Online teaching: a framework for success.

Abstract

There is little doubt that the information age has impacted the way colleges and universities look at course delivery. This is most evident in the increasing demand for online courses in all disciplines and programs. As a result, it has become increasingly evident that all educators will be expected to incorporate technology into their classrooms to remain current with pedagogical practices and consumer demands. Perhaps this new emphasis is due in part to the acknowledged potential for improving education and educational opportunities through the use of digital technology or due to the current awareness of the need for increased use of different methods of teaching and learning in higher education. However, with little empirical data to support the use of technology in the classroom an ongoing debate focuses on the effectiveness of online teaching in higher education.

Introduction

The few studies conducted on the efficacy of online teaching have provided conflicting findings. For example, two different studies (Collins, Hemmeter, Schuster, & Stevens 1996; Denman, 1995) found that students who learn on-line score as well as or better than students taking the same course in traditional settings. Saleh (2004a, 2004b) reported great gain in teachers' levels of reflections and critical thinking skills in her graduate level classes as a direct result of the use of discussion in online classes. Still others studies contended that online teaching is not any better than traditional instruction (Bachman, 1995; Russell, 1999; Task Force on Distance Education, 1992).

Theoretical Framework

Traditionally behaviorism has been the teaching theory most commonly linked to online instruction (Wall-Williams, 2000). However, the authors contend that constructivism is a more appropriate framework for looking at on-line instruction as evident by its congruence with cognitive learning. The basic premise of constructivism is that learners construct their own knowledge through one of two processes; either by assimilation, blending new information into their framework of prior knowledge or through accommodation by modifying their prior perceptions according to their understanding of the newly acquired knowledge.

A vital aspect of constructivism in the classroom is students' active participation and cooperative learning. The teacher acts as a facilitator whose primary job is to encourage critical thinking and channel learning through exploration and questioning (Bazillion & Braun, 1998; Strommen, 1999; Wilson & Sullivan, 1999). Fetherston contended that the use of online courses to build a community of learners support a constructivist approach to learning (2001).

Advantages of Online Instruction

The literature on the advantages of online instruction provides support for the constructivist model of course delivery. Online teaching lends itself to a learner-centered, collaborative learning environment (Baker, 1999; Saltzberg & Polyson, 1999). Learners can collaborate on group projects or answer critical thinking questions without many of the logistical problems encountered in the traditional classrooms such as geographical and time obstacles (Bennett & Green, 2001). In addition, the medium used in online teaching fosters active, meaningful and authentic learning (Romig, 1998). Students' projects in online courses tend to be more sophisticated than projects in regular classes, argue Kontos (2001) and Sargeant (1997).

Another strong aspect of online teaching is the ability to store and present information in more than just written word. The content can incorporate pictures, sounds, moving images, and various combinations; thus, accommodating more learning styles. Fetherstone agrees that, "Certainly the user centered, nonlinear act of browsing and the use of search engines appear to promote curiosity and challenge ... Another possible reason for this inherent engagement could be because the variety of symbol systems often used, engages several of a learner's separate intelligences" (2001, p. 4).

From a teaching perspective, instructors facilitating online courses have the opportunity to refer students to other related websites and/or link the course website to other helpful sites that enhance and augment the content of the course. Online course delivery offers a more immediate method of feedback and communication among students and instructors. The use of e-mail, bulletin boards, and chat rooms can encourage critical thinking and increase student participation (Bender, 2003: Brewer, DeJonge, & Stout, 2001). In addition, the ability to monitor class discussion provides the instructor with insights into the students' thinking and their understanding of the course content. It also allows the instructor to guide the students back to the content of the course if the discussion got off track (Saleh, 2004b).

Online teaching tends to attract a wide variety of learners, which in turn serves to enrich the class and add a wide perspective to the issues covered in the class. Interestingly, students who don't normally participate in the traditional classroom have been found to be more likely to participate in online discussions (Bennet & Green, 2001).

From a teaching and learning perspective, students and teachers can participate in online course at their own time and from the comfort of their own homes or offices. Online courses provide convenient opportunities for on-going professional growth for students who would otherwise be unable to attend classes because of travel and time constraints. Online courses reduce personal expenses such as the cost of transportation, housing, and child care encountered by students in traditional classroom (Bennett & Green, 2001). Finally, students' who participate in online courses acquire technology skills that will enhance their individual professional skills.

A major strength of online teaching is fostering collaboration among learners (Baker, 1999; Manteghi & Jorth, 1999; Saltzberg & Polyson, 1999). Online teaching cultivates a sense of responsibility and demands active learning (Wilson & Sullivan, 1999). In these ways online teaching promotes a constructivist approach to learning where the students take control of their learning and construct their own understanding based on their own subjective experiences at their own pace. "Collaboration and communication among students and instructors is expected and required in the online environment. These tools, by their very nature, force students to communicate with each other and the instructor and thus facilitate collaboration and learning" (Bennett & Green, 2001, p. 3).

For online teaching to be successful, the instructor must not only provide content that is stimulating but must be capable of scaffolding discussions that stimulate learning. In this way students are compelled to communicate, share ideas, and ponder critical issues.

Disadvantages of Online Teaching

It would be unfair to discuss the advantages of online teaching without discussing the drawbacks that have been noted in both the literature and through our personal experiences. The issue of access to appropriate technology is a major concern for both potential students and instructors. Only 63% of classroom teachers reported having Internet access at home (NCES, 1999) and much of the technology is dated. Many computers do not possess the software or modem that can adequately facilitate online course delivery. Added to the challenges of hardware and software are the problems of server malfunctions and viruses that seem to come with increasing frequency.

Student perceptions of instructor availability can often lead to frustration and even anger. Some students may be under the incorrect impression that since they can access the course website 24 hours a day, this should hold true of the instructor! Needless to say, developing curricula and communicating with students via e-mail in such courses tend to be much more time consuming (Kontos, 2001).

Another drawback has been noted by Garrett (1997). He cautions that educators are often adapt the curriculum to fit the technology rather than selecting the technology to support the curriculum. This is directly related to the issue of instructor effectiveness in maintaining student focus. It sometimes takes a series of attempts to keep the curriculum on track. In addition, some students may have difficulty adjusting to the new communication medium and even take offense at some of the comments posted in a course chat room or bulletin board. In the traditional classroom when problems arise it is easier and faster to resolve it in the class, with all the students present to agree on the resolution. It is much harder to resolve problems online. It takes longer and tends to get students and teachers frustrated.

Finally, the impact of online teaching on instructors' evaluations merits mention. Stadtlander (1998) found that students who are comfortable with the technology tend to give good evaluation of the instructor, while those who have little experience with the technology tend to get frustrated and express their frustration in the teachers' evaluation. This certainly can discourage some faculty from teaching online courses.

The Framework

Research by Kolbo and Washington (1999) has identified seven steps necessary for the implementation of online courses that provide students with an optimal learning environment. (1) Define learning goals and objectives. (2) Create the structure for the course and select the appropriate software package that will allow the instructor to achieve the learning goals determined earlier. (3) Design course materials that will fit into the online format. (4) Digitize course materials to install in the course software. (5) Analyze course content for efficacy in terms of achievement of the learning goals. (6) Teach the course. (7) Evaluate the course upon completion to examine if the learning objectives have been met and to what degree.

We would like to add to Kolbo and Washington's (1998) framework a few additional steps that will help ensure the success of these courses and reduce the amount of frustration and anxiety that may impact some learners. First, creating a screening process to assess students' technological ability and disposition towards the technology implemented in the course can help eliminate technical and usage problems that will save time before the course has started. Not everyone possesses the technology skills needed to be an active participant. Second, if possible, arrange for an orientation session that provides the opportunity for students to meet face to face with each other and the instructor. This seems to work very well as a means of building an online learning community. In addition, it affords students the opportunity to clarify course expectations while helping to ease their apprehension about this new medium. Third, choose meaningful content and design purposeful, well-structured activities and projects. This will motivate the students to actively participate in the course and to remain on task. Finally, we recommend that instructors arrange with the university for technical support. This is most effectively accomplished through the use of a designated person who serves as a course liaison to whom the students can turn when they have technical problems.

Some Final Thoughts

While we support the use of a constructivist teaching style to facilitate effective online teaching, we recognize that key technology requirements are needed to assure success. Additionally, the human element cannot be ignored when considering whether or not to venture into the cyber classroom. We offer these final observations in hope that our colleagues will avoid the pitfalls that can cause personal and professional concern.

By clearly stating course expectations in terms of prerequisite hardware and software potential students who may not be capable of online success will be screened prior to enrollment. To this same end be very specific in your expectations of the time needed to participate in this course. Contrary to some students' expectations online courses can be very time consuming. This is especially true if the student does not have ready access to the Internet. When students get online encourage them to express their concerns and point out the problems and concerns immediately. This will reduce the initial fears of online learning and reduce the amount of frustration inherent in using online technology for the first time.

Finally, establish formal office hours where students can reach you by email or phone to get a prompt answer to their concerns. Regular office hours will help with those course evaluations and help assure students that you are available. Be sure to explain to your students that you may not always be able to answer emails immediately. But you are there and will respond.

Online teaching is changing the way universities look at course delivery and instructional strategies. We propose that a constructivist approach in the cyber classroom will enhance teaching and learning by supporting collaboration and active participation by allowing the instructor to facilitate learning. To this end we present a framework that seeks to support this approach through understanding, preparation, and delivery.

References

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Amany Saleh, Arkansas State University 

Candace Lacey, Educational Consultant

Amany Saleh, Ph.D., Associate Professor of Curriculum and Instruction, and Candace Lacey, Ph.D., Educational Consultant in Hollywood, FL.