for Educational Communications tions. Excited by the idea of interac- tance learning yearbook (pp. 62-75). and Technology, Dallas, TX. tivity and given the technological New York: McGraw-Hill. Foshay, R., & Bergeron, C. (2000). Web- Snelbecker, G. E. (1993). Practical ways tools to do so, designers have based education: A reality check. for using theories and innovations to increased students’ control over TechTrends, 44(5), 16-19. improve training: Functional rele- various aspects of instructional ele- Gayeski, D. (2005). From stir-fried circuit vance, and differentiated instruc- ments including sequencing, tasks, boards to streaming video: Perspec- tional systems design (DISD). In G. and feedback. Unfortunately, not all tives from an interactive media pio- M. Piskurich (Ed.), The ASTD instruc- students benefit. A substantial neer. In G. Kearsley (Ed.), Online tional technology handbook (pp. 19-1- amount of research in distance edu- learning: Personal reflections on the 19-26). New York: McGraw-Hill. cation, especially involving hyper- transformation of education (pp. 92- Snelbecker, G. E., Miller, S. M., & Zheng, media environments, has indicated 100). Englewood Cliffs, NJ: Educa- R. (2004). Thriving, not merely sur- there may be ways in which learner tional Technology Publications. viving, with technology in educa- control can enhance learning, but Heider, F. (1958). The psychology of inter- tion: Implications for teachers, that unrestricted learner control can personal relations. New York: Wiley. administrators, policy makers, and other educators. Journal of Christian lead to learners becoming “lost in Mantyla, K. (Ed.). (2000). The 2000-2001 ASTD distance learning yearbook. New Education and Information Technology, hyperspace,” getting distracted, and York: McGraw-Hill. 6, 13-53. failing to make meaningful connec- Merisotis, J. P., & Phipps, R.A. (1999, Weller, H. G., Repman, J., Lan, W., & tions among presented ideas (Park May-June). What’s the difference? Rooze, G. (1995). Improving the & Hannafin, 1993; Weller, Repman, Outcomes of distance vs. traditional effectiveness of learning through Lan, & Rooze, 1995; Wilson & Jonas- classroom-based learning. Change, hypermedia-based instruction: The sen, 1989). 31(3), 13-17. importance of learner characteris-

Volume 2, Issue 6 Distance Learning 7 tics. Computers in Human Behavior, Woolfolk, A. (2004). Educational psychol- 11(3-4), 451-465. ogy (9th ed.). Boston: Pearson. Wilson, B. G., & Jonassen, D. H. (1989). Hypertext and instructional design: Some preliminary guidelines. Perfor- mance Improvement Quarterly, 2(3) 34- 39.

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8 Distance Learning Volume 2, Issue 6 Getting Connected IP-Based Videoconferencing in K-12 Schools

Barbara B. Lockee, Deyu Hu, and John Burton

WHAT IS IP a tool for global information-shar- is rapidly evolving into a widely ing, but also as a mechanism for effi- adopted tool for synchronous learn- VIDEOCONFERENCING ? cient and cost-effective ing experiences in K-12 education. nteractive videoconferencing telecommunications. The substan- Network access is a necessary I (IVC) has served as a reliable tial processing power of desktop component of IP video systems, distance education delivery computers, combined with perva- and the faster the better. Broadband mode for over 20 years, in many sive network access, has made pos- connections can facilitate higher cases replacing older conferencing sible the development of amounts of data flow, which is technologies such as satellite-tele- videoconferencing applications that especially helpful for bandwidth- vised instruction and audiographics are inexpensive and easy to use. intensive video and audio commu- systems of the 1970s. However, the This type of communication system nications. However, IP conferencing high-bandwidth, often proprietary is sometimes called by its technical can occur over slower network con- network systems that support IVC name, H.323 or Internet Protocol nections, such as a dial-up modem, are facing new competition. The (IP) videoconferencing. The use of but the quality of the videoconfer- Internet has developed not only as the Internet for videoconferencing ence will likely diminish.

Barbara Lockee, Associate Professor, Deyu Hu, Doctoral candidate, John Burton, Professor of Instructional Instructional Technology, Department Instructional Technology Program, Technology, Director of Research and of Teaching and Learning, 220 War 220 War Memorial Hall, Virginia Tech, Outreach, School of Education, 115 Memorial Hall, Virginia Tech, Blacks- Blacksburg, VA 24061-0313. War Memorial Hall, Virginia Tech, burg, VA 24061-0313. Telephone: E-mail: [email protected] Blacksburg, VA 24061-0313. (540) 231-9193. E-mail: [email protected] E-mail: [email protected]

Volume 2, Issue 6 Distance Learning 9 Initially, these systems were used digitalbridges/uses/useeix2.php) education. Through their project for person-to-person communica- utilized a two-way interactive desk- search Web site (http://k20 tion in business and industry. Desk- top videoconferencing system to .internet2.edu/projectfinder_index top videoconferencing rapidly link an elementary school class- .php), teachers can locate various evolved to facilitate a variety of room in Helena, Montana with a projects involving the use of desk- interactions, from one to one, one high school science classroom in top videoconferencing systems. to many, small group to small Portland, Oregon. Students and They can opt to participate in a group, and so on. Educational orga- teachers on both ends boiled water project by visiting the relevant Web nizations were quick to shift away at the same time and used IP video- site or contacting the program orga- from older, more costly conferenc- conferencing systems to share their nizer. ing systems to these less expensive ongoing experiments. Participants communications technologies. In on one side could see the boiling some classrooms, individual com- water on the other side and how CULTURAL AWARENESS puter stations are used for confer- students on the other side mea- IP videoconferencing systems encing activities, while in others, sured the temperature. During the make it more convenient for stu- the computer monitor is replaced session, students and teachers dents to meet their peers from with an LCD projector so that dis- found that water boils at 212 another community, culture, or tant sites and presenters can be degrees in Helena but at 202 country. The East Meets West seen by an entire class at once. IP degrees at Portland. They asked project (http://www.araratcc.vic.edu conferencing systems afford flexibil- themselves why and found the .au/users/web/shodo/index.htm) ity, allowing schools to customize answer. In addition, they found that allows Australian students to com- solutions for a variety of instruc- they had to agree on a definition of municate with their Japanese peers tional needs. boiling water. The videoconferenc- using desktop videoconferencing ing system allowed students to eas- systems, e-mail, and Web pages. By ily collaborate with each other, showing and telling each others' OW AN which they would not be able do H C IP experience, the students get first- otherwise. While being part of the VIDEOCONFERENCING BE hand exposure to different cultures. communication, the teachers It helps them break down the barri- USED? observed that an activity as simple ers between them, acknowledge the as boiling water can get students Compared with room-based video- differences, and learn to communi- more engaged in the instruction. conferencing systems, IP videocon- cate with people from another cul- ferencing systems are much In addition to the collaboration ture. cheaper and easy to set up, and are initiated by individual teachers, This learning opportunity may powerful enough to improve com- many educational services provide come along with other activities munication and collaboration. Thus, collaborative opportunities for stu- designed for desktop videoconfer- a variety of instructional efforts dents to learn with peers in other using desktop videoconferencing classrooms and schools. Two Way encing. For example, in the water systems have occurred to advance Interactive Connections in Educa- boiling project, by sharing pictures student learning experiences, espe- tion (TWICE) is a Michigan-based and experiences with students on cially in K-12 education. The follow- organization that promotes collabo- the other end through the desktop ing examples illustrate how IP- ration in K-12 via two-way interac- videoconferencing system, stu- based videoconferencing can be tive videoconference. On their Web dents are able to overcome cultural used in K-12 environments across site (http://www.twice.cc/projects and age barriers between them. different age groups, subject areas, .html), they provide a list of They felt close to each other. and instructional needs. exchange, multipoint, and interna- tional projects in which individual classrooms can participate. They MEETING WITH EXPERTS COLLABORATIVE ACTIVITIES also provide example projects to Another application of desktop The use of an IP videoconferenc- help beginners get some idea of videoconferencing is that through ing system does not have to be how to make use of the videocon- the system K-12 students can meet complicated. Interested classroom ferencing systems. The National scientists, entrepreneurs, famous teachers can start out with simple Internet2 K20 Initiative is another politicians, community leaders, and ideas. As an example, the Boiling organization that aims to improve other experts in various fields who Water Project (http://www.netc.org/ innovative use of technology in may not be accessible in other ways

10 Distance Learning Volume 2, Issue 6 because of distance and their tight at other sites using desktop video- As another example, the teacher schedule. conferencing systems. involved in the boiling water Ask VU Live! (http:// Another example of meeting project collaborated with his col- www.vanderbilt.edu/virtualschool/ with experts is the Scientist-on-Tap leagues to help students with spe- live.htm) is a series of activities Program (http://www.gsn.org/gsh/ cial needs access courses at a involving IP videoconferencing. teach/articles/sot.html), in which K- distance. They sent a laptop and a The goals of the activities are two- 12 classrooms around the world can camera to students who were recov- fold: to increase students' aware- interact with experts and collabo- ering from illness at home or in hos- ness about various careers and to rate with peers using desktop vid- pital. In this way, the students can foster their interests in those eoconferencing systems. The participate and feel they are part of careers. The participants of the vid- interaction with experts greatly the classroom activities while they eoconferencing project range in age motivated students’ learning and are not able to go to school. from 8 to 19. To acknowledge the improved their ability in conducting age difference, there are three dif- research (Andres, 1995). Moreover, VIRTUAL FIELD TRIPS ferent sessions for elementary, mid- meeting with experts gives students dle school, and high school chance to know the real world in a For a variety of reasons, such as classrooms. Each scheduled session meaningful way. They are exposed safety, cost, and protection of the lasts for an hour and has at least two to different professions and learn field, it may not be feasible for stu- and normally three or four online what it takes to be in a particular dents to have a particular fieldtrip. Under these circumstances, a virtual sites. Depending on the situation, field. They gain access to a real role fieldtrip via desktop videoconfer- the presenter may physically visit a model. In the case of science, they encing system can be used. Titanic classroom that is connected to other may change their view about sci- 2004 (http://oceanexplorer.noaa.gov/ distance sites through a desktop ence and scientists and select a sci- explorations/04titanic/welcome videoconferencing system. As an ence-oriented career. In addition, .html) is such an example. In June example, during the nephrology this kind of activity can enhance students’ skills in interpersonal 2004, Dr. Robert Ballard at the Uni- session, Dr. Thomas Daniel from communication. versity of Rhode Island revisited Vanderbilt University visited the Titanic, which he had found in 1985. University School of Nashville. He In this trip, he and his team investi- presented to the third graders there DISTANCE COURSE ACCESS gated the ship to find out the while the presentation was made Due to various reasons, students changes of the wreck brought by available via desktop videoconfer- may not be able to learn the subject both nature and human activities encing systems to two other ele- on-site. In these cases, desktop vid- over the 20 years. This scientific mentary classrooms and a middle eoconferencing systems can be used exploration was broadcasted to school student who was sick at to provide distance courses. The thousands of children in the United home. Students at a distance can SeaTrek Distance Learning Pro- States using two-way teleconferenc- watch the live presentation online gram was provided by Mote Marine ing systems, including Internet- and ask questions using the chat Laboratory and Aquarium in Sara- based video conferencing. Students function built in the system. sota, Florida (http://www.ihets.org/ had a virtual fieldtrip of this “Look, To make the videoconference progserv/education/k20/seatrek/ don’t touch” mission as it was hap- more effective, prepresentation and index.html). Students in Indiana pening (Weirich, 2004). postpresentation activities were also schools can participate in a series of As another example, six high designed (Virtual School at Vander- distance learning curricula pro- school students in West Warwick bilt University, 2005). In the prepre- vided by this program. For example, public schools in Rhode Island sentation, the teachers guided in the course Shark: Devouring the watched a live surgery at the Kent students to think about some ques- Myths, students learn about the County Hospital. Through the desk- tions, such as the relevance of the types of sharks, the fact versus top videoconferencing system, they activities to their classroom curricu- myths about sharks, shark behavior, first watched the whole surgery lum. During the postpresentation, and the anatomy/physiology of process and then held conversa- except the discussion and question/ sharks through the media-rich vid- tions with the operating team after answer session at the local site, the eoconferencing systems. They can the surgery (Monti, 2002). Similarly, students were also asked to work in also ask questions and talk to the fifth graders in Cape Elizabeth, small groups on short presentations presenter during the conference Maine studied the anatomy of zoo that they needed to present to peers session. animals through a desktop video-

Volume 2, Issue 6 Distance Learning 11 conferencing system while the ani- nizations. Also, the location of the top videoconferencing program, mals were more than 200 miles videoconferencing system may “The possibilities for future educa- away from them (Bell & Unger, affect the ability to utilize it at cer- tion using this technology is limited 2003). tain times. The issue of access to the only by our imagination and As yet another example, while a necessary facility, technology, and resourcefulness” (Global School- teacher went to the Chimpanzee support is one that requires careful Net, 2004). Human Research Institute (CHIN) planning in advance. to conduct her research, she brought an IP videoconferencing REFERENCES unit with her. Through the system, UMMARY S Andres, Y. M. (1995). Scientist on tap: she discussed her research with the IP videoconferencing systems are Video-conferencing over the Internet. students and answered their ques- portable, affordable, and easy to Retrieved May 10, 2005, from http:// tions. Both the teacher and the stu- use, while providing media-rich www.globalschoolnet.org/gsh/cu/ dents felt that they benefited from communication between people at sot.html each other’s support via the interac- different locations. Many classroom Bell, J. K., & Unger, L. C. (2003, Novem- tion (http://www.ri.net/RINET/ practices have showed that desktop ber). Videoconferencing takes Cape products/ivid/projectgallery.html). videoconferencing can bring stu- Elizabeth Middle School on a dis- In this example, as well as all of the tance learning adventure. T. H . E . dents opportunities to meet people preceding examples, students were Online. Retrieved from http:// and participate in activities that able to have experiences that they www.thejournal.com/magazine/ they would not have otherwise. It normally would not be able to vault/articleprintver- can greatly motivate students, engage in without access to desktop sion.cfm?aid=4592 enhance their cultural awareness, videoconferencing. Global SchoolNet. (2004). Scientist-on- and improve their interpersonal Tap. Retrieved May 10, 2005, from and presentation skills. It also offers http://www.gsn.org/gsh/teach/ students a chance to learn technol- articles/sot.html CHALLENGES ogy by using it. With all of these Monti, J. (2002). Videoconferencing The implementation of new techno- benefits, K-12 teachers have inte- practices: West Warwick Public logical systems is not without its grated these technologies into Schools. K-12 videoconferencing. challenges, and so it is with H.323 instruction by providing students Retrieved from http://neirtec.terc conferencing. The primary issues distance courses, virtual fieldtrips, .edu/k12vc/practices/search3.cfm?fid that users must face are related to meeting with experts, and peer =13&hfield=Category&fvalue=7& scheduling, security, and band- teaching and learning. In addition, fsort=State width. desktop videoconferencing can be Weirich, J. B. (2004). RMS Titanic 2004 expedition. Retrieved May 10, 2005, As with any event that is coordi- used in many other ways, such as from http://oceanexplorer.noaa.gov/ nated across differing school sys- for teachers’ professional develop- explorations/04titanic/welcome.html tems, scheduling often poses ment, administrative meetings, and Virtual School at Vanderbilt University. barriers to collaborative activities. technical support. As indicated by (2005). Guidelines for Ask VU Live! Special arrangements may have to research scientist Larry Duffy at the chats. Retrieved May 10, 2005, from be developed to accommodate tim- Jet Propulsion Laboratory, who http://www.vanderbilt.edu/ ing issues between or among orga- serves in the Scientist-On-Tap desk- virtualschool/guidelines.htm

HOW CAN IP VIDEOCONFERENCING BE USED? •COLLABORATIVE ACTIVITIES •CULTURAL AWARENESS •MEETING WITH EXPERTS •DISTANCE EDUCATION COURSES •VIRTUAL FIELD TRIPS

12 Distance Learning Volume 2, Issue 6 Chat Transcripts Once the Chat is Over, is it Really Over?

Jose A. Saldivar

INTRODUCTION chat rooms for further elaborations ever instructors participate in live hat happens in the to assist the students in having a online discussions, it leads to build- chat room doesn’t better experience, and as supple- ing a sense of community, and the W mental instructional material. When learning outcome is superior to the have to stay in the chat room. Yes, you are probably think- the instructors are serious about one lacking the simultaneous feed- ing that some chats are better off their topics, they use whatever back. It has often been documented forgotten. Tried it, didn’t work. Yet, means to encourage active partici- that students are more motivated there are times when there takes pation, and chat rooms have an when they perceive a teacher’s place some really intense and pro- important place within computer- presence online (Curda & Curda, ductive discussions; why let it stay mediated communications. Taking 2003). at that? Once it’s over, does it really this communication tool to another Online courses, done properly, have to be over? First of all, most level is this article’s focus. When a incorporate active participation by chat rooms record the session in coordinated chat is planned with the instructor; “good instructors use chat logs, which makes the conver- students, some interesting ideas can adaptive behaviors such as pacing sion available for later perusal by be exchanged. As the instructor, you of instruction, personalized ques- the instructor or anyone having and your students may come up tioning and feedback and alterna- access to these logs. Why not take with some ideas that are worth sav- tive explanations and sequencing to advantage of this fact, and use the ing and revisiting or highlighting. meet the needs of the learners” The chat transcript holds the key. (McNeil, Robin, & Miller, 2000, p. Although distance education or 701). online learning environments laud A major question that arises the “anytime, anywhere” motto, when planning a chat room session there seems to be an overwhelming is one of time and feasibility. Coor- tendency among students to prefer dinating the time students will a direct active interaction between simultaneously be logged on is the student and the teacher and the often problematic. It is possible to material being discussed. This rein- do this, but more often than not, forces the idea that more synchro- some students cannot make the ses- nous activities should be part of the sion because of circumstances overall learning experience. In real- beyond their control. With a chat ity, most distance education is done room transcript, students would in an asynchronous setting, with have a chance to view the interac- mixed results of learning success. tion later, even if they had to miss There is ample evidence that online the live chat session. What this Jose A. Saldivar, 1003 West Cannon learning has a better chance for suc- entails, and what this article pro- St., Fort Worth, TX 76104. Telephone: (817) 871-3400. cess if teachers interact in synchro- poses, would be a remedy to ame- E-mail: [email protected] nous communication activities liorate the lack of participation of (Swan, 2001). Studies show that some students because of unfore- interactivity must be bidirectional to seen or unfortunate reasons. Not be most effective. Moreover, when- only will students who were

Volume 2, Issue 6 Distance Learning 13 present and participating be able to what is important, while de-empha- several benefits of doing and post- revisit the discussion and have sizing the irrelevant inputs or ing a postchat-analysis, for using available relevant feedback, but responses by subduing the text that chat rooms more productively and, those students who were not did not effectively contribute to the hopefully, for providing a better present will get the chance to at understanding. The author recom- educational value. least see the transcript and, hope- mends that the less important tran- There are five logistical compo- fully, get some insight into what script text be changed to a gray or nents to the proposed chat room took place. Thus, the entire specific lighter color, and possibly even be discussions with asynchronous online course community benefits. made slightly smaller in size. Con- feedback: planning the discussion Within chat rooms, the opportu- versely, the important text could session; having the discussion; analyz- nity to use inquiry-based dialogue instead be emphasized by making it ing the chat log/transcript, with the seems to be applicable. Garrison, brighter, bolder, or larger, so that instructor adding feedback; posting the Anderson, and Archer (2000) write nonparticipating students with little chat log/transcript with instructions for that critical thinking or inquiry is time would at least read over the students to revisit; having a follow-up part of a “holistic multi-phased pro- main parts of the transcripts. Addi- session. cess” that involves a “triggering tionally, feedback juxtaposed to the event,” and that “learning how to transcript could be added, which think is embedded in what to think; would provide substantive and/or PLANNING A DISCUSSION that is, it is domain-specific and con- supporting comments praising SESSION text-dependent” (p. 98). In the case ideas, suggestions, or comments There must be certain steps of a chat session discussion, the trig- that were relevant and made the implemented for the discussion to gering event one supposes would discussion better. Also, instructors be effective, and planning the dis- be that of the teacher posing a ques- could at this point include their cussion beforehand might seem an tion related to a chosen topic, but it own instructions to specific stu- obvious thing, but without it, the might also be a response provoking dents, give directions for further discussion will be a fruitless activity. additional topic-related discussions. study or research, and/or provide Therefore, the instructor has to The instructor must provide a links to related sources, and so decide what will be discussed, and focus; when students work collabo- forth. the following are some suggestions ratively, having a focus makes stu- An important feature of discus- pertaining to the role of the instruc- dents work together in building sions and knowledge building is tor. understanding between each other. that “participants in learning com- Also, having a focus will make it munities need simultaneous access •The instructor must decide what easier for the instructor to lead the to the work of others to provide topic to initiate within the discussion (Veerman, Andriessen, & comparative models and opportuni- planned chat room session. Kanselaar, 2000) and keep it on ties to appropriate ideas more •Announce well in advance the track. The instructor’s feedback, as advanced than they might think of session time and the topic to be it pertains to the transcript, will pro- on their own” (Scardamalia & Bere- discussed. vide a personalized interaction with iter, 1993, p. 4). •Limit participation to a selected students. This will at least give stu- few who are available or inter- dents the perception of having the ested in the topic. (It is suggested instructor providing and establish- DESIGNING CMC VIA not to have all students partici- ing a presence online and actively CHAT ROOM DISCUSSION pate in every chat session.) interacting with the students, which •The instructor would be logged is very important in developing a TRANSCRIPT (CRDT) into the chat room a few minutes community of learners within dis- The discussions guided or initiated before the students. tance education (Northrup, 2002). by the teacher would follow a set If chat room discussion sessions methodology, which would encom- Some suggested guidelines that are to be used to help build knowl- pass the discussion itself, followed will make the discussion more effec- edge and, more importantly, under- by teacher analysis of the transcript/ tive, and to prevent any confusion standing, then it is important they chat log, thereby revisiting the dis- or waste of time, are: incorporate a sense of contribution. cussion (constructing learning Shortly after a chat room discussion material from said transcript) and •Students should announce their has taken place, the instructor will providing feedback juxtaposed to presence when logging in to the revisit the transcript, highlighting the highlighted transcript. There are chat room.

14 Distance Learning Volume 2, Issue 6 •Direct students to refrain from •The instructor must be the last (which might include praise for chatting about irrelevant or non- person in the chat room at the an insightful comment, positive topic-related issues. end (to prevent questionable reinforcement for good critical •Require students to do some interactions between students). thinking, making suggestions for readings about the topic before alternative views to think about, the session, thus ensuring that at placing hyperlinks for additional least some students will have ANALYZING THE CHAT LOG/ study, giving directions for spe- some prior knowledge and be TRANSCRIPT, WITH THE cific, if not all, students, making able to contribute meaningfully INSTRUCTOR ADDING FEEDBACK assignments to specific or all stu- and knowledgeably. Examples of Before posting the chat room ses- dents, etc.) (see Figure 1). this could include: read a chapter sion’s transcript, it has to be modi- in a textbook, peruse a Web site fied, enhanced, or have key points or Web page, view a video, inter- of the discussion further elaborated. POSTING THE CHAT LOG/ act with or use any material that Here are a few instructional meth- TRANSCRIPT WITH INSTRUCTIONS might be relevant to the topic to ods that help in making the tran- FOR TUDENTS TO EVISIT be discussed, etc. script useful. S R •It is suggested for the first session Posting the transcript along with (if the instructor knows for a fact •Subdue/negatively highlight the feedback is the next step. This not that many of the selected stu- unimportant or nontopic com- only makes available the instruc- dents have no experience in chat ments or inputs from the chat tor’s further elaborations on those room sessions used for topic dis- transcript by converting the text students participating, and the cussions), to make it a session on into a subdued grayed out color, instructor’s own elaborations of what to expect: what is and is not only slightly visible. anything else, but also makes every- acceptable. This might be benefi- •Select the relevant and important thing available for those who were cial in order to prevent—and, if comments and responses and not in the discussion to begin with, necessary, correct—any poten- make them bold, possibly even for reasons already explained. tial or real-time problems. increasing the font size, for visual The instructor should post the cue emphasis. transcript at a designated URL link •Make a template with a table that or within a page that is part of the HAVING THE DISCUSSION has two columns; a copy of the online course, thus only enrolled While the discussion takes place, transcript will be pasted into the students can have access. look out for the following or try to left column and marked up, The instructor should also send stay within these guidelines. Also while juxtaposed on the right out an e-mail informing students of realize that each discussion has a column will be any feedback the posted transcript and have them different flavor or personality, so be attentive to the mood and direction that the discussion is taking and persist in having the students be !"#$%&''(%)*#+,-*./$! !"#$%&'$(%)*+,-(%,$.("/0(112"$#) aware of what is appropriate, which (Added after the discussion) can be mentioned within, and be reinforced after, the discussion, Instructor: Welcome to this discussion session. within the chat log transcript. ! "#$%&'(%)&*!!"#$!%&'()''&*+!,*-&(!&'...... !/! ! ! Instructor: What is the most important ! •Start the discussion with reiterat- consideration when thinking about this topic? ! ing the topic, briefly reminding 0,)%$+,!12!3*)4!(#*&($!56'!6--4*-4&6,$2!7**8'!7&8$!3*)! the students that they will be Student: I think the most important thing to 4$6%!,#$!96,$4&67/! consider is.... required to follow the guidelines and proper etiquette. Instructor: Why do you think this is the case? The rest of the class argues for or against student 1’s Your backing up your point with referenced material • Use inquiry-based questions to reason(s), after which he responds. makes your argument more valid, yet your argument falls make students think about the short as was pointed out by student 2. The main reason is Student: Studies shows that when this type of … because.... topic. •Control the direction of the dis- cussion. Figure 1. Simple chat room discussion transcript/feedback juxtaposed.

Volume 2, Issue 6 Distance Learning 15 visit the page, made easier by just •Let students ask questions REFERENCES clicking on the URL. related to the transcript and the Curda, S. K., & Curda, L. K. (2003). Students should follow instruc- feedback. Advanced distributed learning. tions, if any, dealing with the dis- Quarterly Review of Distance Educa- cussion/transcript. For example, ask tion, 4(1), 1-14. students to prepare any questions CONCLUSION Garrison, D. R., Anderson, T., & Archer, regarding the transcript to be dis- Students expect the instructor to be a W. (2000). Critical inquiry in a text- based environment: Computer con- cussed in a follow-up session, pose presence within online courses ferencing in higher education. The questions about the transcript topic, because most, if not all, courseware and make it into an assignment that Internet and Higher Education, 2(2-3), provides the chat room communica- 87-105. will be counted as a grade, etc. tion tool, so why not use this? Be If there is to be a follow-up ses- McNeil, S. G., Robin, B. R., & Miller, R. aware that since chat room session M. (2000). Facilitating interaction, sion, make an announcement of logs are saved, they can become communication and collaboration in when it will be held and who is available for others, such as adminis- online courses. Computers & Geo- expected to participate. If a new dis- trators, to see or use, when it sciences, 26, 699-708. cussion is to take place, then follow becomes necessary. Why not prevent Northrup, P. T. (2002). Online learners’ the same guidelines mentioned any misuse or misinterpretation, if preferences for interaction. Quarterly above. you use this tool within your online Review of Distance Education, 3(2), 219- course? Use it to guide, to teach, to 226. elaborate, and to make students real- Scardamalia, M., & Bereiter, C. (1993). AVING A OLLOW P ESSION H F -U S ize that what they say can be impor- Technologies for knowledge-build- Having a follow-up discussion tant and can lend to the overall ing discourse. Association for Comput- could be beneficial, if it turns out learning process. Although initially ing Machinery, Communications of the that the first discussion contributed it might seem that this instructional ACM, 36(5), 37. to students’ studies and learning, strategy is slightly more time con- Swan, K. (2001). Virtual interaction: Design factors affecting student satis- and this is the opportunity to prac- suming (only a few chats are recom- tice this instructional methodology faction and perceived learning in mended during a course), the author asynchronous online courses. Dis- and improve its use. believes that it will be worthwhile to tance Education, 22(2), 306-331. pursue this course of instruction in Veerman, A. L., Andriessen, J. E. B., & •Revisit the previous discussion order to maximize the benefit of chat Kanselaar, G. (2000). Learning topic. room discussion sessions and through synchronous electronic dis- •Ask for constructive criticism or enhance meaningful and gainful cussion. Computers & Education, 34, feedback from students. participation. 269-290.

YOUR ADVERTISEMENT OR ANNOUNCEMENT COULD BE HERE CONTACT KATHY CLEMENS USDLA 8 WINTER STREET, SUITE 508 BOSTON, MA 02108 800-275-5162 [email protected]

16 Distance Learning Volume 2, Issue 6 The Evolution of Distance Education

Monica W. Tracey and Rita C. Richey

ducational programs in philosophies. This article has three as a structured learning experience Ewhich students and the purposes: to describe the growth of that can be engaged in away from instructor are separated by distance education over the past 2 an academic institution, at home or place and often time are currently centuries; to identify factors which at a workplace, and can lead to the fastest growing form of instruc- have facilitated this growth; and to degrees or credentials (Gunawar- tion both in the United States and identify emerging conceptual orien- dena & McIsaac, 2004; Simonson, throughout the world (Gunawar- tations in distance education think- Smaldino, Albright, & Zvacek, dena & McIsaac, 2004). This is com- ing. 2000). monly known as distance educa- Over the years, many terms have tion, and even though it may been used to describe distance edu- currently be viewed as innovative, cation. These include distance EARLY FORMS OF distance education dates back to the learning, open learning, networked ISTANCE DUCATION early 1800s (Verduin & Clark, 1991). learning, flexible learning, distrib- D E To a great extent, the evolution of uted learning, independent study, distance education has paralleled learning in connected space and, DISTANCE EDUCATION VIA advancements in technology, but its today, on-line learning is common. CORRESPONDENCE development is also a reflection of However, distance education (by The first generation of distance changing educational values and any name) is generally recognized education was print-based corre- spondence study, and print contin- ued to be the predominant delivery medium for distance education until the beginning of the 1970s (Garrison & Shale, 1987). In pre- industrial Europe, education had been available primarily to males in higher levels of society but, in the 1800s, with the event of the first cor- respondence program, the doors of education slowly opened to the rest of the population. For example, an advertisement in an 1833 Swedish newspaper touted the opportunity to study “Composition through the medium of the Post” (Bratt, as cited Monica W. Tracey, Assistant Professor, Rita C. Richey, Professor and Program in Verduin & Clark, 1991, p. 15). In Human Resource Development, 435D Coordinator, Instructional Technology, 1840, England’s newly established School of Education and Human Ser- 381 Education, Wayne State Univer- Penny Post allowed Isaac Pitman to vices, Oakland University, Rochester, sity, Detroit, MI. Telephone: (313) 577- offer shorthand instruction via cor- MI 48309. Telephone: (248) 370- 1736. E-mail: [email protected] respondence. Three years later, 4415. E-mail: [email protected] instruction was formalized with the

Volume 2, Issue 6 Distance Learning 17 founding of the Phonographic Cor- were limited. They corresponded out the world changed forever. Mar- respondence Society, the precursor monthly with teachers, who offered coni’s “Black Box” was patented and of Sir Isaac Pitman’s Correspon- guided readings and frequent tests the first Wireless Telegraph and Sig- dence Colleges (Dinsdale, as cited in (Aggasiz, 1972). William Rainey nal Company formed in 1897. By Verduin & Clark, 1991). In 1886, H.S. Harper’s (1890) correspondence the early 1920s, at least 176 radio Hermod, of Sweden, began teach- study, an alternative to traditional stations were constructed at educa- ing English by correspondence, education, was designed to provide tional institutions, although most which led to the founding of Her- educational opportunities for those were gone by the end of the decade mod’s in 1898, one of the worlds who were not among the economic (Simonson et al., 2000). Although largest and most influential distance elite and who could not afford full rarely used in the United States teaching organizations. Distance time residence at an educational today, in many developing nations education flourished in Britain in institution. Many saw it as simply a radio is still the primary means of the late 1800s with the founding of a business operation, and viewed this distance education. An example of number of correspondence institu- alternative as inferior education. this is a program in Nepal, “enter- tions, including Skerry’s College in Moreover, these distance opportu- educate,” a serial radio soap opera Edinburgh in 1878, and the Univer- nities extended education poten- broadcast which uses an innovative sity Correspondence College in tially to the masses, an extreme format of drama and call-in interac- London in 1887 (Curzon, 1977). departure from the undemocratic tive education with radio as its This movement ultimately made educational system that character- delivery medium (Story, Boulay, its way across the ocean to the ized the early years of U. S. history. Karki, Heckert, & Karmacharya, United States. Correspondence However, the need to provide 1999). It is in these developing coun- study was integral to the University equal access to educational oppor- tries that radio programming has of Chicago which, in 1890, created a tunities was the cornerstone of edu- been used innovatively to either university extension as one of five cational democratic ideals, so support or supplement print based divisions, the first such division in correspondence study took a new materials or to carry the majority of an American university. The exten- turn (Gunawardena & McIsaac, the course content. sion division was divided into five 2004). The French Ministry of Edu- Educational television teaching departments: lecture study, class cation set up a government corre- programs were produced at the study, correspondence teaching, spondence college as a reaction to University of Iowa’s W9XK between library, and training. The correspon- the Second World War and the need 1932 and 1937 (Koenig & Hill, 1967). dence study department was suc- to train new soldiers while continu- However, it was not until the 1950s cessful in terms of student ing to educate those who may not that college credit courses were enrollment; each year 125 instruc- have been able to come to one loca- offered via broadcast television. tors taught 3,000 students enrolled tion. In addition, Le Centre Western Reserve University was the in 350 courses (Rumble, 1986). National d’Enseignement par Cor- first to offer a continuous series of In 1891, Thomas J. Foster, editor respondences was established to such courses in 1951, and Sunrise of the Morning Herald, a daily news- educate children, although it has Semester was a well-known tele- paper in eastern Pennsylvania, since become a distance teaching vised series of college courses began offering a correspondence organization for adult education. offered by New York University on course in mining and the preven- The goal of these programs was to CBS from 1957 to 1982 tion of mine accidents. His business widen learners’ intellectual hori- In the 1960s, satellite television developed into the International zons, as well as provide the chance was introduced and this, in turn, Correspondence Schools, a com- to improve and update professional enabled the rapid spread of instruc- mercial school whose enrollment knowledge. It allowed individuals tional television. The following exploded from 225,000 in 1900 to the flexibility of learning in their decade federally funded experi- more than 2 million in 1920 (Simon- own time and place (Simonson et ments in the United States and Can- son et al., 2000). al., 2000). ada, such as the Appalachian In the late 1800s, Anna Eliot Tic- Education Satellite Project (1974- knor founded a Boston-based soci- 1975), demonstrated the feasibility ety to encourage study at home, DISTANCE EDUCATION AND of satellite-delivered instruction. which attracted more than 10,000 EARLY TECHNOLOGIES The first state educational satellite students in 24 years. Most of these With the invention of the spark system, Learn/Alaska, was created students were women for whom transmitter by Guglielmo Marconi in 1980 and offered 6 hours of traditional education opportunities in 1894, communication through- instructional television daily to 100

18 Distance Learning Volume 2, Issue 6 villages, some of which were only and receivers could communicate Laptop computers give learners the accessible by air. TI-IN Network, a with one another at the same time, ability to carry text-based informa- privately operated network in San even though they were separated tion and to communicate with other Antonio, Texas, has delivered a wide by distance. This technology was learners and instructors through- variety of courses via satellite to then expanded by incorporating out the world through the World high schools across the United electronic methods of sending Wide Web. PDAs are handheld States since 1985 (Simonson et al., graphical information (Simonson et microprocessors that provide all of 2000). al., 2000). This form of direct, live the advantages of a laptop com- During World War II, Signal communication between the puter but are smaller and less Corps Captain John Mullin found instructor and the learner uses tele- expensive and are able to work with Magneto phones at Radio Frankfurt vision, both open-broadcast and computers or alone to assist learners in Germany and 1,000-meter reels of cable, and interactive instructional in accessing numerous types of 6.5mm ferric-coated BASF tape with television (ITV). At one time, using information and records. CD-ROMs a 20-min capacity. He mailed two live television to broadcast courses allow learners the opportunity to machines to the United States with was one of the most popular forms access large audio and digital files 50 reels of tape, and after the war for delivering distance education in on a personal computer and are worked on them to improve the U.S. organizations. When state gov- quickly replacing previous genera- electronics (Mullin, 1979). At the ernments in the Unites State began tions of audio and video technol- same time, Paul Klipsch patented to establish statewide distance edu- ogy. the Klipschorn folded horn speaker. cation networks, interactive televi- The innovations in speakers and sion systems (ITV) became a amplifiers and tape recorders after popular medium in state educa- FACTORS THAT FACILITATE World War II contributed to the tional systems as well. ITV can THE GROWTH OF birth of a “Hi Fi” era that produced transmit either two-way video and stereo and transistor radios and cas- two-way audio or one-way video DISTANCE EDUCATION sette tape players (Augspurger, and two-way audio to several dis- 1985). tance locations (Gunawardena & THE IMPACT OF PROFIT-MAKING Today, audio and video cassettes McIsaac, 2004). The British Open INCENTIVES have been largely replaced with University and other international Higher education is going CDs and DVDs. These devices still universities also use interactive through a number of changes as a afford learners control over the broadcast television extensively to result of advancements in computer material because they have the flexi- deliver programming to a large technology. One impact of develop- bility of determining where they number of distant learners. ments in technology is a significant learn, at home or at work rise in institutions offering online (Gunawardena & McIsaac, 2004). flexible learning opportunities. The COMPUTER-SUPPORTED AND This cost-effective medium has been Internet has created a new level of used to supplement print and other ONLINE LEARNING competition to higher education media, and it can provide valuable Computer-supported learning, with the entry of for-profit online resource materials for distance the fastest-growing form of distance universities that are competing with learners. education today, incorporates traditional educational institutions numerous advances in technology. offering alternatives to classroom- Although credit and noncredit based instruction. Educational insti- MODERN FORMS OF courses have been offered over tutions are responding by offering DISTANCE EDUCATION computer networks since the mid- online versions of some traditional 1980s (Ackermann, 1995), the devel- campus-based programs and in opment of laptop computers, per- some cases creating virtual cam- TWO-WAY SYNCHRONOUS sonal digital assistants (PDAs), CD- puses to complement their tradi- COMMUNICATION ROMs, DVDs, and the World Wide tional “brick and mortar” campuses In recent times, a widely used Web provide learners with numer- (Shaik, 2005). Colleges and universi- form of technology-based distance ous learning environments. In addi- ties are also turning to for-profit education used a live two-way tion, these technologies give companies to create for-profit sub- audio connection. This facilitated instructors the opportunity to act as sidiaries to deliver distance educa- synchronous learning environ- learning facilitators, rather than tion (Bleak, 2002). Additionally, ments in which message senders simply suppliers of information. institutions are collaborating to

Volume 2, Issue 6 Distance Learning 19 offer joint online programs and are allow students to use federal loans the teacher; the teacher is active, engaged in a variety of joint busi- to pay for a college education deliv- and the students are passive. In a ness ventures with for-profit organi- ered entirely over the Internet mak- distance education environment, on zations that have provided ing it the first step toward making the other hand, because there is a courseware, hardware, and other the Web-based Education Commis- physical gap between the teacher support services. The long-term sion’s recommendations a reality and students, students must accept success of these different entrants (Gunawardena & McIsaac, 2004). a higher degree of responsibility for into the online distance education their learning. Therefore, autono- market, however, is unclear and will mous learners need less help from depend on how the various provid- EMERGING DE the teacher. Moore classifies dis- tance education programs as being ers of online education are viewed ONCEPTUAL by learners, the variety of educa- C either autonomous (learner-deter- tional communities, professional ORIENTATIONS mined) or non-autonomous” organizations, and the public at There is a growing knowledge base (teacher-determined). The degree of large. encompassing the area of distance autonomy in a given program is education, specifically in the areas determined by who selects the of independence and autonomy, learning objectives, resource per- HE MPACT OF OVERNMENT T I G and interaction and communica- sons, and media, and who makes Coinciding with the rapid rise of tion. The development of these lines the decisions about learner perfor- technology, a wide variety of infor- of thinking continues to impact dis- mance evaluation. mation is now available to U.S. citi- tance education practice, especially zens. Correspondingly, the U.S. with respect to the use of technol- NTERACTION AND government has begun to study the ogy. I effects of this technology on educa- COMMUNICATION tion on a national level. The biparti- In 1985, Borje Holmberg (1985) san Web-based Education INDEPENDENCE AND identified key assumptions underly- Commission, created in 1998, was AUTONOMY ing distance education. He believed charged with studying how the Charles Wedemeyer (1977, 1983) that the core of teaching is interac- Internet can be used in education at viewed the essence of distance edu- tion and emotional involvement. all levels, including prekindergarten cation as the independence of the Moreover, Holmberg maintained to job retraining. This commission student, preferring the term inde- that a personal relationship specifically focused on what barri- pendent study versus distance edu- between the teacher and the learner ers may be slowing the spread of cation at the university level. contribute to learner pleasure and Internet use. The commission’s Wedemeyer emphasized learner subsequently supports learner moti- report, “The Power of the Internet independence and adoption of vation. The student’s ability to make for Learning” (2000) recommends technology as a way to implement learning decisions not only facili- that online-learning become a cen- that independence. He maintained tates the learning process, but stu- terpiece in the nation’s education that the separation of teaching from dent motivation as well. The depth policy. learning was a way of breaking edu- of the students’ learning, in turn, The House Education and Work- cation’s “space-time barriers” and demonstrates teaching effective- force Committee and the Subcom- noted four elements of every teach- ness. In 1995 Holmberg extended mittee on 21st Century Competitive- ing-learning situation: a teacher, a his analysis of this process by assert- ness approved H.R. 1992, a bill to learner or learners, a communica- ing that the independence fostered expand Internet learning opportu- tions system or mode, and some- by students’ freedom of choice in nities in higher education. The thing to be taught or learned. distance education programs can Internet Equity and Education Act Wedemeyer proposed the reorgani- make an important contribution to of 2001, which has yet to pass, zation of these elements to allow their continuing as life-long learners would repeal the rule that requires greater learner freedom. The suc- (Holmberg, 1995). schools to provide at least 50% of cess of distance education for Wede- Moore (1989) identified three their instruction in person, and the meyer was the development of the types of interaction in distance edu- “12-hour” rule that requires stu- student and teacher relationship. cation: learner-content interaction, dents to spend at least 12 hours per Following this tradition, Moore in which learners interact with the week in class during a traditional (1994) argues that in most school content; learner-learner interaction, semester. In addition, this bill would settings learners are dependent on in which learners interact with fel-

20 Distance Learning Volume 2, Issue 6 low learners exchanging informa- REFERENCES ment Reproduction Service No. ED tion and ideas about the course; and 386 578) Ackermann, E. (1995). Learning to use the Koenig, A. E., & Hill, R. B. (1967). The far- learner-instructor interaction, in Internet. Wilsonville, OR: Franklin, ther vision: Educational television today. which the instructor provides feed- Beedle and Associates. Madison: University of Wisconsin back and motivation to the learners. Aggasiz, E. C. (1972). Society to encour- Press. Learner-instructor interaction is age studies at home. In O. MacKen- Moore, M. (1994). Autonomy and inter- necessary for many educators and zie (Ed.), The changing world of dependence. The American Journal of important in learner application of correspondence study. University Park: Distance Education, 8(2), 1-5. Pennsylvania State University Press. new knowledge. A fourth compo- Mullin, J. (1979). Discovering magnetic Augspurger, G. L. (1985). Theory, inge- tape. Retrieved December, 15, 2005, nent of Moore’s model of interac- nuity, and wizardry in speaker tion was added by Hillman, Willis, from http://inventors.about.com/ design. Journal of the Acoustical Society library/inventors/blsoundrecording and Gunawardena (1994); learner- of America, 77(4), 1303-1308. .htm interface interaction, which focuses Bleak, J. (2002). Insulated or integrated: Rumble, G. (1986). The planning and man- on the interaction between the For profit distance education in the agement of distance education. London: learner and the technology that non-profit university. Online Journal Croom Helm. delivers instruction. of Distance Learning Administration, Shaik, N. (2005). Marketing distance (5)2. Retrieved June 21, 2005, from The continuing development of learning programs and courses: A http://www.westga.edu/~distance/ relationship marketing. Retrieved these ideas will ultimately impact ojdla/summer52/bleak52.html. from December, 15, 2005, http:// the all forms of distance education, Curzon, A. J. (1977). Correspondence www.westga.edu/%7distance/ojdla/ including the use of distance educa- education in England and in the summer82/summer82.htm. tion hardware and its interface with Netherlands. Comparative Education, Simonson, M., Smaldino, S. Albright, M, the learners. 13(3), 249-261. & Zvacek, S. (2000). Teaching and Garrison, D. R., & Shale, D. (1987). Map- learning at a distance: Foundations of ping the boundaries of distance edu- distance education. Upper Saddle cation: Problems in defining the ONCLUSIONS River, NJ: Merrill Prentice Hall. C field. The American Journal of Distance Storey, D., Boulay, M. Karki, Y., Heckert, Distance education has evolved for Education, 1(1), 7-13. K. & Karmacharya, D. M. (1999). almost 200 years and will continue Gunawardena, C. N., & McIsaac, M. S. Impact of the integrated radio com- to progress to meet the needs of (2004). Distance education. In D. H. munication project in Nepal, 1994- Jonnassen (Ed.), Handbook of research 1997. Journal of Health Communication societies both in the United States for educational communications and 4, 271-294. and abroad. It holds out the prom- technology (2nd ed., pp. 355-431). Verduin, J. R., & Clark, T. A. (1991). Dis- ise of bringing education to a dis- Mahwah, NJ: Erlbaum. tance education: The foundations of effec- persed global population, and it can Hillman, D. C., Willis, D. J., & Gunawar- tive practice. San Francisco: Jossey- also provide education to those con- dena, C. N. (1994). Learner-interface Bass. strained by the demands of daily interaction in distance education: An Web-based Education Commission. life. The evolution of this phenome- extension of contemporary models (2000, December 19). The power of the and strategies for practitioners. The Internet for learning: Final report of the non, as well as its future growth, American Journal of Distance Education, Web-Based Education Commission. will undoubtedly be shaped to a 8(2), 30-42. Washington, DC. Retrieved May 28, great extent by technological Holmberg, B. (1985). The feasibility of a 2005, from http://www.ed.gov/ advancements and refinements. theory of teaching for distance education offices/AC/WBEC/FinalReport/ These innovations, however, must and a proposed theory (ZIFF Papiere Wedemeyer, C. A. (1977). Independent be matched by research and theo- 60). Hagen: West Germany: Fern study. In A. S. Knowles (Ed.), The retical explorations of those DE Universitat, Zentrales Institute fur international encyclopedia of higher edu- Fernstudienforschung Arbeitsbere- cation (pp. 34-39). Boston: Northeast- methods that promote not only stu- ich. (ERIC Document Reproduction ern University. dent engagement in the learning Service No. ED 290 013) Wedemeyer, C. A. (1983). Learning at the process, but an inquisitive, skilled Holmberg, B (1995). The sphere of dis- back door. Madison: University of Wis- and intellectually-able population. tance-education revisited. (ERIC Docu- consin Press.

Volume 2, Issue 6 Distance Learning 21 Improving Online Courses What is Interaction and Why Use It?

Wilhelmina C. Savenye

INTRODUCTION Happily, we have come a long possibly, as students who might be chools are increasingly turn- way from the “early days” of online homebound due to illness. She adds ing to online technologies to learning. This means that most edu- that online K-12 programs could be S cators realize we are far beyond designed for dropouts, students enhance their students’ learn- ing experiences. These experiences simply putting materials on the with young children, students who may take the form of fully online World Wide Web and thinking these have failed courses or been courses, usually offered at a dis- constitute complete instruction. expelled, advanced placement stu- tance, or online modules and mate- Online courses now can rely on the dents, or those looking to supple- rials to supplement classroom communication tools of the Inter- ment their school’s classes, but instruction. For example, the net, including e-mail, discussion programs for these audiences National Education Association boards, listservs, chat, and telecon- would necessarily differ in their (NEA) has published an extensive ferences, to foster considerable design. guide to online high school courses interaction among students, with Online learning can take the (NEA, 2002-2005). Johns Hopkins their instructor and beyond. form of fully Web-based courses; University’s Center for Talented Most of us who have offered hybrid courses, which include both Youth (2004) lists three full high online courses for several years Web and classroom sessions; cam- school programs, along with many have found that students often take pus courses with Web supple- that offer courses and programs. these courses not because they are ments; and stand-alone materials at a distance, but because they pre- and software for learning (Savenye, fer the opportunity to work on 2004a). coursework without coming to cam- The focus of this article is on fully pus, and at any time they prefer, online distance courses, with the day or night, weekdays or week- idea that techniques and strategies ends. One highly technical high that have proven of value in these school student, for instance, says, courses can be implemented by “I’d also love to take online classes instructors who wish to use online in subjects I don’t have time for dur- learning in other ways. We’ll focus, ing the school day” (McAdams, too, on the teacher who is also the 2004, p. 15). Communication and course developer, though, as Moore interaction tools allow us to meet and Kearsley (2005) have noted, in a these students’ need for powerful, systems approach to distance learn- effective online courses. ing, courses are often developed by In K-12 schools, Morris (2002) a team of instructional design and advises, there are many potential technology experts, with a subject- Wilhelmina C. Savenye, Educational audiences for online courses, and expert teacher, and then other Technology Graduate Program, most programs should focus on one teachers may actually teach the Division of Psychology in Education, or two related audiences. For course. Morris, in her comprehen- Arizona State University, P.O. Box instance, after studying students’ sive guide for districts wishing to 870611, Tempe, AZ 85287. needs, her district decided to ini- design an online school program, Telephone: (480) 965-4963. tially design its online program for has called these implementing E-mail: [email protected] home-schooled students, as well, teachers “mentors,” adding that

22 Distance Learning Volume 2, Issue 6 teachers who are paid to develop rate, publish, and interact with life for distance learning courses,” courses, and subsequently teach peers, experts, and other audi- good “planning shows,” adding, them, should also receive pay for ences,” and “Students use a variety “The better the planning, the more being mentor teachers (2002). These of media and formats to communi- successful the implementation” implementing instructors may also cate information and ideas effec- (2000, p. 13.) Meyer, in fact, in her be called tutors, facilitators, coaches tively to multiple audiences” (ISTE, review of research on the impact of or, of course, teachers. 2000-2004). Others of the standards the Web on student learning, con- involve research and collaborative tends that one of the benefits of the research using technology, evalua- development of online learning is WHAT IS “INTERACTION,” tion of technology resources, and the “renewed focus on pedagogy problem-solving and analysis skills. and instructional design” (2003, p. AND HY SE IT IN W U Roblyer includes in her review an 20). She considers instructional ONLINE COURSES? extensive list of activities teachers design, along with individual differ- Interaction in online courses has can use to teach the NETS stan- ences, and interaction, to be the been defined many ways. First of dards, and many of these activities three major areas of research that all, interaction is considered to be require interaction. aid the development of online communication among the partici- Similarly, beyond the obvious learning practices. pants in the course, especially the skills in using technology, the NETS Finally, Moore and Kearsley students and the instructor. “Com- standards for teachers require (2005) remind us that a good dis- munication is what separates true applying technology to such areas tance course requires a balance of online learning from Web-based as “teaching, learning, and the cur- good presentation, that is, content tutorials” (Lehmann, 2004, p. 9), and riculum,” “planning and designing and organization, along with inter- communication is the key to interac- learning environments and experi- action, with neither overpowering tion. Moore’s is the most common ences,” and “social, ethical, legal, the other. definition of interaction, and he and human issues” (ISTE, 2000- Additionally, student factors includes three types of interaction, 2004). Skills in these areas rely influence how successful they are in namely that between learners and heavily on interaction, so teachers online courses. Students who are either the instructor, other learners, can improve their own skills while more successful tend to be more or the content itself. helping their students. independent, more self-motivated, Interaction has been identified as Interaction in distance courses and more self-regulated than stu- a key factor in the success of online can enhance student satisfaction dents who are less so. Not surpris- courses. It can lead to increased stu- (Fulford & Zhang, 1993), motiva- ingly, students who have better dent achievement (Zirkin & Sumler, tion, and retention, and these, too, computer technology skills, and 1994). Learner outcomes related to are powerful reasons to increase the those who have taken an online technology skills, in particular, can levels and types of interaction in class before tend also to be more be powerfully fostered using inter- online instruction successful. Currently, online course action. For instance, Roblyer (2000) technologies rely heavily on text, so outlines the National Educational good writing skills are also impor- Technology Standards (NETS) WHAT MAKES A GREAT tant for students’ success. Roblyer and Marshall (2002-2003) developed in a collaborative effort NLINE OURSE by the International Society for O C ? describe an Educational Success Technology in Education (ISTE, A successful online course is a mix Prediction Instrument that they 2000-2004) and funded by NASA of good content, good planning/ tested with participating students and other governmental, non- organization, and good interaction. and teachers from the Concord Vir- profit, and business organizations. The content is the responsibility of tual High School (The Concord The NETS include standards devel- the teacher; it goes without saying Consortium, 2005). They found in oped for elementary and secondary that the content must be accurate, this study that students who do not students, teachers, and administra- matched to learning outcomes and drop out and who pass an online tors. Many of the NETS standards assessments, and be up-to-date and course tend not to differ from those describe skills related to interactive engaging to students. who do not succeed on personal communication technologies. For Course planning and organiza- characteristics. Instead, more suc- instance, under #4, Technology tion relies on a teacher’s skills in cessful students tend to have stron- Communications Tools, “Students designing instruction. As Lamb and ger beliefs they will succeed, higher use telecommunications to collabo- Smith contend in their “ten facts of self-responsibility, higher self-orga-

Volume 2, Issue 6 Distance Learning 23 nization skills, and better technol- It is the instructor’s responsibility to (2001), in their guide to online ogy skills and access. Fortunately, help all students succeed, and there teaching, illustrate a sample online Roblyer and Marshall remind us, are many ways we can help them. syllabus, as do Palloff and Pratt many of these attitudes and person- First of all, an online course needs to (1999) in their book on building ality characteristics can be influ- be even more organized, structured, online learning communities. enced by a teacher or by an online and planned ahead of time than a Select what tools and features of program. It is our contention that campus course, yet there should be the online system you will use, or interaction can be of great help in room in the course plan for plenty select a system if your organization influencing many of these success of student input, questions, and does not support one. For instance, factors. feedback. the Blackboard (Blackboard, Inc., The course content should be 2005) course management system completely planned out ahead of supported at our university HOW CAN WE IMPROVE time, while considering what you includes templates for the course NTERACTION IN NLINE might need to do to adapt content home page that allows instructors I O as the course progresses. Consider to post course and staff information, COURSES? the tradeoffs of “depth versus course documents, and course con- Right off the bat, let’s note that breadth.” Active learning takes tent or lessons, by week or unit, as there are as many different educa- time, as does interaction. While instructors choose. It includes test- tional, pedagogical, and philosophi- some instructors find students can ing, survey, gradebook and course cal models of teaching as there will “cover” more content in an online statistics tools. Most importantly for be online courses and teachers. course, many of us find that we pre- interaction, Blackboard also Therefore. interaction will not take fer to cut some content to foster includes e-mail, several types of the same forms in each teacher’s deeper learning and longer-term asynchronous discussion boards, course, or even in different courses retention. synchronous/live chat tools, stu- from one teacher. In fact, Moore and Develop and post all or almost all dent-student and student-instructor Kearsley (2005) suggest that how of the course content before the file exchanges, and other group col- interaction is designed and carried course begins. Write materials for laboration tools. Determine if you out depends on the designer’s/ the World Wide Web rather than for would like to incorporate other teacher’s philosophy of instruction, the printed page. This includes technology tools such as video type of content, age and develop- “chunking” information, streamlin- streaming, PowerPoint presenta- ment level of the learners, and the ing content, and including lots of tions, handouts and notes pages course technologies . up-to-date links to other informa- (complete or with blanks), audio In this brief article, we will look tion students might need. Include and/or videoconferencing, listservs, at improving interaction in stages; media and other types of resources or blogs. Learn the tools yourself first, how to plan and organize an where possible to aid students with ahead of time, either on your own, online course, and what to do various types of learning styles. through resources from the vendor before the course begins. Then, we Develop an online syllabus that is or on the Web, or by participating in will discuss methods to foster inter- very detailed and also accessible in training provided by your organiza- action during the course; and, short, clear sections, so it is easy for tion. finally, we’ll look at what to do at students to know what is ahead. Based on the student learning the end of the course, and beyond. Include in the syllabus an overview goals and outcomes, develop the of the course; learning goals and course activities with a focus on fos- outcomes; technology require- tering meaningful and engaging BEFORE THE COURSE BEGINS ments to succeed in the course, interaction. Here is where the fun Initially the course must be resources students need to buy or really begins, and there are many planned and organized from access, major projects and require- resources to help you. scratch, or converted for online ments, your expectations of them, Instructors often include online delivery. Let’s consider the student grading criteria, honesty policies, lectures and readings with which success factors we discussed earlier; etc. Usually, online students also students interact to learn content. students who are more self-moti- prefer to be provided with a However, to these now can be vated, self-organized, self-regula- detailed calendar that includes added interactive links, discus- tory, and independent, as well as readings, activities, and due dates sions, and other activities. Activities those with better computer skills, that so they can plan ahead and may include computer-based prac- tend to do better in online courses. schedule their time. Ko and Rossen tice sets, online asynchronous dis-

24 Distance Learning Volume 2, Issue 6 cussions, and synchronous/live Lots of e-mail and a few online online discussions, often along with chats, with students participating “office hours,” using chat, can help synchronous chats (with or without individually or in groups. The students get started. Consider whiteboards), as the communica- instructor may moderate, but it is phoning students who may not tions tools for deploying interac- worthwhile to have students serve respond to e-mail early on. tions in course activities. Also often as moderators and facilitators, indi- Lehmann (2004) emphasizes that, used are teleconferences and vidually or in groups. Using these throughout the course, instructor instant messaging. While a detailed interaction tools, debates, simula- interactions must support and description of how to work with tions, role-playing, and case studies encourage students, motivate them, each of these technologies is beyond can be carried out. Students can and provide feedback. During the the scope of this article, we’ll sug- work collaboratively or coopera- first week, we have found it critical gest a few tips, techniques, and tively in groups to build projects, that students get to know each strategies here. conduct real or Internet-based other and the instructor, at the same File transfers: While not neces- research, do experiments, or solve time as they get to know the course sary, in many online courses it is problems. Computer-based simula- and the interface. Icebreaking dis- valuable to use a course manage- tions or apprenticeships supported cussion activities can require that ment tool that allows students to by the Internet are typically also students learn the discussion and upload their papers and projects done in groups. Papers can be writ- chat tools while getting to know easily to the instructor, without ten individually or in groups. Peer each other in an enjoyable way. If using e-mail. The instructor then, reviews are particularly useful inter- you plan for them soon to begin to too, can easily use this tool to check action activities, with students using form groups to accomplish papers who has turned in assignments, the same rubric the instructor will or projects, it is useful in the first possibly briefly e-mailing those who use later for grading. Some instruc- few weeks to include activities that have and have not. Using file trans- tors have students keep online help students to know more about fer tools like this keeps the instruc- reflective journals or logs, either to each other’s interests and skills. tor’s e-mail free of large files and record their experiences develop- Since the more skilled students helps the instructor to not miss ing a project, or to monitor their are with the tools of the course, the projects coming in amidst the rest of own learning. Instructors may inter- more successful they may be, these his or her e-mail. act individually with students about activities should introduce them to Assignments can then be easily their journals, while students may the skills and provide them lots of reviewed and feedback sent to the post other forms of the journal for relatively stress-free practice. student. We often do this by using peer reviews. Reports, presenta- During these weeks, as through- “track changes” tools in our word tions, discussions, and reflective out the course, it is worth bearing in processor directly within the file so logs may be used. We have also con- mind that Hanna, Glowacki-Dudka, students can easily see our notes. It ducted electronic field trips and and Conceicao-Runlee, in their is a good idea to teach students to guest lectures at various times using book, 147 Practical Tips for Teaching use standardized file names, so the chat, discussion boards, e-mail, and Online Groups (2000), remind us that instructor does not end up with, for video- or audio teleconferencing. the instructor is always responsible instance, 25 “project one” files, Once the course is developed, for what goes on in the course, and which might copy over other stu- there are several more things to often has to be a troubleshooter. dents’ files with the same name help students prepare for the course Especially during the early stages, when uploaded. We like to ask stu- the week or so before school begins. too many technical problems can dents to use file names that include One is to secure enrolled students’ lead students to drop the course. the course number, their last name e-mail addresses, if the site doesn’t Again, if you plan to rely on con- and the project title for this reason. already provide them, and to send siderable group work, consider, as We also remind students to regu- students a letter describing how to the course progresses, incorporating larly update their virus software, get ready to start the course and more icebreakers and other types of and we use ours to check files when what to expect. activities that will enable students to downloading them. get to know each other even better, We also use the file transfer areas so they trust, communicate, share, in Blackboard “groups” tools so stu- DURING THE COURSE and enjoy each other, as well as dents can post drafts for peer If possible, conduct an orienta- learn how to work together. review or collaborative project ele- tion for students, either face-to-face Most courses rely heavily on file ments where other students can or online, to help them get started. transfers, e-mail, and asynchronous easily download them.

Volume 2, Issue 6 Distance Learning 25 E-mail: Managing e-mail effi- Another value to online discus- whole-class: in some small group, ciently can be a challenge for online sions is that they are archived so depending on projects; some with instructors. Most instructors let stu- students can access them continu- outside experts; and some that are dents know early on about how ally. Some online educators feel that more social, such as an online café long to expect to wait for a reply to this means students actually are or coffeehouse. an email; 24 or 48 hours is about part of the creation team for each Synchronous chats: Most course right. Lehmann (2004) suggests that online course, and that no matter management systems include tools if the instructor can secure a sepa- how often taught, each course expe- for synchronous chats, sometimes rate e-mail account for the online rience for each class of students is called virtual class or classrooms. course, it is a good idea to do so. unique. Chats are particularly useful for Students might be told to use There can be a few drawbacks to holding online office hours. We also message header conventions, such online discussions. For instance, stu- use chat tools for students to discuss as the course name, their name, the dents must participate or there is no and work on group projects. We message topic, and level of urgency, “class.” We have found that we do have found chats to work well for to aid the instructor in catching and need to allocate points in the course problem-based learning projects, in quickly responding to course e- for this and if we require a lot of dis- which the instructor can “hold mails, since students have few other cussion, students ask that the points class” in a whole-class chat forum, ways to ask questions privately of be allocated accordingly. We have using a white board and going to the instructor, unlike in a face-to- found that requiring students to Web sites to show students the face course that meets regularly. post at least twice a week, with “case” or problem scenario, and This also helps the instructor who guidelines for what we require and then having students break into uses folders for each course, each how they will be scored, has smaller chat rooms to work on assignment, and whether it has worked well for us, though some aspects of the problem for specific been graded or not. online instructors require more fre- time periods, after which they come We have also participated in a quent discussion postings. Also, stu- back to the whole-group chat. sort of online guest lecture in which dents must rely on typing and Not all students enjoy or value students read or viewed our “lec- reading skills, and students find chats. One problem with them is ture” ahead of time and then a time that they need to devote consider- that all participants need to arrange was set aside for us to “meet” with able time each week to participat- to be online at the same time. For students from that course to answer ing. We have found that in large our adult students, who often enroll their questions. (If the guest lecturer classes, with several postings in online courses in order to com- can be included as a participant in required per week, the reading can plete their work when they like and the course Web site, and thus have become daunting, so students around their work and other access to the discussion board and appreciate being divided into responsibilities, chats are hard to chat, this works a bit better, but e- smaller groups. schedule. This might work more mail can be used.) In order for the online discus- easily with K-12 students who are Asynchronous online discus- sions to have value, care must be enrolled in a particular course at a sions: Online discussions have taken to build good discussion particular time. However, we have become fairly standard tools in questions. Ko and Rossen (2001), as found that setting up a few times online courses; however, instructors well as Hanna et al. (2000), provide during the week for the chat allows should consider how specific course guidance for building these ques- students to sign up for a time con- goals and learning objectives will be tions. We have found that having venient to them. This also keeps the fostered by each type of discussion. students develop questions and chat groups relatively small. We Educators new to online learning moderate or facilitate discussions is have found that from four to six are often surprised to find that less- very productive. Before they participants works well. Of course, participative students in face-to- become moderators (for which they this may mean that the instructor is face classes may participate more in work in teams and are graded), we participating in quite a few hours of online discussions. Some students model the moderator role for stu- chat that week, so it works best for often note that they prefer online dents and have them read and particular course goals, and perhaps discussions, because they can take sometimes discuss guidelines for not every week. their time to formulate their discussion moderating (Berge & Another drawback to chats is that answers, and their input to the dis- Collins, 2003). students need to type quickly and cussion “weighs” as much as that of Instructors may consider having sometimes find it difficult to keep more typically vocal students. different types of discussion, some up with reading the discussion

26 Distance Learning Volume 2, Issue 6 while composing answers. Instruc- instant messaging as another tool AT THE END OF THE COURSE tors, too, sometimes find this diffi- for online office hours. She adds AND BEYOND cult. that students can use it to work on At the end of the course, assess As with online discussions, chats group projects. As with chats, one student learning. Also, use a survey are more productive when the benefit of using instant messaging to collect students’ perceptions of moderator makes clear the ques- over the telephone, in addition to their online learning experience. We tions or topics to be discussed, and possible long-distance charges, is also often include a discussion keeps the discussion focused on the that a transcript of the discussion is board on “lessons learned,” and rec- topic. We have also used chats to recorded. Also as with chats, to use ommendations for improvement. allow students to make presenta- instant messaging all participants While these data and the course tions, with them posting their mate- must be online. experience are fresh in your mind, rials ahead of time and then revise, or at least make notes about, discussing them in the chat. the course for next time. You may Te l e c o n f e r e n c e s : Many instruc- ASSESS STUDENT LEARNING AND also use the results of this course’s tors use teleconferencing tools to COLLECT DATA ON AN formative evaluation to improve add to the level and types of inter- ONGOING BASIS your other online (and hybrid and action in their courses. In the years As the course proceeds, assess face-to-face courses.) to come, these are likely to be pro- student learning on an ongoing vided by our teaching institutions basis, using multiple methods and within the course software; (Savenye, 2004b). These can include CONCLUSION however, even now instructors can live or online proctored or unproc- What makes a great online teacher? use phone, audio files and tools, tored exams and quizzes, that for Interaction is the key. Providing lots and video in the course. Audiocon- large classes may be computer- of informative feedback, engaging ferencing by phone can provide scored as well as instructor-scored. learners actively, keeping them immediate answers for students in Assessment may also use portfolios motivated, helping them interact trouble with a project. However, it and self-assessment questions. with each other, and supporting can also be used, if resources allow, Rubrics may be used to score the them to develop critical thinking to give all students a chance to talk online discussions or student mod- skills and reflection are all elements with the instructor and each other, eration (as long as students have of an effective online teacher and ask questions as the course (Kearsley & Blomeyer, 2004). Being begins, becoming a powerful tool learned, had a chance to practice with, and received feedback using, self-motivated and skilled in human for forming the foundation for the communication are two key charac- class community. Videoconferenc- the criteria you’ll use to score them.) Rubrics that were useful for stu- teristics, according to Lehmann ing tools are becoming less costly. (2004), who adds that using a sense We have used them to bring in dents in writing and doing peer reviews of papers can now be used of humor (gently), and being very guest speakers and to allow stu- positive, proactive, responsive, and for assessment. dents a chance to make presenta- responsible are all important. As The first time or two that you tions to each other, as well as to get Palloff and Pratt contend, online teach the course, conduct formative to know each other. Some instruc- technologies allow us to build learn- evaluation; that is, collect data to tors have conducted videoconfer- ing communities that transform ences to allow student groups to help you improve all aspects of the learners (1999). In the end, we, too, work across large distances. Again, course (Savenye, 2004a). You might are transformed by being part of the for most such conferences, all stu- consider having students complete online learning experience. dents need to participate at the a short mid-semester course evalua- same time. Moore and Kearsley tion survey. We also typically (2005) provide further guidelines for include ongoing discussion boards REFERENCES conducting teleconferences. in which students can provide feed- Berge, Z. L., & Collins, M. P. (Eds.) Instant messaging: K-12 students back. Check student learning fre- (2003). Computer-mediated communica- quently, too, with an eye to are typically more comfortable with tion and the online classroom. Cresskill, instant messaging tools than are improving the course as it goes NJ: Hampton. their instructors. That is one reason along, or to give feedback, or correct Blackboard Inc. (2005). Blackboard. we ought to consider using them. flaws in the course before it’s too Retrieved May 9, 2005, from http:// Lehmann (2004) suggests using late (Hanna et al., 2000). www.blackboard.com.

Volume 2, Issue 6 Distance Learning 27 The Concord Consortium. (2005). The learning courses. TechTrends, 44(1), Effective strategies for the online class- Concord Consortium: Realizing the 12-15. room. San Francisco: Jossey-Bass. promise of educational technology. Lehmann, K. J. (2004). How to be a great Roblyer, M. D. (2000). The national edu- Retrieved May 9, 2005, from http:// online teacher. Lanham, MD: Scare- cational technology standards www.concord.org. crow Education. (NETS): A review of definitions, Fulford, C. P., & Zhang, S. (1993). Per- McAdams, E. (2004, Winter). Schools implications, and strategies for inte- ceptions of interaction: The critical gain when students participate in grating NETS into K-12 curriculum. predictor in distance education. The technology decisions. CDWG International Journal of Instructional American Journal of Distance Education, EDTECH, 14-15. Media, 27(2), 133-146. 7(3), 8-21. Meyer, K. A. (2003, May). The Web’s Roblyer, M. D., & Marshall, J. (2002- Hanna, D. E., Glowacki-Dudka, M., & impact on student learning: A review 2003). Predicting success of virtual Conceicao-Runlee, S. (2000). 147 prac- of recent research reveals three areas high school distance learners: pre- tical tips for teaching online groups. that can enlighten current online liminary results from an educational Madison, WI: Atwood. learning practices. T. H . E . J o u r n a l , success prediction instrument International Society for Technology in 30(10), 14-24. (ESPRI). Journal of Research on Technol- Education. (2000-2004). National edu- Moore, M. G. (1989). Three types of ogy in Education, 35(2), 241-255. cational technology standards. interaction. The American Journal of Savenye, W. C. (2004a). Evaluating web- Retrieved May 9, 2005, from http:// Distance Education, 3(2), 1-6. based learning systems and software. cnets.iste.org. In N. Seel & S. Dijkstra (Eds.), Curric- Johns Hopkins University Center for Moore, M. G., & Kearsley, G. (2005). Dis- Talented Youth. (2004). Imagine: Dis- tance education: A systems view (2nd ulum, plans, and processes in instruc- tance learning links [On-line]. ed.). Belmont, CA: Thomson Wad- tional design: International perspectives Retrieved April 19, 2005, from http:// sworth. (pp. 309-330). Mahwah, NJ: Erlbaum. cty.jhu.edu/imagine/linkD.htm. Morris, S. (2002). Teaching and learning Savenye, W. C. (2004b). Alternatives for Kearsley, G., & Blomeyer, R. (2004). Pre- online: A step-by-step guide for design- assessing learning in web-based dis- paring K-12 teachers to teach online. ing an online K-12 school program. Lan- tance learning courses. Distance Retrieved April 18, 2005, from http:// ham, MD: Scarecrow Education. Learning, 1(1), 29-35. home.spry.net/~gkearsley/ National Education Association. (2002- Zirkin, B., & Sumler, D. (1994). Interac- Te a c h i n g O n l i n e . h t m . 2005). Guide to online high school tive or non-interactive? That is the Ko, S., & Rossen, S. (2001). Teaching courses. Retrieved May 9, 2005 from question! An annotated bibliography. online: A practical guide. Boston: http://www.nea.org/technology/ Journal of Distance Education, 10(1), 95- Houghton Mifflin. onlinecourseguide.htm. 112. Retrieved April 18, 2005, from Lamb, A. C., & Smith, W. L. (2000, Febru- Palloff, R. M., & Pratt, K. (1999). Building http://cade.athabascau.ca/vol10.1 ary). Ten facts of life for distance learning communities in cyberspace: /zirkinsumler.html.

A SUCCESSFUL ONLINE COURSE IS A MIX OF GOOD CONTENT, GOOD PLANNING/ ORGANIZATION, AND GOOD INTERACTION … PLANNING SHOWS … THE BETTER THE PLANNING, THE MORE SUCCESSFUL THE IMPLEMENTATION. WHAT MAKES A GREAT ONLINE TEACHER? INTERACTION IS THE KEY. PROVIDING LOTS OF INFORMATIVE FEEDBACK, ENGAGING LEARNERS ACTIVELY, KEEPING THEM MOTIVATED, HELPING THEM INTERACT WITH EACH OTHER, AND SUPPORTING THEM TO DEVELOP CRITICAL THINKING SKILLS AND REFLECTION ARE ALL ELEMENTS OF AN EFFECTIVE ONLINE TEACHER.

28 Distance Learning Volume 2, Issue 6 Saving Lives with Teletrauma Vermont Trauma Surgeons Provide Consultative Services to Rural Communities Using State-of-the-Art Videoconferencing Technology

Craig Lynar

atients in rural America suf- College of Medicine and Fletcher dedicated ISDN lines, which a test- P fering a severe trauma acci- Allen Health Care established a tele- ing team monitors. The monitoring dent are twice as likely to trauma network in 2000, which con- team checks the lines twice daily die as trauma patients in urban nects hospitals in the region to the during the work week to ensure areas. The availability of trauma level one trauma center at Fletcher first time connection to rural hospi- training, longer discovery time, and Allen. Since its inception, the tals. The teletrauma network also greater distances to travel for treat- trauma staff has treated more than leverages the hospital’s existing 24- ment have all impacted death rates 60 patients through the teletrauma hour operator service. Remote sites in rural trauma patients. network. Participation has grown call the operators on a toll-free Because of this startling statistic, from three hospitals in 2000 to eight number and request a teletrauma the University of Vermont (UVM) in Vermont and New York. consult. The operator contacts the Dr. Bill Charash, director of surgi- trauma doctor on call, who cal critical care and director of the responds by connecting to the rural teletrauma program, Dr. Michael hospital via videoconference. Ricci, Allbee Professor of Surgery, “We wanted a hardware unit chief, division of vascular surgery rather than something PC-based,” and clinical director of telemedicine, said Caputo. “Polycom’s units easily Michael Caputo, director of infor- mount on a ceiling or wall and pro- mation systems and telemedicine vide the reliability and robustness operations at the UVM College of we needed.” Medicine, and Dr. Fred Rodgers, In hospitals, video units are chief division of trauma, burns & mounted above patient beds on the critical care, all note that the pro- wall to give a birds-eye-view of the gram has been well received by hos- room. Trauma doctors can then pital staff and families of the zoom in and out, gaining access to patients in the region. the entire room.

Craig Lynar, Vice President of Vertical Segment Solutions, Polycom, Inc. Telephone: (925) 924-6000. BUILDING A TELETRAUMA TRAUMA UNIT SAVING E-mail: [email protected] NETWORK LIVES Web: www.Polycom.com Fletcher Allen technical staff built The UVM College of Medicine has the teletrauma program on three deployed a Polycom unit in eight

Volume 2, Issue 6 Distance Learning 29 hospitals and seven physicians’ help build confidence in the local sents an expansion of the homes. Five units around campus doctors, bringing a higher level of telemedicine program into more are dedicated to the teletrauma care to the patients,” said Charash. high-stakes medical situations. unit. Doctors can connect via video- conferencing to help elevate the quality of care and put trauma EXPANDING TELEMEDICINE ADVICE experts—vascular surgeons, neuro- Throughout the system, hospital For those looking to start similar surgeons and pediatric surgeons— staff is expanding videoconferenc- teletrauma and telemedicine pro- at the fingertips of rural hospitals. ing from its traditional role. Con- grams, the University of Vermont For instance, a patient was involved tinuing education events College of Medicine team recom- in a severe motor vehicle accident incorporate the technology in grand mends the following: and suffered a closed-head injury rounds and other educational activ- with internal bleeding. Rural hospi- ities. On average, the UVM College 1. Have a clinical champion tal doctors had experts from the of Medicine broadcasts 30 educa- 2. Units need to be dedicated at Fletcher Allen trauma center walk tional conferences and grand each remote site them through a surgical airway pro- rounds a week. Uses are also 3. Have dedicated resources cedure via videoconference. Video- expanding to administrative meet- 4. Test your units and call center conferencing has alleviated fears for ings for workgroups and projects daily rural doctors, as they know they within the hospitals. Clinical appli- 5. Have a maintenance plan ready have access to an expert in a cations are active for consultations at all times moment’s notice. “We provide guid- in dermatology, psychiatry and sur- ance during trauma procedures and gery. The teletrauma project repre-

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30 Distance Learning Volume 2, Issue 6 Ends and Means

Distance Education’s Role in University Disaster Planning

Ryan Watkins

or many of us, watching the Likewise, for colleges and uni- maintaining student enrollments Frecent television coverage of versities the events that followed and tuition payments. Fortunately, the devastating hurricanes these natural disasters demon- with today’s technologies, no along the Gulf Coast has once again strated the important role that longer are colleges tied to campus shaken our perceptions of security disaster preparation must take in facilities to offer learning opportu- and motivated us to review our the strategic plans of institutions. nities to students who are dis- personal emergency preparedness Although hurricanes may not be a placed by emergencies or disasters. plans. From evacuation strategies likely threat for all colleges and In meeting these demands, online to long-term access to financial universities, from tornadoes and courses and programs are com- resources, the plight of residents earthquakes to industrial accidents monly poised to provide essential from the hurricane-stricken areas and terrorism, institutions must services for institutions looking to illustrated the potential weak- plan for a variety of emergency maintain their continuity of ser- nesses in many of our plans. scenarios that could impact stu- vices during and after disasters. dents, staff, and faculty. While effective emergency pre- Among the most visible exam- paredness plans integrate a variety ples of challenges faced by the col- of pre-, during-, and postdisaster leges and universities along the elements, there is an emerging role Gulf Coast are those of Xavier, Loy- that distance education can play in ola, and Tulane Universities, for the development of systemic disas- which Hurricane Katrina came at a time when students were just ter plans. Many distance education returning to campus. But other programs offer institutions valu- institutions, including universities, able communications infrastruc- colleges, and community colleges tures that are accessible by in Alabama, Mississippi, Louisi- students, faculty, and many staff ana, Texas, and Florida have also members at most any location. struggled to provide for the secu- Consequently, distance education rity of their students and employ- resources can be utilized to provide ees, as well as maintain a continu- stable and consistent learning plat- ity of services that will provide for forms even when campus-based Ryan Watkins, Associate Professor, the long-term financial stability of services are suspended. From a 3- George Washington University, and the institution. day closer of a campus to the many Visiting Scholar (IPA) with the National Revenue from student tuition is months that are required to mend Science Foundation. the lifeblood of most any college, from a large-scale disaster, educa- Web: www.ryanrwatkins.com and for schools stricken by disas- tional technologies are often flexi- ters the future often depends on ble enough to assist institutions in

Volume 2, Issue 6 Distance Learning 31 responding to various emergency tains it technology infrastructure in two-way communication channels scenarios. facilities located in suburban Vir- that distance education infrastruc- Since many distance education ginia more than 25 miles from the tures typically offer can provide programs operate on Web-based main campus. necessary support and access to delivery systems (such as, Black- information, in addition to offering board, WebCT, or eCollege) that are opportunities for the continuation typically not maintained on-cam- MIRRORED WEB of courses and other business ser- pus, their access and operational NFRASTRUCTURE vices. requirements are less likely to be I impacted by the ravages of a disas- Online technology resources, ter. This can provide institutions including e-learning management FACULTY READINESS TO with a stable environment in which systems, should utilize a mirrored to provide students, faculty, and infrastructure with multiple server MOVE TO ONLINE staff with essential two-way com- locations. By having redundant DELIVERY munication channels throughout a servers in multiple geographic loca- Preparing faculty to move specific disaster and the subsequent recov- tions, the Web infrastructure that activities from their courses (or com- ery efforts. Even following large- supports e-learning can offer a con- plete courses) to an online format is scale disasters, access to the Internet tinuity of services even if regional essential in preparing for an institu- has now become a mainstay of relief emergencies interrupt services or tion to utilize e-learning during or efforts provided by government decrease bandwidth availability. and charity organizations. after an emergency. While many faculty are already using e-learning In addition, the flexibility of dis- technologies to support their on- tance education resources to pro- BUSINESS CONTINUITY campus courses, they can typically vide meaningful learning opportu- PLAN nities to students who are located build on these experiences to create (or re-located) to most any location The integration of e-learning in the short-term and long-term strategies offers colleges and universities the business continuity plans for the for hosting their courses in an e- opportunity to provide continuing institution can ensure that students learning environment. For faculty services to students. As a result, will continue to receive necessary who have few experiences in utiliz- with some preparation colleges and services both during and after an ing technology to support their universities could be better able to emergency. From providing timely teaching, emergency readiness may maintain student enrollments and information on the emergency sta- offer an ideal platform to help intro- provide superb learning opportuni- tus of the campus to offering stu- duce them to the technology and ties to students in most any aca- dents the opportunity to continue how it can be utilized to ensure that demic field. their studies even if they are dis- the core business of the college or The following are suggestions for placed, e-learning can help ensure university can be maintained integrating distance education with that the institution continues its throughout most any situation. institutional emergency prepared- business even when parts of the ness planning: main campus facilities are closed. Consequently, it is important for e- STUDENT READINESS FOR learning to be a component of con- tingency plans at the institution, ONLINE COURSEWORK OFFSITE TECHNOLOGY college, department, program, and We should not assume that students INFRASTRUCTURE course levels. have both the study skills and tech- The technology infrastructure that nical knowledge to effectively learn maintains the communications and when courses are moved to an e- e-learning applications of the insti- ACCESS TO ALL USERS learning format. As a result, institu- tution should be housed in off-cam- (STUDENTS, FACULTY, AND tions should prepare students with pus facilities that are not likely to be the skills required for successful impacted by emergencies or disas- STAFF) participation in e-learning courses. ters at primary campus locations. All students, faculty, and staff From accessing course materials to For example, George Washington should have access to the institu- effectively communicating with fac- University, which is located in tion’s e-learning infrastructure dur- ulty through online technologies, downtown Washington DC, main- ing and after an emergency. The preparing students to be e-learners

32 Distance Learning Volume 2, Issue 6 can provide the foundation for suc- dents, faculty, and staff, e-learning cessful disaster preparation. technologies can facilitate the recov- Utilizing e-learning technologies ery of an institution from otherwise should be an integrated element in debilitating circumstances. the emergency and disaster plan- Note: Any opinion, findings, and ning for any educational institution. conclusion or recommendations From utilizing technology to pro- expressed in this material are those vide for the continuity of courses of the author and do not necessarily during (and after) a disaster to the reflect the view of the National Sci- dissemination of information to stu- ence Foundation.

Volume 2, Issue 6 Distance Learning 33 New Media, New Learning

The Old Switcheroo

Craig Ullman

ducational technology com- applications are intensely goal- the other side of the room with a Epanies and the administra- driven: whether it’s to write a col- stack of workbooks open to the tors, IT pros, teachers, and umn or survive the monsters, users chapter on sentence diagrams. students who use the products are always knows why they are there, if All the chairs in the room are used to the idea of the interactive not always what exactly they are grouped around these work areas. application designed like a class- doing. Interactive applications are The bell rings and the students room. But what about the reverse: (perhaps unintentionally) near-per- walk into the room. They decide can a classroom be designed like an fect constructivist environments. where they want to sit, and then interactive application? So how could this apply to a they go at it, walking to whichever Interactive applications, classroom? And how can you do it work area they think appropriate whether Microsoft Word or Doom, in a way that’s even vaguely finan- to learn the material. One would succeed because people know why cially and technically possible? To assume that most students would they use them, how they use them, fully answer that would require a start with the teacher presenta- and what their goals are. More than very long discussion, but we can tion, then eventually some of them that, as the experience unfolds, certainly start to create a model. would peel off to use another users can choose their tools (e.g., Imagine all the students have resource—perhaps because they “Page Down” or a really big gun) or been given—by a posting on a Web are having trouble with the con- view different passageways (e.g., page, by some writing on the chalk- cept, or perhaps because they are “Print Preview” or a different path- board, and so forth—the goal of the not. At the end of the class, all the way) to reach their goal. These class. For our purposes, let’s pick students are assessed—if they something dry—diagramming a think they are ready. If a student sentence. You have the teacher in does not think she is ready, she the front of the room by the chalk- continues working on the subject board doing his standard presenta- and takes the assessment later. tion, but mainly there to answer So what would that give you? student questions. Let’s also say You would be chipping away at the there are four computers in the control the teacher has over each back of the room loaded with soft- student’s attention. On the other ware that provides a gradually hand, the students would be in more complex series of assessments charge of their learning, and be on diagramming a sentence. Let’s able to shape their experience by also say that there are five iPods on the paths they take. And appealing the side of the room with a menu of to different learning styles is built video clips of a master teacher into the system. going through the different aspects I have seen, and I am sure you of creating a sentence diagram (I have seen, classrooms, usually in Craig Ullman, Partner, Networked just included that because it’s a cool science, that have dabbled with a Politics, 49 West 27th St., Suite 901, idea. Alternatively, you could have somewhat similar but more New York, NY 12401. Telephone: a couple of computers wired up to teacher-led structure. I’m just tak- (646) 435-0697. E-mail: [email protected] online tutors. Same concept.) For ing the metaphor to the logical good measure, we have a table on extreme. Why not?

34 Distance Learning Volume 2, Issue 6 Reports from USDLA ...... Executive Director Another Year Ends as Another Year Begins

”USDLA serves the needs of the distance learning community by providing advocacy, informa- tion, networking and opportunity.” —USDLA Mission

his past fiscal year, USDLA ment of goals established by the •Membership: Continued recruit- Tfound itself continuing to board of directors. My gratitude ment and maintenance of pre- positively grow in image, goes out to the board members for mium sponsorships, corporate visibility, and national reputation. their hard work and perseverance. sponsors, for-profit and non- Concurrently, we also found our- At the end of every fiscal year, I ask profit organizations, and individ- selves facing the traditional chal- myself “how has USDLA done?” ual memberships. lenges of budget, member services, What have been the success stories? •Sate Chapters: Continued and new initiatives. Throughout Where could we have done better? progress on various new policies FY05, the USDLA Strategic Plan- How do we continue to improve the regarding membership, dues, ning Process remained focused and USDLA? Regarding success, I all committees worked collectively believe USDLA completed FY05 in legal, and partnership issues. on the implementation and fulfill- an overall encouraging and perfor- Continued monthly audio con- mance results driven status. We ference calls with chapters. have a strong team at the national Steady development and office and I am confident that FY06 increase with national leader- will yield positive results as we ship and support. move forward. As always, the asso- •Board of Directors and Executive ciation’s future growth and exist- Committee: Strong USDLA ence is dependent on sound board leadership and commit- business practice, membership ser- ment has resulted in quality ser- vices, and taking advantage of new vices to members at all levels. opportunities. Toward that end, the Strategic planning, bylaw revi- following list of accomplishments sion, and corporate contacts have for FY05 highlights the continued steadily grown. fulfillment of USDLA’s goals. •Partnerships: Have created numerous partnerships for the •Budget: Completed year with positive cash flow with all association, which have expenses paid and up-to-date increased benefits and level of John G. Flores, Executive Director, but increased long-term liability. membership services (e.g., jour- USDLA, 8 Winter Street, Suite 508, •Digital Divide Fund: Created nal, conference discounts, and Boston, MA 02108. Telephone: Digital Divide Fund to solicit networking opportunities). 800 275-5162 monetary support for K-12 dis- •Conferences: USDLA-sponsored E-mail: [email protected] tance learning network projects. partnerships.

Volume 2, Issue 6 Distance Learning 35 July 25-29, 2004 ucts provided by sponsors of the agement, member services, and NSU Fischler School of Educa- association. steady direction will serve us well as tion Global Leadership Confer- •Policy Issues: Continued work we move forward into fiscal year ence, Orlando, Florida with USDLA Board to increase 2006. Our mission will remain influence on distance learning focused in the support for develop- September 13-September 15, 2004 initiatives sponsored by the fed- ment and application of distance The International Forum for eral government. learning using various technologies, Women in E-Learning (IFWE), •Strategic Planning Committee: delivery methods, and application. Pointe South Mountain Resort, Involved in all aspects of goals Our goals will remain targeted by Phoenix, Arizona with subcommittee chairs: providing national leadership in the October 11-14, 2004 •Awards field of distance learning, advocat- VNU Training and Online Learn- •Bylaws ing and promoting the use of dis- ing Conference, Moscone West •Chapters tance learning, providing current Convention Center, San Fran- •Conferences information on distance learning, cisco, CA •Distance Learning Accredita- representing the distance learning tion Bureau community before government pol- December 6-9, 2004, •Membership icy and regulatory bodies, and serv- 2004 Education Industry Finance •Publications ing and supporting the state, and Investment Summit, Wash- •Public Awareness consortium, and individual organi- ington, DC • Public Policy zations that belong to USDLA. •Sponsorship/Revenue February 28-March 2, 2005 •Strategic Alliance Finally, USDLA will continue to VNU Training 2005 Conference & pursue a global leadership role Expo, Ernest Morial Convention In summary, fiscal year 2005 has through liaisons with international Center, New Orleans, LA been a year of major challenge and organizations, promote equality accomplishment. USDLA finished and access to life-long learning •Web site: Continued redesign of the year on schedule and on task through distance learning, and pro- Website, with new service, com- with enthusiasm and excitement. As mote diversity among our organiza- merce opportunities, and prod- we begin our 19th year, our man- tion and its programs.

36 Distance Learning Volume 2, Issue 6 Reports from USDLA ...... Former President USDLA Highlights of 2005

Deborah Harrison

s we come to the close of numerous USDLA sessions as well Teaching Awards. Visit www.usdla A 2005, I would like to as a USDLA Pavilion that featured .org for a complete roster of award express my appreciation to the latest innovations in distance winners. the board of directors, the USDLA learning technologies. National Office, and membership for their confidence in me and sup- STATE CHAPTERS port of my presidency. It’s been a BOARD MEETINGS AND fulfilling year and I’d like to share Executive Vice President Bill Jack- with our readership some of the STRATEGIC PLANNING son led the state chapter presidents highlights. Each year, the board conducts its in regular meetings. To help share meetings in the spring, summer, programs between state chapters, a and fall. This year, the meetings new “tool kit” was posted on the CONFERENCES were held in New Orleans, Santa USDLA Web site. In addition, the USDLA held its spring and fall con- Fe, and Long Beach. The summer USDLA Awards program included a ferences in conjunction with VNU board meeting was combined with competitive state chapter award. Learning’s Training Conference & a strategic planning work session This year’s winner is the Alliance Expo. Both conferences highlighted under the leadership of President- for Distance Education in Califor- elect Paul Roitman Bardack. nia.

AWARDS NEW LEADERSHIP Chaired by Don Lake, the USDLA The board of directors welcomed Awards program was revamped new board members in June: Russ and refreshed this year. As a result, Colbert, Global education market USDLA received more submissions director for Polycom; Mary Beth than in any other previous year. Susman, director of education for Award winners were honored at the Rocky Mountain PBS; and Kris awards ceremony in Long Beach, Phelps of Iowa State University. California. This year’s awards high- lighted the deployment of various Don Olcott, Jr., of Western Ore- distance learning technologies and gon University, was elected to serve include online, satellite, and video- as our president-elect and will conferencing components. Included become USDLA president in Octo- Deborah Harrison, Former Presi- for the first time this year was a 21st ber 2006. dent, USDLA, and Director, Center Century Best Practice Award, as Paul Roitman Bardack assumed for Distance Learning Research, the USDLA presidency at our Octo- Texas A&M University. well as the Best Practice Awards for Telephone: (979) 862-7125. Distance Learning Programming ber board meeting. We look forward E-mail: [email protected] and Excellence in Distance Learning to his leadership!

Volume 2, Issue 6 Distance Learning 37 THE BEST IS YET TO ning the program and will have information will be posted on additional information posted on www.usdla.org. OME C … www.usdla.org. We are all looking forward to an Recognizing the role of women A USDLA sponsored Distance outstanding 2006 for the United leaders in our profession, USDLA Learning National Policy Forum is States Distance Learning Associa- will host the second annual Interna- being planned for 2006. Under the tion. We hope you join us! Sign up tional Forum for Women in E-learn- direction of board member Reggie for your membership at ing, which will be held March 27-29 Smith and the Public Policy Com- www.usdla.org. in Galveston, Texas. Darcy Hardy mittee, the logistics and program and the IFWE committee are plan- planning is underway. Additional

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38 Distance Learning Volume 2, Issue 6 Reports from USDLA ...... President Focus on Learning

Paul Roitman Bardack

find myself a bit more intro- smarter e-learning public policy. I likely to be about the latest, thin- I spective this time of year than am humbled by my selection. If you nest, lightest device we just pur- usual, and I would like to share have not yet joined the USDLA, I chased, and how it permits us never some of my thoughts with you. urge you to do so. to be out of touch, as our discus- I have just been inaugurated I am also humbled for other rea- sions are likely to be about lives we president of the United States Dis- sons. In my Jewish faith this period have touched in the classroom. tance Learning Association. What is the beginning of the New Year Strike that: my experience is that an honor! This is the finest e-learn- and these are the Days of Awe, the our discussions are more likely to be ing trade group in the nation, per- holiest days of the year. This is a about our ever-improved techno- haps in the world. We provide time to reflect on all aspects of one’s logical abilities to surmount dis- networking opportunities for our life—professional as well as per- tance and time than they are to be members so that they may share sonal—in order to seek areas in about touching the lives of those we best practices with one another; we need of improvement. educate. honor excellence in distance learn- So as I take over the USDLA pres- That is a shame. I am far from ing within the public, private, and idency, I find myself reflecting not being a Luddite. After all, I am CEO academic sectors; and we serve as only about the organization I have of a well-known Web site, I wrote Federal and state advocates for been chosen to lead but also, more this article initially on a state-of-the- generally, about the profession it art laptop while traveling on the represents. And I have an overrid- Washington, DC Metro, and I edited ing concern which I wish to share it subsequently on one of my three with you. home computers; I often communi- Look how we define ourselves. cate with others via webcam; and We do not engage learners, we my two cell phones and iPAQ are engage “e-learners.” We are not always nearby. Still, lately I have educators; we are “distance” educa- been thinking that I and others in tors. Nor are we content to focus my profession have been missing a on the eradication of distance barri- fundamental truth: distance and ers between those who teach and time are not always the enemies of those who are taught: we eradi- education; sometimes they are the cate time barriers as well when we prerequisite to our deeper under- seek to provide “anytime/any- standings. And technologies which place” instruction. overcome distance and time, And so we go about our business, thereby keeping the purported Paul Roitman Bardack, CEO, multitasking merrily along, linked learner always in touch—always MyJewishLearning.com, and President, United States Distance Learning always to one another through our bombarded with the actual or Association. E-mail: wireless e-mail, our ever-present potential receipt of new informa- [email protected] cell phone, our ubiquitous hand- tion—may instead distract the held devices. When we gather infor- learner rather than more fully mally, our discussions are just as engaging him or her.

Volume 2, Issue 6 Distance Learning 39 I noticed something recently. understand that information and to Technology’s ability to diminish Because during the normal work- place it within a larger context. the importance educationally of day I am always checking my e- Sometimes, that gap is measured in time and place is, simultaneously, mail, always on my telephone or seconds, or less. Other times, when sometimes a help and sometimes a cell phone, or always on my web- there is greater complexity, that gap hindrance to the nurturing of cam, I have unintentionally may last minutes, hours, days, or insight within those attempting to extended my workday to include even longer. learn. Yet, how often do we in our times and places when and where I True, for some people the more distance learning profession define cannot be in touch with my staff or distractions during the gap, the bet- ourselves by our technologies, other company stakeholders. Do I ter: we all know stories of the math rather than by our pedagogies? All have to write a monthly report to student who solved a particularly too often, in my experience. my funders, providing them difficult quadratic equation while Our task, it seems to me, is to insights into my recent manage- studying a physics text. provide balance: to know when to ment decisions? You can bet that But for many of us, the fewer dis- bring technology to a learning situa- will be written at 5 a.m (before I tractions during that gap, the better. tion and when to remove it from a check a single work-related e-mail). Meetings, telephone calls, e-mails, learning situation. For, ultimately, Is there a seemingly insoluble bud- and the like only get in the way. To we are not “distance educators” get problem I need to address right be sure, we cannot stop life while attempting to engage “e-learners”; away? You can bet that the answer waiting to understand the latest we are teachers engaging students will come to me midway through academic insight regarding nine- as other teachers have attempted to my nightly 5K run (sans cell phone). teenth century Eastern European engage other students for thou- In other words, much of my best history, nor is it realistic to expect all sands of years previous to us. Our thinking about my daily distance intrusions to cease while we master focus therefore should not be upon learning work comes when I have Spanish verb conjugations. But we the science of new technologies; created distance and time barriers can do a better job, I believe, in con- instead, it more properly should be between myself and others. And I trolling when and where the intru- upon the art of assuring that learn- think the same thing holds true in sions take place. And technologies ing is actually taking place. the world of education. that keep us “plugged in” at all And, to do that, we must focus There is typically a gap in time times and places are just as likely to more on becoming better educators between the receipt of information cause learning problems as to solve than becoming better “distance edu- and the ability of a student to them. cators.”

OUR TASK … IS TO PROVIDE BALANCE: TO KNOW WHEN TO BRING TECHNOLOGY TO A LEARNING SITUATION … AND, TO DO THAT, WE MUST FOCUS MORE ON BECOMING BETTER EDUCATORS THAN BECOMING BETTER “DISTANCE EDUCATORS.”

40 Distance Learning Volume 2, Issue 6 Reports from USDLA ...... The Chapters USDLA Chapters Strive for Excellence

Kris Phelps

he State Chapters of USDLA ter, the Alliance for Distance Educa- to the state’s current and future Tstrive to bring their mem- tion in California (ADEC). The efforts in guaranteeing access to bers excellence through award committee gave ADEC high high-quality educational services to access to conferences and profes- marks for training, collaboration, the citizens of California. sional continuing education, news- communication, and leadership. ADEC’s success may be best letters, Web casts, and networking. ADEC, established in 1989, is an measured from the details of how In October of 2005, USDLA association of more than 300 profes- its annual Strategic Planning Con- awarded the first Outstanding State sionals dedicated to the ongoing ference provides its board of direc- Chapter award. The award was cre- development of distance learning tors with the opportunity to ated to acknowledge the USDLA and educational technology. ADEC evaluate input from members and Chapter that best exemplifies the is the only California-based organi- other stakeholders. They are able to association’s high standards in the zation that emphasizes cooperation make the most appropriate adjust- field of distance learning. between all segments of education: ments to everything from how the USDLA was pleased to present kindergarten through university, Board is structured, to reviewing this first Outstanding State Chapter lifelong learning, business training, education policy at the federal, Award to the California state chap- and government agencies. ADEC’s state, and local level, to scheduling activities are focused on promoting events and activities throughout the effective partnerships/collabora- calendar year that leaders through- tions among all levels of education, out the state can use at their work training, and providing leadership site the next day. in the education policy. The mem- ADEC has become a dynamic bership is comprised of individuals organization that prepares mem- who identify as decision makers or bers to respond to the changing those who can effect change with needs of the economic, social, and an organization. political climate. It has truly ADEC members cite the organi- enhanced the value of its brand, as zation’s commitment to fostering evidenced by its dedication to “con- intersegmental cooperation necting leaders with solutions.” between educational institutions While considering the award and various communities among nominations, it was clear to the the benefits of affiliating with the awards committee that the State group. Distinguished representa- and regional chapters across the Kris Phelps, Senior VP for State Chap- tives from K-12 districts, county United States truly exemplify the ters, United States Distance Learning offices of education, colleges/uni- association’s high standards in the Association and Education Marketing versities, and the California legisla- areas of training, collaboration, Manager, Credit Programs Iowa State ture work to provide the informa- communication, leadership, and University, Suite 33, Curtiss Hall, 515- 294-7329, Fax: 515-294-6146. tion needed to bring initiatives vital recognition of excellence. E-mail: [email protected]

Volume 2, Issue 6 Distance Learning 41 USDLA Announces 2005 Award Winners

The United States Distance Learning Associa- standing contributions from across the spec- Bronze tion (USDLA) presented its 2005 Distance trum of distance learning—from satellite and Connect for Education Learning Awards at a ceremony held on videoconferencing to online distance learn- OnMusic fundamentals October 17, 2005 in conjunction with the Fall ing programs. These are the best of the best.” Training and Online Learning Conference EXCELLENCE IN TEACHING and Expo in Long Beach, CA, the premier Online PreK-12 Platinum conference and expo for USDLA and the dis- EXCELLENCE IN PROGRAMMING Dr. Linda Ross-Happy tance learning industry. Platinum University of Missouri The annual USDLA awards program Harvard Graduate School of Education Gold acknowledges major accomplishments in Wide-scale Interactive Development for Edu- Dr. David Levy distance learning and highlights those cators (WIDE) Bellevue University instructors, programs, and distance leaning Professional development program professionals who have distinguished them- selves in the field. This year’s competition Gold Online Corporate/Business included a new award category, the 21st Cen- Colonial Williamsburg EXCELLENCE IN PROGRAMMING tury Best Practices Award for Distance Learn- Electronic field trips Platinum ing. That award recognizes extraordinary Engenio Information Te c h n o l o g i e s , I n c Gold achievement in distance learning. Engenio2882 with SANtricity9: Installation Virtual High School, Maynard, MA While the USDLA awards have been and configuration closely followed by the industry for a num- “Poetry writing” by Elizabeth Sanchez Gold ber of years, the 2005 competition marks a Bronze General Electric Advanced Materials and new format for the awards. “The USDLA WV Department of Education awards have become the standard of excel- GECIS West Virginia Virtual Schools New hire orientation lence for recognizing achievement in dis- Spanish 1A & 1B tance learning,” said John Flores, CEO of Silver USDLA. “This year we received numerous EXCELLENCE IN TEACHING General Electric Advanced Materials and entries. That made this an especially intense Gold GECIS competition—these winners are truly Polymer science superb.” Nathan Putney For the 2005 Awards program, USDLA Florida Virtual School Bronze focused on three major areas that exemplify AP Calculus Toshiba America Business Solutions, Inc. the dynamic nature of distance learning. Bronze Dimension 1 program Awards were submitted for Online Distance Daryl Diamond Bronze Learning, Video Conferencing and Satellite Broward County (FL) Public Schools TRC Interactive, Inc Distance Learning. Professional development Te l l e r s o l u t i o n The USDLA distance learning awards were presented to professionals and organi- Online Higher Education Online Government/Military zations for Excellence in Distance Learning EXCELLENCE IN PROGRAMMING EXCELLENCE IN PROGRAMMING Programming and Excellence in Distance Learning Teaching. Platinum Gold Excellence in Distance Learning Program- City College of San Francisco Defense Acquisition University ming recognizes organizations that have “Ownership/operation of a small business Continuous learning team designed and delivered an outstanding, com- online” EXCELLENCE IN TEACHING prehensive distance learning service. Recipi- Gold ents have regional, multi-state, and University of Southern California Silver international programs, including courses “Geo 260—Natural hazards, basic principles" David C. Bachman from diverse disciplines. Defense Acquisition University Excellence in Distance Learning Teaching Gold recognizes an outstanding individual who City College of San Francisco Online Telehealth has creatively utilized the medium to inspire “Digital media skills" EXCELLENCE IN TEACHING learning in a given subject. The recipients Gold Silver have all taught a course, series, or unit in a Dr. Eric A. Brody University of Southern California distance-learning format with an imaginative EKG Jeopardy approach to the material, well-designed visu- Edu522—History and types of accountability als, and a demonstrated rapport with the Silver EXCELLENCE IN PROGRAMMING participants. University of North Carolina at Greensboro Platinum Don Lake, longtime USDLA board mem- Master of Arts in Liberal Studies, Online Global Nomads Group ber and chair of the awards committee, noted degree New York, NY that, “This year’s award winners represent many of the most innovative leaders in the Bronze Gold field of distance learning.” He continued, Boston University Missouri School Boards’ Association “The USDLA awards program honors out- Food stuff: A taste of biology 2005 Board candidate videoconference

42 Distance Learning Volume 2, Issue 6 Videoconference PreK-12 Flores noted that distance learning tech- Stanford University Center for Professional EXCELLENCE IN TEACHING nology frequently opens new frontiers of Development Platinum learning. “The recipients of the 21st Century Online technology Jody Howard Kennedy Award have often been the pioneers, not Stanford Online—Emerging technology only for distance learning, but for education Eastview Middle School, White Plains, NY and training in general. This award speaks of University of Maryland Satellite PreK-12 innovation and it speaks of excellence. These Online technology EXCELLENCE IN PROGRAMMING are the people and organizations that have Inter-institutions done the heavy-lifting to make all of this Gold happen.” Corporate/Business BJ HomeSat Network Polycom, Inc. 3rd Grade English Government/Military Blended technology DoD/Defense Acquisition University Satellite Higher Education Collaborative communications Blended technology EXCELLENCE IN PROGRAMMING The DAU performance learning model Reynolds University Gold Blended technology University of Albany—School of Public DoD / TRICARE Privacy Office Corporate university training Health Online technology Genomics and public health HIPAA training program The Rendon Group Videoconferencing technology PreK-12 Satellite PreK-12 Empower peace EXCELLENCE IN TEACHING Florida Virtual School Gold Online technology Mrs. Jennifer Cox Education and professional development SPECIAL RECOGNITION BJ HomeSat Network programs USDLA Outstanding State Chapter. This year, for the first time, USDLA recognized its Virtual High School, Massachusetts The USDLA Board also recognized the most outstanding affiliate chapter. The Online technology leadership of trend-setting and innovative USDLA California chapter—the Alliance for Education and professional development corporations and non-profit agencies with its Distance Education in California—earned programs new 21st Century Best Practices Award for that recognition Distance Learning. This is the highest award Center for Interactive Learning and Collabo- USDLA Hall of Fame. Robert A. Wisher, bestowed upon an organization in our indus- ration associate director of Training Transformation try. Videoconferencing technology Technologies and director of the Advanced The new 21st Century Best Practices Education programs Distributed Learning (ADL) initiative for the Award for Distance Learning recognizes an Office of the Secretary of Defense was organization which demonstrates extraordi- Higher Education selected by the USDLA board of directors for nary achievement through distance learning. elevation to the USDLA Hall of Fame. The LeCroy Center for Educational Telecom- The recipients have distinguished them- USDLA 2005 Eagle Award. The Eagle munications selves in areas that include research and Award is presented by USDLA to a nationally Blended technology writing as well as leadership activities in recognized public official that has demon- regional, national, or international forums. Stevens Institute of Technology strated unique leadership in distance learn- They have been active in melding education Online technology ing. This year USDLA recognizes Florida and training technologies to enhance the Webcampus.stevens governor John Ellis “Jeb” Bush for his com- learning experience of those at a distance. mitment to providing greater educational These recipients are singled out for their pos- The University of Massachusetts opportunities in his state by means of dis- itive impact on the distance learning indus- Online technology tance learning technology and especially his try. UMassOnline—Program aggregation support of Florida Virtual School.

Volume 2, Issue 6 Distance Learning 43 And Finally . . . Is the World Flat?

Michael Simonson

homas Friedman’s book, tainly a phrase that captures the bound, as we know. Expertise can T The World is Flat: A Brief reader’s attention and, after careful increasingly be tapped from any- History of the Twenty-first thought, actually has a certain where. Students can become learn- Century (2005), is a must read for degree of accuracy. ers from almost anywhere. Dis- distance educators. Futurists are a Basically, Friedman is implying, tance educators have been funny group. The good ones write among other things, that because preaching this concept for years. books that present very simple of the exponential growth of tele- What about flatness? In educa- ideas, but ideas that capture the communications technologies, the tion, the natural resource is the imagination. Actually, futurists’ world is becoming a place where physical facility—the building. The ideas are often already known, but talent and skills can be tapped no massive investments in facilities no one else had the savvy to come matter where they are found. may make countries less nimble, up with the neat phrase or analogy Friedman even proposes in his less agile—and less flat. The coun- that makes the idea real and easy book a “coefficient of flatness”: tries that are flatter, that have a to remember. Friedman found the smaller investment in the “indus- neat phrase. The world is flat is cer- the notion that the flatter one’s try of education,” may have an country is—that is, the fewer advantage as they develop the natural resources it has—the bet- educational system of the twenty- ter off it will be in a flat world. first century—the educational sys- The ideal country in a flat world tem based on people and telecom- is the one with no natural munications rather than buildings resources, because countries and grounds. It certainly is some- with no natural resources tend to thing to think about! dig inside themselves. They try to tap the energy, entrepreneur- And finally, thanks to Les Mol- ship, creativity, and intelligence ler and his associates for their of their own people—men and efforts putting together this issue women—rather that drill an oil of Distance Learning. well. (Friedman, 2005, p. 262)

Certainly there is more to Fried- REFERENCE man’s book than the coefficient. Michael Simonson, Editor, Distance Friedman, T. (2005). The world is flat: A Learning, and Program Professor, The book is thought provoking on brief history of the twenty-first century. Programs in Instructional Technology a number of levels. However, it is New York: Farrar, Straus, and Gir- and Distance Education, Fischler the book’s implications for distance oux. School of Education, Nova Southeast- education that grabbed my inter- ern University, 1750 NE 167 St., North est. Education—teaching and Miami Beach, FL 33162. learning—is no longer place Telephone: (954) 262-8563. E-mail: [email protected]

44 Distance Learning Volume 2, Issue 6