DOCUMENT RESUME IR 020 114 ED 444 459 Abramson, Gertrude; Ellis, Timothy AUTHOR Defining a Distant Environment for Teacher Education. TITLE 2000-00-00 PUB DATE 7p.; In: Society for Information Technology & Teacher NOTE Education International Conference: Proceedings of SITE 2000 (11th, San Diego, California, February 8-12, 2000). Volumes 1-3; see IR 020 112. -- Speeches/Meeting Papers (150) Reports - Evaluative (142) PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE Adult Students; *Distance Education; Graduate Study; Higher DESCRIPTORS Education; *Inservice Teacher Education; *Instructional Development; Internet; Professional Development; Student Needs *Learning Environments; Nova Southeastern University FL; IDENTIFIERS Virtual Universities ABSTRACT This paper describes some of the issues involved in refining Internet-based, asynchronous conference forums to meet the learning needs of adult students in distant inservice and graduate courses. The paper focuses and explores on an analysis of existing instruction delivery systems identification of optimal environments for inservice professional development (2) virtual (1) the traditional campus; courses: Topics addressed include: (4) needs of adults as online learners, (3) the adult as a student; campuses; including flexibility of schedule, direct and immediate applicability of material, positive connection to previous experiences, problem-solving (5) dangers inherent in an online orientation, and self-direction; (6) the graduate education programs at Nova Southeastern environment; University (Florida) School of Computer and Information Sciences (SCIS); (7) (8) distant instruction at SCIS; and (9) moving the Learning Place at SCIS; toward optimization. (Contains 20 references.) (MES) Reproductions supplied by EDRS are the best that can be made from the original document. Defining a Distant Environment for Teacher Education Gertrude (Trudy) Abramson Timothy (Tim) Ellis abramsonscis.nova.edu elliste,scis.nova.edu Nova Southeastern University, United States School of Computer and Information Sciences Abstract Virtual classrooms are rapidly becoming alternate acceptable delivery systems. One of the major challenges facing professors in higher education today is the creation of the best possible adult learning environment in our cyberspace classrooms. This paper describes some of the issues involved in refining Internet-based, asynchronous conference forums to meet the learning needs of adult students in distant inservice and graduate courses. Introduction At the crossroads of real and virtual colleges, limitless opportunities for professional development and lifelong learning are made possible. Academic institutions are faced with decisions about where to focus their human and fiscal resources. Every instruction delivery system (IDS) has its strengths and weaknesses. This paper will focus on an analysis of existing IDSs and attempt to make strides toward the identification of optimal environments for in-service professional development courses. We are addressing the needs of classroom teachers/graduate students who have selected to take part in the learning process based upon a job requirement or a personal want. These remarks may be generalized to most adult post-baccalaureate learning environments. Traditional Campus The traditional college campus is located in buildings to which students must drive or take a bus or train assuming they do not live on campus. Classroom instructors generally require that students be present at specified times and dates for at least 14 meetings per term. Even when attendance is optional, there is an expectation that students will attend class. Libraries, bookstores and administrative offices, where matters of registration, financial aid, and record maintenance are attended to are other familiar components. Traditional, gainfully employed graduate students live within commuting distance of the campus. They invest time and money in travel, parking, and in walking to the classroom. Most are classroom teachers or substitutes; some serve in administrative capacities. Students whose job responsibilities or time frames change during a term are often forced to withdraw from classes. Students whose jobs end during a course of studies must choose between keeping job searches local or abandoning the program. Once a commitment is made to 'pursue a degree program, the student is "planted" in the physical location. In today's world of rapidly changing jobs, this is a frequently occurring conundrum. Many adult students have child-rearing responsibilities as well. Going to the campus makes it necessary to hire and train a caretaker. An element of stress exists as the student waits each week for the caretaker to show up. Many students report that they dash home from work, make supper, supervise homework, and only then begin the process of being students. Class organization takes several forms. Graduate education classes are best when limited to no more than 24 students. However, class size is often dictated by enrollment not best practice. Classes with approximately 30 students and one professor enable some interaction mostly for the more aggressive and/or articulate students. Large lecture classes with up to hundreds of students are strictly professor to student delivery systems. In some places, members of these very large groups, divided into breakout or recitation groups, meet with a doctoral student who works under the direction of the lecturing professor. Lab classes provide hands-on learning with and without instructor guidance. Almost all on-campus courses are time bound. U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE Office of Educational Research and Improvement AND DISSEMINATE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization G.H. Marks originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER document do not necessarily represent (ERIC) 1 16 official OERI position or policy. BEST COPY AVAILABLE Virtual Campuses the focus appears to be on web- of forms over the years. Recently, Distance learning has taken a variety video and audio (Abramson, 1998). A and still images, or in some cases, text, based courses using text-only, text forms or the older videotape, television, whether one uses one of these Internet-based common thread obtains the student does not need to be in the same posted mail for distance learning. That is, satellite broadcasting or even meaning that the student increasingly, course offerings are asynchronous, physical space as the professor. Also, Anytime/anyplace learning has become a major time than the instruction is presented. may "attend" at a different lesser degree. 1998), in general, and in teacher education to a player in adult education (Gibson, of the distant student and about the learning needs and learning styles Much has been written and discussed literature is replete with concerns over the and revised to meet these needs. The how curriculum may be presented such as technical support, faculty real-time teacher/student interaction. Issues loss of the personal touch and under heavy discussion class size and authenticity of authorship are preparedness, copyrights, testing, attendance, there is a new player in the game so our of interactivity. The fact remains that alongside course delivery and quality left on the sidelines. options are to master the rule or be The Adult as a Student be classified as adult in-service professional development may All classroom teachers involved with college or university does not mean professional development takes place in a learners. However, just because most college students and adult learners will students. Differences between traditional that the teachers become college Merritt, 1995). The traditional needs, desires, and goals (Bowden & be approached from four perspectives: age, immediately or very shortly who continued on to higher education college student is an 18 to 25 year old person late 20s through their 70s or beyond "Adult" students can range in age from their after completion of high school. number of years (McNair, 1994). from an educational environment for a and typically have been separated including relationship influenced by a constellation of factors, The needs of these older students are that place demands on their organizational affiliations, and commitments responsibilities as parents and spouses, these multiple and often & Krupp, 1989). Perhaps as a result of time and financial resources (Boucouvalas environment: a direct connection desire two things from their learning conflicting needs, adults as students typically approach within the learning and a pragmatic, problem-solving to their past experiences or current concerns, environment (Brookfield, 1989). participating in an educational students in terms of their goals for Adults perhaps can best be understood as applicability in general, the immediate, practical specific goals cover a very wide spectrum, program. Although the Knowles (1977) observed that, for the older student (Bowden & Merritt, 1995). of material is extremely important to of knowledge to immediacy of changes from one of postponed application the adult student the "...time perspective subject-centeredness to one of toward learning shifts from one of application, and accordingly his orientation problem-centeredness" (p. 39). practical considerations adult learner extend beyond the rather The educational requirements of the Brookfield (1989). There is evidence Boucouvalas and Krupp (1989), and identified by Bowden and Merritt (1995), than for the younger student. Adults knowledge is different for the older learner that the process of assimilating from that environment, and react to different fashion, expect different things approach the learning environment in a Zemke and Zemke (1995) differently than the traditional college student. the various aspects of the environment unique needs of the adult as a theory was inadequate for identifying the observed that, although a single-faceted Timing is vital in adult education; the adult as a student are apparent. learner, some general principles regarding receptive to learning a new task. 'windows-of-opportunity' during which they are adults usually have rather small and be problem-centered. Finally, practical application of the subject matter The learning process must incorporate successful for the older student. approach, is much more likely to be facilitation, as opposed to the lecture acknowledged by the the adult student and should be Self-directed, autonomous learning is important to learning is widely accepted within the 1991). Although the need for self-directed actions of the professor (Tennant, learning, identified a very of the impact of social theory on adult literature, Griffin (1991), in an exploration adult to return to an educational setting for adult learning. The impetus for an interesting paradox regarding the goals greater environment. At the same changing circumstances in the workplace or is often related to the need to adapt to learning environment often must the need for self-direction. An adult time, adult learning practices are predicated on by external forces such as employers goals of addressing the needs presented meet the somewhat contradictory maximimum control over the learning process. while at the same time affording the student 17 The Adult as an Online Learner In general, the needs of the adult as a student potentially match well with the strengths of an Internet-based online learning environment. A point-by-point comparison of the general needs of adult as learners as outlined above with the characteristics of an online learning environment follows. Flexibility of Schedule. An online environment can offer the student a time- and place-independent academic setting. Owston (1997) reviewed the online offerings available from several institutions of higher education located in both Europe and the United States. He uncovered numerous examples of programs specifically targeted at providing adult students with educational opportunities that could be accommodated within a busy schedule of family, social, and work responsibilities. Direct and Immediate Applicability of Material. Computer-enhanced learning environments can simulate the application of material that would be impossible to include in a traditional classroom setting because of safety, cost, or moral issues. Hatfield (1996) described the use of computer-simulated environment used to help pre-service mathematics teachers experiment with teaching approaches they would have been hesitant to try if working with live students. In a virtual classroom setting, these prospective teachers were able to experiment with the effective use of educational approaches such as mathematical modeling, group problem solving, and the use of manipulatives. This virtual experience enabled the students to grasp the concepts and internalize the thought processes underlying the application of these pedagogical approaches more thoroughly than students learning the same material in a traditional setting. The multimedia-based virtual classroom offered a realistic setting in which the student felt safe to experiment with new approaches, thereby promoting greater personal involvement in the instruction. Positive Connection to Previous Experiences. Internet-based online environments significantly change the role of the student in the educational process. The relationship between instructor and student is altered; Kilian (1997) observed that Internet-based education is, in fact, changing traditional academic roles by encouraging an egalitarian, mentor - apprentice relationship between teacher and student. Perhaps more significantly, the relationship between student and subject matter is modified significantly within this environment. Dyrli and Kinnaman (1996) observed that in the Internet-based online environment students can become much more involved as information producers rather than information users as is typical in the conventional classroom setting. Problem-Solving Orientation. An Internet-based online learning environment is essentially problem- oriented and active in nature. Hazari and Schno (1999) outlined how the interactive tools such as forms, threaded discussion forums, and interactive 'chat' rooms available in a World Wide Web based environment can promote a problem oriented environment by stimulating interaction with course content, instructor, and other students. Self-Direction . The role of the learner in an Internet-based online environment is inherently one of increased power and control. As detailed above, the increased flexibility in scheduling, capacity to experiment in a safe, virtual environment, and active orientation combine to make the student more a partner in the learning process than a passive receipient of knowledge. The nature of personal computer systems in general and the Internet in particular, furthermore, promote personal independence by the control in sequencing and pacing they afford the user. Dangers Inherent in an Online Environment Each of the characteristics of the adult learner discussed above can present challenges to the instructor, especially in an online environment. The need for flexibility in scheduling often manifests as missed assignments, inability to participate in group learning experiences, and deferred completion of courses. The demand for direct and immediate applicability of material may, in fact, be a retreat into concretism, while the desire for a positive connection to past experiences might mask a resistance to new ideas. The need for a problem-solving orientation, often expressed as, I'm a 'hands-on' learner, can be an unwillingness to engage in a rigorous thought process. Similarly, the demand for a self-directed learning environment might be a sophisticated term to describe a power struggle between student and teacher. The online learning environment is not a panacea for the adult student. Although an Internet-based delivery system may address many of the needs of the older student, this approach to education raises concerns as well as offers solutions. Many of the challenges the older learner presents as a student are potentially aggravated by the online environment. Brunt (1996) emphasized the need of adult learners for personal support, especially early in the BEST COPY AVAILABLE 18 difficulties, financial hardship, bring with them baggage, such as personal learning process. Since adult students need for personal support can be memories of previous learning experiences, the lack of confidence and negative such as the Internet, might be distance approaches enhanced by technology crucial. He warned that, although be able to benefit because of the several reasons, many adult students might not attractive to the adult student for lack of meaningful, personal support. for adult students classrooms with online learning environments A headlong rush into replacing traditional the potential frustrations for both and Kling (1999) quite effectively cataloged is certainly unwarranted. Hara Although online environments Web-based online learning environment. students and instructors involved in a do appear to be an equal number effectively meet the needs of the older student, there present the potential to quite of potential hazards. SCIS Graduate Education Programs at Although our graduate programs which we teach across distances. Let us look at the environments within students professors may be found daily. While the have a real campus at which most of the are all distant ones, we strive to extensively and support one another as we is remarkably collaborative. We network are distant, the faculty different formats. learning. Our classes are presented in three build the best possible programs for this writing, even in computing technology in education. At MCTE is a totally on-line masters program students do not know one and students never meet face-to-face and orientation is an on-line experience. Faculty each term can complete the each year. Students who take two courses another. There are four 12-week terms program in 18 months. education. Faculty and doctoral program in computing technology in DCTE Institute is a partially on-line each year, separated by a each five-month term. There are two terms students meet for one week (forty hours) the dissertation phase project course for four terms before beginning month. Students take two courses and one experience. All further student's first term is an on-campus orientation of the program. The day before a interaction is computer-based. students and exception. Instead of the two weeks on campus, DCTE Cluster mirrors the Institute with one plus 20 hours). beginning and middle of each term (20 hours faculty meet for four weekends, at the The Learning Place at SCIS the computer. Each classroom during distant course components is The physical entity that replaces the located on his/her home page. See, for example, professor has an office and a resource center There, one may find a photo of the htta://www.scis.nova.edu/abramson and http://www/scis.nova.edu/ellist. people" identities. Syllabi are images of classmates, thus reinforcing "real professor, and, for some courses, link to copies should theirs become before signing up and may download clean available so students may preview a course html documents and classroom presentations are easily saved as lost. PowerPoint slide shows created to support provided for student research. useful links to research gateways may be linked to the home page. Alternately, interactive bulletin boards. multi-threaded forums, which are elaborate, Our classrooms in cyberspace are of discussion topics to which properly, classes begin with established sets When the professor has the time to set up it there whenever it is looked for, basis. The beauty of the system is that it is students may respond on an as-needed in the class. If anyone All remarks posted to the forum are available to everyone cannot be accidentally erased. also correct spelling do it with a delete command. The professor may wishes to retract a posting, the professor can class: It is a combination of the intrinsic value of the forum is identical to any and punctuation if indicated. The forth in the learning process. professor and the students and the efforts put for computer-based, distance learning, there is a vehicle Keeping within the guiding principle of Teacher (ESET). This electronically called Electronic Student, Electronic submission of homework assignment different kinds of documents. It thus submit assignments electronically) application allows students to upload (and instructor ever misfile or misplace a grade tracking. Importantly, should an also provides for acknowledgement and downloaded since everything is archived. student assignment, another copy may be Address Book (e-mail). At the beginning of each new class, an Another heavily used tool is electronic mail the TO: line (e.g. 1DS0399). Of the entire group by typing the class alias in is set up so that messages may be sent to with e-mail. It is a real thrill to and assignment feedback are easily carried out course, personal communications morning. These asynchronous find a response from the student the next send a message to Japan or Israel and to 5 19 (anytime) tools make for much more immediate satisfaction than do setting and keeping mutually acceptable meeting times (Abramson, 1999). How do students feel about these options? Student satisfaction runs extremely high as do completion rates for all programs. All three formats have grown in double-digit rates since 1995. Distant Instruction at SCIS SCIS, as a graduate school, is less than 15 years old. We like to believe that we move with the times and that our use of distant modalities is state-of-the-art. One of the unwritten rules that has been handed down anonymously is that the computer (and not video or TV) is our instruction medium. That does not rule out the use of textbooks or other ancillary materials. As Feenberg (1999) reports, writing is the basic medium of online- expression, the skeleton around which other technologies and experiences musts be organized to build a viable learning environment. Each course is accompanied by a syllabus that explains required work in very great detail. Syllabi are updated constantly to reflect student feedback and technology changes. The masters courses tend to be subject-content oriented and the forums structured. Commonly, the professor will post questions relating to the different readings and students are expected to respond, amplify and extent the thoughts of others. Doctoral forums tend to be more flexible. The professor or any student may open a discussion and everyone is then free to jump in. Our experiences have shown two very important constants: The quality of the interaction is a direct function of the quality of students in that particular section. Also, the seriousness with which students approach the collaborative explorations is a function of how their contributions relate to the course grade. For the most part, student work is evaluated by performance in the form of written documents and/or computer product development depending on the particular course. Using constructivist, performance evaluations largely negates questions that are often raised about cheating and integrity in distance learning. Moving Toward Optimization To summarize, let us repeat some assumptions about adult learners that hold true for classroom teachers seeking professional development: Students enroll in classes because of a perceived need or want. Mastery of course material is essential if the need or want is to be met. Nothing magic occurs by bringing one's body to class. Different people have different communication and interaction needs. Time spent in traffic is better spent doing homework When stress is minimized, receptivity to new material is greater. Job requirements take precedence over school requirements. Home demands compete with school demands. We concur with Phipps and Merisotis (1999) that technology cannot replace the human factor in higher education and hope that our face-to-face meetings provide enough real contact to "carry" the learning process. Over the years, we have learned to read emotional needs within printed messages (Feenberg, 1999) as we might from student facial expressions. As a collaborative faculty, we work to develop the qualities that make a good distance- learning teacher (Roblyer, 1998). Despite our best efforts, we are still unable to define optimal environments. Nevertheless, we hope the variables identified and discussed will move the profession in the direction of best practices for the distant, professional development of teachers. References Abramson, T. (1999). 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Adult 7 21 IC U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) NOTICE REPRODUCTION BASIS This document is covered by a signed "Reproduction Release (Blanket) form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its own permission to 1:1 reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket"). EFF-089 (9/97)