"Interactive" Online Courses: Fact or Fiction
Susan L. Jones, Ph.D.
Assistant Professor
Southwest Missouri State University
School of Teacher Education
Hill Hall
901 S. National
Springfield, MO 65804
Phone: (417) 836-6035
Fax: (417) 836-6252
Email: SusanJones@smsu.edu
Article submitted for the series published on the Association for Educational Communications & Technology (AECT) fourth edition of the Division of Distance Learning issue-oriented papers and asynchronous discussions, 2003
Abstract:
Is it possible to create an "interactive" online course? Can a traditional face-to-face, text-based course really be redesigned to make the online version truly interactive? Is this notion fact or fiction? If it is a fact, what do I need to do? Where do I start? The author addresses these questions and gives you plenty to think about whether you are an instructional designer, administrator or instructor. The author believes the answer to those questions is yes, you can really redesign your face-to-face class to make your online version truly interactive. In doing so, it may require a paradigm shift, some required knowledge, time (especially if there is no release time), and perseverance to make the online version the best it can be for the students.
"Interactive" Online Courses: Fact or Fiction
Distance education, commonly referred to today as distance learning, is often viewed as a new technological development. In actuality, distance learning has been practiced in the form of print-based correspondence study since the 1700s. Distance learning, in this form, was used as an attempt to solve the problem of geographical dispersement of students in need of specialized instruction (Holmberg, 1981; Keegan, 1983; Training Institute of the United States General Accounting Office, 1996). Over time, correspondence courses grew more popular and eventually broadcast television was used as an adjunct to academe. Teaching strategies during this time period emphasized the teacher as the primary expert of all information and wisdom. The student, on the other hand, was considered to have a mind that was similar to an empty vessel waiting to be filled with information and wisdom by the expert teacher.>
During the 1960s and 1970s, emerging technologies metamorphasized a whole new generation of distance learning, one which combined a variety of media including television, radio, and the telephone. Further advances in technologies including email, voicemail, fax, video and audio conferencing, and, computer-based integrated telecommunications systems (Internet and the Information Superhighway) continue to change the face of distance learning. Not only are these technologies changing the face of distance learning but the emergence of the technological capabilities continues to be viewed as a "cure-all" for (a) the training of employees in an expanding global enterprise; (b) expansion of the college student population; (c) providing enrichment, required, and developmental study courses for elementary, middle, and high schools; (d) community services, training, and information; and (e) the link for third world countries who have widely dispersed and diverse populations (Portway & Lane, 1992). For the purposes of this paper as a conduit for a discussion, let us focus on (b) expansion of the college student population. As you read the following scenario, although hypothetical, it is prevalent across the nation. While reading this scenario envision the impact it could have on a college, the department, the program, the faculty, and the students.
Gordon Springs State University has a vision statement of being, "a nationally competitive, student-centered research university serving Gordon Springs and the world." The University's mission statement implies a requirement to provide leadership in the coordinated selection and use of educational technologies and facilities as well as programs, courses, and course content for distance learning purposes. The University believes that distance learning is an integral part of an overall strategy to make higher education and lifelong learning a reality; as well as expanding the University's student population in a time of cut-backs.
The College of Business was recently awarded a $5.5 million dollar endowment by the Martin Foundation to fund a new building, technology, and personnel. The Dean of the College of Business, Dr. Rossiter, charged the Associate Dean, Dr. Curry, with putting together and overseeing a distance learning committee and making Gordon Springs State University the distance learning leader in the state. In his attempt to lead this initiative, Dr. Rossiter has chosen the Managerial MBA program to be the first program, set to go online one semester from now.
After speaking with Dr. Caster, Director of the MBA program and discussing what the charge of the distance learning committee is, they agree to convene all committee members. All chosen members were invited to a meeting to discuss their challenge. Dr. Curry explained to the committee members that the committee was charged with providing a framework for the development, implementation, and maintenance of a distance learning initiative by Gordon Springs State University
The committee agreed that all faculty who teach in the Management MBA program need to be convened to a meeting and told that they would need to prepare their classes to be delivered online the next semester. Faculty members were convened and told what they would do as part of their job. They would receive no release time, additional compensation, nor would any additional support be given to them to help them get their classes ready to go online the next semester.
This scenario, in reality is confronting faculty across the nation who are told they will prepare their courses to be delivered online with very little time. There are several variations of online courses and depending upon the definition they may range from an online class that has all "text-based" material placed online with no real or prerecorded face-to-face or audio interaction. At the other end of the spectrum is another type of online course that allows students to interact with each other, where students interact with the teacher, and interact with course material through graphics, video, and audio mediations which may include simulations, interactive scavenger hunts, webquests, trigger videos, scenarios and so forth, all created by the teacher. Many faculty will use pre-packaged course management systems such as CourseInfo. Blackboard and will merely take and place their face-to-face class notes or PowerPoint lectures online for their students to access. In this form, online merely means an electronic repository whereby class notes are stored that can be downloaded and/or printed out rather than being copied and handed-out or mailed to distance students. This is an easy and fast way of getting a course online and many do just this. But what about those who do this and then realize that something just isn't right.
Unlike the scenario, in reality, ultimately, you will need at least two semesters (one year) to begin preparing and redesigning your materials to make your course interactive. Interactive is defined as "to become involved through participation and feedback. It takes place between instructor and student; student(s) and student(s); and student and media such as programmed instruction or computer-assisted instruction" (Cyrs, 1997). However, that may not be possible as the scenario depicted. So, if you have to redesign your course while you are teaching and you want to make it interactive here are some tips on how to redesign it.
First, confront your beliefs about teaching and learning. In creating a truly interactive online course you will have to be willing to acknowledge and accept that we are still in the transition stage of embracing a major paradigm shift in teaching and learning that allows students to be in more control of their own learning and the instructors' role is now that of a guide-on-the-side or a mentor. This paradigm shift coupled with technological breakthroughs is allowing students to learn at different times and places with or without the teacher physically or electronically present. You may find that it is difficult to move away from the center stage toward a more collaborative learning environment. Along with this paradigm shift may also include a retooling of your skills to become a facilitator of discussions and new strategies for deepening online dialogue in order to enrich learning opportunities rather than general questions often asked in traditional face-to-face classrooms. Don't be surprised if teaching online may spark a resurgence for you to revisit old and new teaching strategies and learning environments.
Second, know what technology is available, get training, practice, and receive feedback. Identify what technology is available to you so you are aware of the options that you have to choose from. There is a huge difference in creating your own online course for example in FrontPage or being given the opportunity to use a course management system such as Blackboard. Also find out if you have additional technology such as CentraOne, TegrityWeblearner, Microsoft Producer, or similar products that will enable you to moderate and create real-time audio discussion opportunities or allow you to moderate and pre-record video clips of yourself presenting material with the option of uploading onto your online course. You may also want to identify how you can create your own multimedia projects that will enable your students to gather basic knowledge (try creating an interactive scavenger hunt in PowerPoint or other similar software) or providing an opportunity for your students to participate in an interactive problem-based webquest (try creating it in PowerPoint or other similar software). Make sure that whatever is available that you get training on how to use it, practice with it several times (if possible with colleagues) and get feedback on your technique.
By understanding who your students are you can redesign your course to build a sustainable community whereby students develop the skills within that society to explore their own values, the values of the community and ultimately the values of society at large. By knowing who your students are you can use real world examples so that they can participate in gathering and analyzing data, clarifying values, listening, speaking, creatively thinking, and making decisions. Regardless of how you gather the information, the important point is to get the information so that you can use that information as you redesign and cover objectives throughout your class.
Fourth, provide your students with accessible information in order to function within the online community. Accessible information can be written in a detailed syllabus and placed online for anytime, anyplace access. This syllabus should contain many of the same components of a traditional syllabi with some additions but greater detail. Cyrs (1997) contends that it is the ". . . single most important communication device . . ." between the instructor and student (p. 114). In your syllabus you should include: the course title; instructor information (name, degree, brief biographical information, office hours (if conducting virtual office hours give dates/times/if can be reached by phone/electronic means); office location; office telephone number; email address, instructor website address); course number and course description; general course terminal learning performance objectives; required textbook(s); required supplies; course date, time, and meeting locations (specify any face-to-face and electronic dates/times); lab availability (available for students to complete assigned work); tech support contact information; attendance policy (participation, punctuality, absences, tardies); grading scale; assignments; class schedule (meeting dates, topics, assignments due); how assignments will be turned in (email, drop box, fax, mail); grading of assignments (time frame); how assignments will be returned (email, drop box, fax, mail); how tests will be administered (proctored, online testing); how to drop a class; policy on academic dishonest; policy on discrimination; and what to do in the event of an emergency (technology fails, etc.).
Fifth, concentrate on making each specific lesson interactive. Once you have identified course terminal learning performance objectives, developed a class scheduled and included them in your syllabi as described in the aforementioned paragraph, you are ready to concentrate on each specific online lesson. For each online lesson, you should only identify three, no more than four key points per online lesson. Once these key points are identified then you can begin to create interactive opportunities for your students to be involved in. These may be created by providing opportunities for your students to interact with you through stories, anecdotes, magic illusion, graphics, animation, video clips, etc…; providing opportunities for your students to interact with each other through small group projects (i.e. interactive problem-based webquest,); role playing; debates; scenarios; personal vignette, etc…; and/or providing opportunities for your students to interact with the material through individual interactive scavenger hunts; simulations; viewing video clips, trigger videos, audio clips; writing a reflection; completing a response card, etc… . Please note that any of the aforementioned interactive activities can be used individually or in group, they can also be designed to be used with the teacher, with other students, or so that students interact with the material.
Sixth, confront your beliefs about assessment measures. As you work toward creating a truly interactive online course and you have confronted the notion of embracing a major paradigm shift in teaching and learning that allows students have more control of their own learning and the instructors' role is now that of a guide-on-the-side you will also undoubtedly be faced with confronting your beliefs about assessment measures. Teaching online brings about additional concerns for assessment, specifically cheating and plagiarism. While the technological breakthroughs are allowing students to learn at different times and places with or without the teacher physically or electronically present instructors have to now make sure that the person completing the work and taking the exams is really the person enrolled in the online course. You may find that becoming a facilitator of discussions and new teaching and learning strategies may also spark resurgence for you to revisit old and new assessment strategies as well. In your quest to create a truly interactive course that moves away from text-based materials you will also have to decide if your assessment will be strictly text-based (quizzes, tests, paper-based and/or electronic). Either way the assessment should assess your objectives.
In summary, as an online teacher you have the opportunity to facilitate learning that goes beyond traditional text-based documentation. You have the opportunity to embrace a major paradigm shift in teaching and learning. If you find out what technology is available, get training, practice, and receive feedback the world can be used as your classroom with unlimited information literally at your fingertips. If you know who your students are you can work on building a sustainable community and create interactive classroom activities and exercises using their own backgrounds, prior knowledge, learning styles, and multiple intelligences with stories, anecdotes, magic illusion, debates; scenarios, personal vignette, role playing, reflections; response cards, scavenger hunts; simulations; video clips, trigger videos, audio clips; graphics, animations, and projects (scavenger hunts, webquests, etc.). These can be created by you or found on the internet and used as a teaching tool. You can even learn new skills that will enable you to moderate and create real-time audio and video discussion opportunities or allow you to moderate or pre-record video clips of yourself presenting material with the option of uploading onto your online course. You may even want to create interactive multimedia projects such as the scavenger hunt and webquest and upload them. Your students will enjoy the online activities; and they will learn. It really is possible to create an interactive online course. It may require a paradigm shift, some required knowledge, time, and perseverance to make the online version the best it can; but it is possible. It will require you to plan carefully through good course design and manage effectively community building.
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