Presented at the First Annual Symposium on Methods and Tools for Improving post-Secondary Education: Network Enhanced Learning: Vision 2000. Iowa State University, 24 February 1996.

Taking the Plunge

Eugene S. Takle
Professor of Atmospheric Science
Professor of Agricultural Meteorology
Iowa State University

Abstract

The thought of transforming a conventional university course to an Internet platform can be very intimidating to an instructor who is given no additional release time for this purpose. Effective use of students and technical people can ease this burden. Teaming with colleagues who are also are transforming courses provides a support group that can speed the process. Waiting until an Internet course is "complete" before being offered will be fatal. Incremental deployment and testing of learning functionalities within the context of a rapidly developing technical environment is accepted by most students, because they have a desire to be on the technological edge. Students, even those who have avoided the use of computers in their undergraduate programs, feel that they need more exposure to computers and are generally accepting of instructor attempts to improve the learning environment, even if the methods are not fully mature.

Key points from the presentation:

Eli M. Noam (1995) points out that the university as we know it has outlived its usefulness and that traditional university functions, such as a repository for information and a meeting place for scholars, are rapidly being taken over by other institutions (e.g., websites and professional societies, respectively). A third function, transmission of information, which includes the teaching role, also is likely to be supplanted by electronic alternatives. This change comes not necessarily on the basis of superior methods but, rather, due to lower costs. Traditional classes that simply involve transformation of information will be the first to be replaced, leaving primarily contact-intensive programs as survivors in university residence curricula.

Evidence abounds to suggest these moves are already underway, so we as instructors will be deciding whether we are going to be part of the changing process or part of the resistance to change. I assert that we should take the lead in this transformation, so that we can retain and enhance the pedagogical quality of the evolving learning process.

We have developed a course in Global Change that is based on the World-Wide Web (http://www.iitap.iastate.edu/gcp/gcp.html). The web connections allows for several functionalities that go beyond the capabilities of the conventional course. These can be viewed from the course homepage and have been discussed in detail elsewhere (Takle and Taber, 1996). We encourage other instructors to evaluate the potential for enhancing their courses through use of this framework.

How does an instructor get started, given that he/she is likely to be given no additional release time for this purpose? From our own experience in going down this path we recommend the following:

Join forces with others interested in network education:

Technical Advantages of Teaching on the Internet

Pedagogical Advantages of Teaching on the Internet

Disadvantages

Summary

Web courses offer opportunities to use new functionalities in very creative ways to enhance the learning opportunities for students. The spectrum of advantages is broad and offers novel ways of tailoring technology to particular disciplinary needs. Faculty members should team with colleagues and students to develop course materials.

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