---------------------------------------------------------------------------- ####### ######## ######## ########### ### ### ## ### ## # ### # Interpersonal Computing and ### ### ## ### ## ### Technology: ### ### ## ### ### An Electronic Journal for ### ######## ### ### the 21st Century ### ### ### ### ### ### ### ## ### ISSN: 1064-4326 ### ### ### ## ### July, 1993 ####### ### ######## ### Volume 1, Number 3 --------------------------------------------------------------------------- Published by the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington, DC Additional support provided by the Center for Academic Computing, The Pennsylvania State University, University Park, PA 16802 This article is archived as EASTMOND IPCTV1N3 on LISTSERV@GUVM ---------------------------------------------------------------- A REPORT OF SYRACUSE UNIVERSITY'S COMPUTER-FACILITATED LEARNING PROGRAM IN ADULT EDUCATION Daniel V. Eastmond, SUNY Empire State College and Rae W. Rohfeld, Syracuse University BACKGROUND The Adult Education Program at Syracuse University has applied computer-mediated communication (CMC) to the delivery of several of its graduate courses. In computer-mediated learning, the instructor and students in various locations use personal computers with modems to send messages to each other through the University's mainframe computer. They can give presentations, carry on class discussions, and divide up for small group work in a manner that resembles the typical classroom. While participants go to "class" in a variety of places and times, (that is, the class is geographically dispersed and asynchronous), lively interaction still takes place. The new delivery approach significantly expands the reach of the University's courses and enlarges the resources available to students through an electronic university. This program removes the significance of geographical location in accessing educational resources (such as faculty expertise and library holdings) while retaining rapid feedback and interaction with experts and peers. CMC has the potential to reach people in a dispersed area and can be used in many types of programs. Our program begins to demonstrate the globally-accessible expertise that Steven Muller, former president of Johns Hopkins University, described in "The Post- Gutenberg University." (Rohfeld, 1990) Description The Adult Education Graduate Program taught four of its courses by computer conference, using the software PARTICIPATE (PARTI) during 1992-93. PARTI is one of several conferencing software programs that run on a mainframe. It allows users to alternate easily between reading and sending messages as well as to maneuver between different topics or discussion groups. Students may be in any location where they have a computer with a modem: at work, at home, at a local, cooperating university, or even on the Syracuse University campus. However, this program involves more than a new delivery mode. As Linda Harasim (1990) has stated, CMC provides a unique instructional environment which can engender reflection, collaboration, and increased intellectual exchange. Features of the CMC courses include the following: 1. Training and ongoing support in using the hardware and software for the faculty and students. 2. Full group and small group discussions on specified topics. 3. Guest discussants from other departments and universities. 4. A variety of group activities, such as polling and brainstorming. 5. Diverse off-line activities, such as interviews, visits, and field activities, which can be shared in "class". 6. An expanded course syllabus tying readings and other off-line activities to course discussion topics. 7. Establishment of an electronic campus where a variety of discussions occurs among students in different courses. (On the computer screen they appear as different topics that people can join.) They can chat about politics, look at announcements posted, and get help with computer problems. 8. Training in, and use of, electronic access to public and university library catalogues to identify materials which can be available through inter-library loan. By carefully designing the courses, the department has tried to take advantage of the qualities of computer-mediated communication to build a rich learning environment which offers access to resources not necessarily available in the traditional classroom program. MEETING STUDENT NEEDS Objectives In designing the program, the department identified the following objectives it wished to meet: 1. Provide a quality learning experience to students who are geographically dispersed. 2. Provide an asynchronous and interactive learning opportunity. 3. Provide these experiences at a cost comparable to campus-based courses after the developmental phase is completed. 4. Expose students to new learning technologies with which educators need to be familiar. Matching Objectives to the Program In choosing this direction, the faculty wanted to offer participants a quality learning experience regardless of their location. Initially, the department explored computer conferences as an alternative to its off-site classes. The faculty had found that it could not provide adequate advising and support services at off- campus centers more than an hour and a half away. Furthermore, some actual and potential off-site locations did not have large enough populations to support an on-going program; yet in different parts of the state many people expressed interest in graduate training in adult education. In the off-campus week-end scholar programs that the department has offered for some time, both faculty members and students have long drives and significant travel expenses. Computer- taught courses offered a way to increase geographical access and quality of service while reducing travel time and costs. The faculty selected computer conferencing for distance education because it could overcome limitations of other ways of learning at a distance. They wanted an interactive and asynchronous system as well as one that was accessible and affordable. The off- campus sites provided interaction, but required people to come together at the same time. Their accessibility was good for some people but not for others. They were as affordable as campus education for some participants, but extra costly for others. As an alternative, satellite broadcasts to off-site locations would have been similar in terms of interaction, timing, and student accessibility, but the technology and operation is much more expensive. Correspondence and video-taped courses are asynchronous, accessible, and affordable, but not interactive. Computer conferencing seemed to offer the qualities desired, since computers are becoming common equipment, modems are relatively inexpensive, and networks make it possible to connect to university mainframes through local telephone connections. Carefully designing courses to take advantage of the capabilities of computer-mediated communication offered an exciting way to achieve these objectives. CLIENTELE DEMOGRAPHICS The Syracuse University program is geared to working adult students, including those whose work requires travel. The students in these courses are graduate students who have been combining study, work, and family responsibilities for some time. The approach would be equally suitable for undergraduate adult students so long as they have the skills necessary for text-based learning. In addition, students at a distance from the campus must have, or be able to gain, access to computers, modems, and long-distance telephone service (preferably through a telecommunications network that permits inexpensive long- distance calling.) It should be noted that these courses can bring together students living near campus and students living at a distance. Local students gain a wider range of available courses and a more heterogeneous learning group. In addition, local students without home or work-place computers may use those in open computer areas on campus. Distance students obtain the same benefits of heterogeneity as well as the ability to participate conveniently. CMC can provide support for independent study, motivate thoughtful interaction, and provide enriched educational resources. Many adult students resist computer technology. Much of the initial training and ongoing support deals with reducing computer anxiety and helps people gain confidence in their ability to use the technology. Once they are successful, students often become "hooked" on computer communications. Probably a greater proportion of the program's male students have had previous computer experience, as compared to the female students. Once the course begins, however, they are equally active. PLANNING AND IMPLEMENTATION Implementing an educational innovation, such as this, requires both conventional planning procedures and special considerations. This section explains the resources needed for special consideration -- time, staffing, and budget -- and the planning phases involved. Most of these activities involved one-time, start-up tasks which would not take the same resources once the innovation is in place. Resource Considerations Planning often starts by specifying project tasks and determining how long each of these will take. The staff allocated extra time for tasks in developing the distance courses which use computer conferencing because faculty had to learn the technology themselves, train students, and allow for unexpected technical hurdles. Dividing these tasks up involved identifying the various roles of those involved with computer conferencing, such as project manager, designer, technical expert, trainer, and moderator -- the multiple "hats" staff wore during the initiative. The project manager, a role performed by the Adult Education Program Chair, determined overall project objectives, timelines, staffing, and resources. A graduate associate worked with the four faculty members to re-design existing courses and support materials for this delivery medium. Graduate assistants also worked with Syracuse University's Academic Computing Services to configure the computer conferencing software for student access, develop support guides, and provide technical training and support for the initiative. Finally, faculty moderated the on-line courses. Clearly staff salaries were an important item in the start up budget. However, other budget items also had to be considered in the planning. PARTI had been purchased earlier for another course offering. When the department decided to expand the CMC offerings, it reviewed the university's software license for extra costs in running PARTI during this period (fortunately there were no additional costs). Likewise, staff examined travel, facilities, promotion, and materials development expenses and budgeted to meet those. Project Phases Planning for the distance courses entailed eight months of preparation and a year of delivery. There were two phases in each period, as detailed below: o Technical and Materials Development (Spring 1992) During this period faculty and computer-support personnel used the computer conferencing system, trained potential students, and developed technical support materials and procedures that would be needed for the on-line courses. o Faculty Training and Instructional Design (Summer 1992) The department offered a series of workshops to select Syracuse faculty on instructing in a computer conferencing environment and helped them develop the "hands on" expertise to carry out such instruction. Adult Education Program faculty and staff designed their Fall course offerings and set up the on-line environment for Fall Semester. o Course Delivery and Evaluation (Fall 1992) Students attended a half-day, in-person introductory session to inaugurate Fall courses. Besides conducting the fall courses, staff sought student feedback for improvement. Preparation for spring courses also took place.. o Course Enhancement and Continuation (Spring 1993) Spring courses followed the basic format of Fall courses, being enhanced from lessons learned in the Fall courses. IMPACT The impact of Syracuse University's distance course initiative, using computer conferencing, has several dimensions, each addressed in this section. First, is the extent to which the courses were delivered effectively and produced positive student outcomes. Second, is the perceived value of the learning experience when delivered through this medium. Finally, is the example this program set for other similar initiatives on campus. Outcomes Of the twenty-two students who took the fall semester courses, only two students dropped the courses, and that occurred within the first week of class. Four of the fall students took distance courses in the spring semester. Students demonstrated their mastery of the content through their participation in on-line discussion and various course assignments. These students completed the course activities and learning contracts at graduate levels of excellence. Moreover, the experience engaged them in the use of innovative instructional systems and computer network resources which was appropriate for their development as professional adult educators. Evaluative Measures Staff elicited student opinion about the on-line courses through several surveys posted in the computer conference, in-person discussions, and questionnaires mailed at the end of the course. The overall response to this format and the courses was positive. Technical Training and Support Students rated their ability to perform 19 computer conferencing tasks in an on-line survey delivered midway through the course. Everyone was able to perform routine tasks of processing unread messages and posting notes to topic areas and individuals. However, they were divided equally between those who could perform intermediate tasks or not, and few students were able to perform advanced tasks. The apparent lack of interest in improving computer conferencing skills at a mid session workshop are summed up in this student's comments: I feel no need to upload and download files, and so I haven't bothered to read about it in the book. [Another student] did give me info. on printing, but I haven't tried it because it seemed too big a deal to me. Everything I needed to know about PARTI was pretty much answered in the book, in the help line, or by my own trial and error. Mid Course Discussions Prior to the meeting in person, one instructor asked on-line what students liked and disliked about computer conference study at a distance. Students said they like these elements about the conference: (a) working at their own convenience; (b) learning about the technology; (c) being able to ponder and refer to books before responding; (d) ease of fitting readings of texts around the on-line sessions; and (e) avoiding excessive travel to class. In contrast, the negatives they raised were: (a) not being able to meet face-to-face with other students; (b) reading everyone's remarks and forgetting to comment; (c) placing their contributions in the wrong place; (d) lag time in being able to resolve technical problems; (e) lack of instantaneous feedback; (f) that comments were too experiential and not academically based; (g) confusion over all the branches and knowing when to use each one; (h) eye strain; and (i) tying up phone lines. These comments represent the breadth of student perspective and don't indicate consensus or ranking. For instance, elsewhere in the computer conference another student countered the concern that discussions were too experientially oriented by suggesting that personal experiences led to the most meaningful and lively discussions. Both instructors asked students about their learning experiences thus far to enable them to improve the later part of the course. Those findings will be addressed in the following "Problems and Solutions" section. Final Questionnaire More than half of the students returned the end-of-course evaluation form, which included items about the instructional elements of the course, computer conferencing, and the learning activities they conducted outside of the on-line class. The students responded that the course met their needs and involved them in meaningful dialogue and information exchange. Similarly, they felt they had received excellent technical support and adequate training. However, a couple complained of having too much writing and reading in the course, both on- and off-line. One or two students mentioned that this format required more effort and its limited variety became boring when carried out over a whole semester. Others remained enthusiastic for the format and didn't miss the live interaction with other students. The students felt they were able to individualize the courses to their own objectives through outside learning activities. They felt that the in-person sessions were necessary for meeting others and learning requirements. In making the comparison of this course with a regular classroom format, one student responded: [It was] just as valuable as most regular classroom courses I've taken -- more valuable when time was best used at my choosing. . . . Applying the content of this course to my studies and work situation was an excellent and useful opportunity. In summary, students experienced some difficulty in learning to work in the computer conferencing environment, but they learned enough procedures to meet course participation requirements. The majority of students were positive about the instruction, the computer conference, and off-line aspects of these courses. They liked the convenience and flexibility, but missed face-to-face interaction. Providing An Example To Other Units As the Adult Education Program offered its distance education courses using computer conferencing, it invited faculty members from other programs at Syracuse University to try out the system with their own classes as a supplement to regular classroom instruction. Nursing, Social Work, Instructional Design, Development, and Evaluation, and Information Systems Technology tried out computer conferencing and continue to investigate a "fit" of this technology within their units. Additionally, the project is providing leadership to a wider scholarly arena, as project staff publish, present, and share expertise arising out of this experience with outside professionals and institutions. PROBLEMS AND SOLUTIONS Change brings challenges -- technical, instructional, procedural, and institutional -- which need to be successfully confronted. Here are some of the problems this project faced and the solutions attempted. Developing Technical Expertise At the onset of the project, few staff members had any direct experience with using computer conferencing. Therefore, the efforts of the first phase involved acquiring expertise in all aspects of technical use of the instructional system and its support. Technical staff created a prototype on-line environment, tested various features, and invited students to try the system and learn computer conferencing skills before attending the distance courses. As they tested and supported this environment, they developed technical support materials to help users access the computer, carry out various on-line tasks within the conference, and use network resources. Also, the staff made technical, tutorial support available throughout this initiative by the phone or in person, so that they could help students resolve their difficulties as they occurred. Developing Instructional Expertise Anticipating the offering of complete distance courses with this technology, various staff members determined to gain first hand experience in facilitating instruction through computer communications. They formed electronic study groups and engaged in network discussion forums to that end. Two staff members took a course, "On-line Education and Training," taught through computer conferencing at the British Open University, to develop their own skills and knowledge. They shared this experience with other project members. Also, a doctoral student on staff was conducting his dissertation study around students' learning experience with this medium at a nearby institution. His literature review and interview findings informed the design and implementation of these courses. Promotion of the Distance Alternative Once the department decided to offer distance courses it actively promoted them, especially among matriculated adult education students who could take these courses in completing their graduate programs. The initial mailing to these students about the free technical workshops advertised these courses, as did the Adult Education Program's newsletters and fall schedule announcements. One summer class, "Administration of Adult Education Agencies," held an electronic study group so that its members could have a trial run with CMC technology. In addition, the department provided flyer and course catalog information to the School of Education's Office of Professional Development for its mailings to individuals and organizations who held potential interest in taking these courses. Advancing Student Connectedness Distance education removes students from the close, physical contact with others -- potentially creating a socially isolating experience. Concerned with this situation, staff concentrated on helping students connect with each other during the distance education courses. First, faculty planned both an initial and mid- term in-person session for students and faculty to meet each other, exchange information and prepare for on-line activities. A class photograph, taken at the first session, went to all participants to remind them of their classmates. Also, staff structured the on-line communications so that there were off-topic conversation areas, help areas, special interest group areas, and an Ann Landers-type area for students to discuss any range of topics. Finally, instructors encouraged students to become acquainted in their initial on-line discussion by posting short biographical information about themselves, reading that of others, and discussing their commonalties and differences on-line. These measures helped to create a friendly, supportive on-line environment. Improvements Based Upon Course Evaluation Throughout the course students suggested ways to improve future distance courses offered through computer conferencing. Several students mentioned having several conversations planned when everyone was on-line "live" at the same time. Others suggested having more face-to-face sessions. Using the learning contracts, several mentioned that the instructor could work out individually with students the amount of independent study, in-person, tutorial, and computer conferencing experience they wished to have. Another couple of students desired more on-line group work. Some of these suggestions (made in fall courses) were implemented later, such as having "live" sessions to increase participation and energy on-line. Also, spring courses used learning contracts to more fully tailor the experience to individual requirements. More group involvement and individual responsibility for specific topics are suggestions staff will try in future courses. A summer 1993 course is planning to spend more in-person time, although too much face-to-face contact defeats many advantages of distance study.. Diffusion of the Innovation The Adult Education Program has worked to export the distance education model and experience working with computer conferencing instruction to other units within the University. To that end, staff members identified twenty-five faculty members who had expressed an earlier interest or whose positions lend themselves to exploring the use of this medium. They invited these people to summer workshops about using this technology for instruction. To those who expressed interest but couldn't attend, the staff sent follow up invitations for individual support, along with an article about effective facilitation through this medium. During fall semester the staff trained and supported four instructors and seventy students in trying out computer conferencing as part of regular courses in Nursing, Social Work, and Instructional Design, Development, and Evaluation. Syracuse University will continue to offer courses in adult education and other areas through the use of this technology. Technological Obsolescence Information technologies are notorious for their built-in obsolescence, and the Adult Education Program found itself dealing with a changing computer networking environment even as staff worked to implement an existing system. In August 1992 Academic Computing Services announced that it would be phasing out the VAX computer system, upon which PARTI resides, and move all applications on it to the more sophisticated UNIX host. It was necessary to work with the migration team, software manufacturer, and those units on campus who enthusiastically want to use this technology to find a smooth, inexpensive transition path from the current software environment to the UNIX version of PARTI, a transition that is now taking place. CONCLUSION On-line education is more than a new delivery mode. It is a new learning domain which enables us as educators and as learners to engage in learning interactions more easily, more often, and perhaps more effectively, but also to develop qualitatively new and different forms of educational interactions. (Harasim, 1989, p. 62) In advancing a new distance medium to successfully engage geographically dispersed adult learners at Syracuse University, the Adult Education Program has sought to develop a learning system that not only makes sense economically, but also fosters a heightened intellectual environment. The staff believes the proliferation of computer and communications technologies will encourage students to seek out institutions which provide easy, flexible access over wide distances with instructional systems that fosters adult learning. This article outlined the essential features of this initiative: the rational for implementing it; project objectives, clientele, planning efforts; and the obstacles faced and overcome. The writers hope that others can learn from this innovation, as summarized here, to create similar on-line education experiences for adult distance students. REFERENCES Harasim, L.M.(1990). Online education: An environment for collaboration and intellectual amplification. In L.M. Harasim (Ed.) Online education: Perspectives on a new environment. (pp. 39-64) New York, NY: Praeger,. Harasim, L. M. (1989). Online education: A new domain. In R. Mason & A. Kaye (Eds.) Mindweave: Communications, computers, and distance education. (pp. 50-62). New York, NY: Pergamon Press. Rohfeld, R.W. (ed.) (1990). Expanding access to knowledge: Continuing higher education, NUCEA, 1915-1990. Washington, D.C.: National University Continuing Education Association, .pp. 207-219. ---------------------------------------------------------------- BIOGRAPHICAL NOTES: Daniel V. Eastmond recently became Assistant to the Vice President of Academic Affairs at Empire State College. Prior to his appointment he worked at Syracuse University in various aspects of computer-mediated communication while completing his doctorate in adult education. His experience included coordinating the distance education initiative, conducting research on student perceptions of study by computer conferencing, editing the electronic journal, New Horizons in Adult Education, and moderating the electronic Adult Education Network. Rae Wahl Rohfeld is a specialist in the history of adult education and was Associate Professor of Adult Education at Syracuse University for six years. As a staff member of the Kellogg Project in Adult Education, she was part of a team exploring uses of electronic technology in the exchange of knowledge and information in the field. She and Dr. Eastmond worked together on implementing the electronic delivery of departmental courses, and she taught the course, "Continuing Higher and Professional Education" via computer conferencing. --------------------------------------------------------------------------- Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Copyright 1993 Georgetown University. Copyright of individual articles in this publication is retained by the individual authors. Copyright of the compilation as a whole is held by Georgetown University. It is asked that any republication of this article state that the article was first published in IPCT-J. Contributions to IPCT-J can be submitted by electronic mail in APA style to: Gerald Phillips, Editor IPCT-J GMP3@PSUVM.PSU.EDU