Example Case Studies in Post-Secondary, On-line Teaching

Zane Berge

UMBC

berge@umbc2.umbc.edu

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Abstract

This paper presents two descriptions of on-line teachers' perceptions of their teaching in post-secondary, formal educational settings. Selected from the 42 cases in a survey the author conducted in the summer of 1996, these particular cases were chosen because of the contrasts represented in teaching styles. Teachers responding to this survey used a wide range of teaching methods-from lecture to student self-assessment. Still, the teaching styles of most teachers included using discussion, collaboration, and authentic learning activities as their primary instructional methods. If the data collected from these 42 teachers can be used to generalise, then on-line teachers in higher and continuing education create a learning environment that is characterised as more student-centred than teacher-centred.

Introduction

For the past several years I have been involved with distance learning using computer-mediated communication and computer conferencing for educational and professional development activities. I have focused on the learners' perceptions or the characteristics of the technological environment (e.g., Berge, in press b, 1995, 1994; Berge and Collins, 1995a, 1995b; Collins and Berge, 1994a, 1994b). I have recently turned my attention to investigating how teachers design and deliver on-line instruction to adults in formal, post-secondary settings. The characteristics of on-line teaching becomes important in educators' efforts to systematically improve their on-line teaching. Recently I conducted a survey of 42 on-line teachers (Berge, in press a). Following are the perceptions of two on-line teacher's, Dr. George Jackson and Ms. Judy Pratt, (not their real names). The descriptions are in the teachers' own words with only light editing to smooth transitions.

Case 1 - George Jackson

Dr. George Jackson currently teaches several different courses in undergraduate composition at a community college in the western United States. George is an experienced classroom (35 years) and on-line (6 years) teacher. Dr. Jackson teaches on-line using email and the web. Here is how he described his on-line teaching:

"I motivate students as well as I can by recognising them individually by writing them email, sending the class postcards, having class pictures on-line, when available having individual photos, having rosters with names along with pictures, having email addresses embedded in the students' so a student can write to someone by pointing and clicking. Nobody is going to be anonymous. The email address is already there. More work needs to be done here. I also recognise students by inviting them into my office to see me if they wish, and also by talking with them on the phone at their home, from my office, or by having them call me.

Each of my written lectures is accompanied by a study sheet which the student must fill in and return to me. Thus, I have an idea as to what the student is doing almost weekly. To assess the student's prerequisite knowledge:

I have quizzes;

We also have essays;

Students also converse with me. On-line discussion is accomplished by engaging in dialogue with the student through email.

The answers for the study sheets are in the lectures. Read the lectures and find the answer for the study sheets.

Group identity is now being developed in two ways:

Students come in for an orientation session in which I take a class photo; I then scan in that photo on my HP IICx and save it as a .jpg and post the photo on my home page for everyone to see;

I take individual student photos and scan and post them to my home page; however, I also place their name on the photo using LViewp. Then I write in the following line. "Click here to send mail to XXXXX." Embedded within this line is the student's email address, so the writer does not have to go out and look for it.

The lectures have listed at the top a phrase "Key Terms and Names" which help the students to focus what the issues will be in the lecture. Students also have syllabuses both on-line and printed which they can use and refer to. Students have sample essays available for them to refer to for writing assignments. Students can also get in touch with me personally for one-on-one help.

By their doing the lessons, student are provided practice to apply and perfect their learning. By actually answering questions and sending in written work students show proof of their active, appropriate practice. Once the level of excellence has been achieved with a lesson or lecture, the student can go back at any time and review that lesson. As I write the lectures, I do not have to rely upon student note-taking to interpret what I mean, nor do students have to wonder if what notes they took were what I wanted them to have, as happens in the traditional classroom. Lectures once written are always being re-written, revised, or scanned for corrections, improvements, and updates.

I'm constantly trying in new lessons to draw material from earlier lessons. In advanced comp and literature, for example, I include comments about Aristotle's {Poetics} in later lessons to integrate teaching material from early work into later work. Basically, my class is a one-on-one tutorial. I address the development of analysis, synthesis, evaluative, and self-directed learning skills:

My lectures appear on my home page as Lecture 1, 2, and so on. Each lecture has specific cognitive material that I expect the students to learn;

To assist the students to develop the necessary skills, they must complete and return Study Sheets, the answers for which are on the correspondingly numbered lecture. Thus, the answers for the questions on SS1 can be found in Lecture 1....;

My written lectures are my commitment to the students that the point and intention of my lectures are clear and specific. These lectures are constantly, really, being updated;

The study sheets are the proof that the students are actively engaged my class and are attending to and understanding my lectures.

I favour individual inquiry based on research very strongly. I expect students to formulate their own ideas, but I also want them to be able to do research to see what others have said. To this end, I have on my home page a number of search engines already defined for the students, such as Net Noir and Lycos. All the student needs to do is to formulate the question and submit it to one of the search engines as a term.

I do not personally go for group think or group speak. I think the most important thing is to train up the individual on a one-on-one basis as far as possible. Besides, I have found that group work turns the innovative nature of teaching on-line into something that looks like what has been around for a long time."

Case 2 - Judy Pratt

Ms. Judy Pratt teaches for one of the recently created on-line universities. She teaches a course in on-line instructional strategies to undergraduates and to adults for professional development. Judy is a relatively new teacher (3 years); almost all of her teaching experience has been on-line. Ms. Pratt teaches using email, a discussion list, and a MOO (multi-user object oriented) for synchronous communication. The learners and the instructor meet in real time from their home and office computers and the participants are worldwide. Here is how she described her on-line teaching:

"As in the physical environment, pleasant conditions on-line include your surroundings. In the MOO, I have described my office in a warm, welcoming manner. There are different chairs to sit on, a table with snacks and drinks such as tea, soda and bottled water, an ice bucket, paper cups, plates and napkins (all virtual). There are plants around the room and the room is described as bright and sunny. I do this to help people feel more comfortable by having familiar objects surround them. I designed this office as the place I would most like to learn. I also called it my "private" office which helps people feel special that they are invited in.

I work with learners as a guide. At the end of all my courses, all participants are told that although the class is officially over, I will also be available to them for comments and assistance. I encourage them to contact me and most do keep in touch, asking me to help them and offering their assistance. I tell them that we need to create a community of educators who can depend on this support group for help when needed. Since the participants are from such diverse backgrounds, the support group is strong in many areas.

The learners are presented with a complete syllabus at the beginning of the course. At the first class, this syllabus is discussed and their goals/expectations are added. Therefore goals (which can be re-negotiated midstream), content, instructional methods and evaluation tools are clear and accepted by all. The learners are secure in what to expect although any of this is flexible enough to change through mutual agreement.

I am of the belief that one model/method/strategy cannot reach all the learning styles brought to the class by the learners. Therefore I employ many different models/strategies. I use scientific inquiry, a laboratory approach model, a facilitator modeling/demonstration model, a self-directed model, an inquiry-based model (utilising role playing, group problem solving/investigation...), an independent study model. All strategies are used at various times throughout the semester. Sometimes, some strategies are used with some learners and not with others. It really depends on the learner's needs and the learning styles they bring to the class. I try to remain as flexible and open-minded as possible. I believe only by remaining open to change in the classroom can I provide an effective and high quality course that meets the goals of my learners as well as my own goals for the course.

I fully encourage the learners to use their experiences when contributing to discussions. I do not hand knowledge to the learners on a platter, but make them work for it. I have a great respect for the learner and this shows in the way I work with people. For example: one assignment I use is for the learners to go out on the web and bring back as much information as they can find regarding Knowles or Rogers. They work in small groups and prepare MOO presentations. This is a small assignment and the time limit is one week. I have had groups actually go out and create entire Knowles/Rogers/self-directed learning web sites. One group called Knowles by phone to interview him when they realised at that time that not much was available on-line. I find the learners in my courses extend themselves and tell me how much they enjoy these assignments. All this contributes to a learning environment in my opinion. Of course there is so much more, but that's probably better left for some other time.

In my classes, I try to encourage the participants to share their ideas and writings/creations with as many others as possible. I encourage them to join discussion lists, share their work with the class and other participants in other sessions, present their work at MOO organisation meetings, etc. The work they share are real life applications that will eventually be utilised in a distance educational program or course. Therefore these are topics that are meaningful and internal to the learner in that it is directly related to their daily work.

We use on-line discussion in the same manner as discussion would be used in a traditional classroom. We explore a diversity of perspectives which in turn helps learners to discover new perspectives. Learners are encouraged to share their own experiences which relate to the topic of discussion. Learners are expected to come to class fully prepared to discuss by reading related literature and documentation provided. Rather than delivering information, I ask questions that require the learner to pull from the knowledge obtained through the readings. The topic, issue or theme is then discussed in relation to the learners needs and the objectives of the course. Personalising discussion is one way of helping learners recognise the assumptions underlying many of their habitual ideas and behaviours. On-line discussion also encourages active listening since in order to respond or continue the thread of the discussion, learners must first hear what others are saying.

Active practice is highly important in on-line learning as well as in the physical environment. I do not give my on-line learners tests or quizzes. I do ask them to show me they have learned through use of the knowledge. Therefore, learners come to class ready to discuss the day's topic, assignments call for on-line presentations of actual curriculum they are designing, e-mail postings, creation of actual on-line learning contracts (for use in their own classes), on-line debates, etc. Much of the work they do are in small groups which I vary each time. This gives the learner the opportunity to work with different people having diverse backgrounds and cultures. My evaluations point out various adult learning strategies, theories, models that could have been utilised or that were used and how the assignment can be improved.

One must consider the medium. If I were to lecture to a learner via e-mail or on the MOO, I would lose them to sleep or disinterest almost immediately. But! if I provide them with interaction and stimulating exercises as well as add the strong dimension of relevancy, then I've got them! On-line work can be dry and lonely unless we work to add warmth and humanism. We also have to look at the preferences of the adult learner. Many need to see the relevancy of what they learn as applied to their lives. Hands-on tasks that directly apply to real life situations provide the learner with that relevancy and also help them learn how to handle/react to these particular situations in the work place.

For example: participants develop actual on-line curriculums that will be used in their own courses. They then present a part of these curriculums to the rest of the class. This exercise has many beneficial features. One is to provide an opportunity for the educator to practice and work with a curriculum he/she has designed prior to actual use. Another is to practice on-line teaching skills. A third benefit may be to receive feedback/evaluation from their peers so the curriculum can be improved before use.

Anyone can spit back the correct answer. It is more important to have the skills to be able to come to that answer personally. It enhances comprehension and has the learner work with the knowledge in their own minds rather than just memorising a fact. The concept of guided learning in the on-line or traditional learning environment is equally important. As an example, some participants in my course are there to design Internet training/orientation seminars/courses. Rather than supply them with the knowledge of what's out there, I send them out there to gather information and guide them in their journey. They keep journals of their searches and we discuss those as well as useful exercises they can employ in introducing their learners to the Internet.

As the learners develop their curriculums, they send off pieces of it as well as their thoughts and ideas to me for feedback. We also spend time in class on discussing these ideas. The course has a discussion list which the learners use to present their thoughts and request feedback on various topics. It seems at times we are all developing and working with each others' curriculums. For example, one participant wanted to use a synchronous environment, but could not afford the fees of hiring programmers to set up and maintain a MOO environment. The rest of the participants in the class went out to the WWW to search and bring back some viable options for her. We all tried the various software that was suggested and found one that we all felt would work for her department. This successful solution to the learner's problem would not have been implemented unless we all worked together in providing feedback and assistance to each other in a learning community.

I could never even hope to view myself as an expert in all the fields that are represented by the learners I work with. Therefore I need to remain a learner as well. Also, due to the changeable nature of the technology as it grows and is developed for on-line learning, I must constantly keep my mind open to learning. I am learning along with the participants of my course. I can help guide them in specific directions, but the bottom line is that we are truly learning together.

It's a scary step for a learner to take, but in order to be successful in on-line education, students must take responsibility for their own learning. No longer can education be successfully delivered via a teacher-centred method on-line. This particular environment calls for a learner-centred method. Educators need to include exercises using independent skills in their courses so that learners can become proficient in them. These skills are most important in preparing our future work force. Due to the changing nature of our work, learners must have independent learning skills to keep up as well as be able to keep themselves current through taking responsibility for their learning."

Discussion

The forty two teachers who responded to the survey I conducted taught adults at the undergraduate and graduate levels or in continuing and professional development, or some combination of these areas (see Berge, in press a, for the methodology, definitions, and more complete results). They were an experienced group of teachers, having taught an average of 17.6 years (range 2 years to 38 years). Nearly half (45.2%) of the teachers listed having received one or more local, regional, national or international awards. They had taught on-line an average of 4.1 years, with a range from having just taught their first on-line course to a remarkable 16 years experience. The courses taught by these respondents were mainly in applied areas such as education, health services and business. Generally, these teachers used the Web, computer conferencing, discussion lists (i.e., mailing lists), and bulletin boards systems (BBS) for delivery of their on-line courses.

Before this project, I thought a snapshot of on-line teaching would show a fairly clear and concise picture. My vision of on-line teaching included a strong student-centred orientation (see Figure 1), with teaching strategies focused on discussion, collaboration, and authentic learning activities.

Figure 1: Teaching Methods Continuum

As indicated by the two cases presented here, my vision of on-line teaching needed to expand to include teacher-focused methods. While there is no typical "on-line classroom," any more than there is a typical classroom off-line, the three characteristics (i.e., discussion, collaboration, and authentic learning activities) that I originally thought would predominate were well represented:

Of the 40 persons responding, only one said they did not use discussion;

Of the forty-two teachers, thirty-six stated they used at least one form of group activity (i.e., group inquiry, peer support, or peer review) in their on-line teaching. Three teachers appear not to use much group work of any kind, and three others' teaching orientation could not determine due to incomplete data;

Of the forty-two teachers, 37 reported that they were using at least one form of authentic learning activities i.e., inquiry, problem-based, practice-based, projects, or case studies). I was not able to determine whether the remaining five used any of these methods;

Thirty-one out of 40 teachers for whom I have data indicated they use inquiry as a teaching method. Six of those 31 teachers using inquiry have students working individually, nine had students work in groups and sixteen had students sometimes working in groups and sometimes individually.

References

Berge, Z. L. (in press a). Characteristics of on-line teaching in post-secondary, formal education. Educational Technology.

Berge, Z. L. (in press b) The Instructional Technology Train: Why Use Technology in Education. In Z. L. Berge and M. P. Collins (Eds.) Wired Together: The On-line Classroom in K-12--Volume I Perspectives and Instructional Design. Cresskill, N. J: Hampton Press.

Berge, Z. L. (1995). Facilitating Computer Conferencing: Recommendations From the Field. Educational Technology. 15(1) 22-30.

Berge, Z. L. (1994). Electronic discussion groups. Communication Education, 43(2), 102-111.

Berge, Z. L. & Collins, M. P. (Eds.) (1995a). Computer-Mediated Communication and the On-line Classroom, Volumes 1, 2, 3. Cresskill, N. J: Hampton Press.

Berge, Z. L. & Collins, M. P. (1995b). Computer-mediated scholarly discussion groups. Computers and Education. 24(3), 183-189.

Collins, M. P. & Berge, Z. L. (1994a). Audiographics used in distance learning. Australian Educational Computing. 9(2): 4-8.

Collins, M. P. & Berge, Z. L. (1994b). Student Evaluation of Computer Conferencing in a (Primarily) Audio-conferencing Distance Education Course. In M. M. Thompson and M. G. Moore (Eds.). Internationalism in Distance Education: A Vision for Higher Education: Selected papers from the first International Distance Education Conference, Penn State University, June 1994. ACSDE Research Monograph Number 10. University Park, PA: The American Center for the Study of Distance Education. 115-129.

Send Comments to: berge@umbc2.umbc.edu