Subject: Re: [IFETS-DISCUSS] IFETS-DISCUSSION Digest - 18 Jun 2003 to 19 Jun 2003 (#2003-49)
From: Deirdre Bonnycastle (Deirdre.Bonnycastle@EXTFC.USASK.CA)
Date: Thu 19 Jun 2003 - 17:47:09 MEST
Date: Thu, 19 Jun 2003 09:47:09 -0600 From: Deirdre Bonnycastle <Deirdre.Bonnycastle@EXTFC.USASK.CA> Subject: Re: [IFETS-DISCUSS] IFETS-DISCUSSION Digest - 18 Jun 2003 to 19 Jun 2003 (#2003-49)
I'm sorry Anita, I've forgotten the context of my earlier
comments. I assume that when using the term "direct" I was
referring to face-to-face, immediate access. In
asynchronous online courses, there is considerably less of
that, so you're right, you need to construct community and
feedback in a different way online.
My experience has also been that students who don't
participate or interact in the classroom are more likely to
engage in conversation, questions and debate online. I
actually encourage face-to-face instructors to include
computer conferencing if they want more teamwork, critical
thinking and writing practice in their class.
As for the issue of instructor load, that can be
tremendous. One of my courses had three hundred, 1 page
items over a period of 2 months. I encourage stressed
professors not to try and read everything and to use more
group summaries and student-only discussion areas.
Anita, please feel free to Email me directly if I haven't
addressed your concerns.
Deirdre
IFETS-DISCUSSION@COMPUTER.ORG writes:
>In response to Deirdre, who is obviously very experienced
>in this field, I
>would be curious to know why she feels that online courses
>give students
>less direct access to the teacher and other students. I
>find on the
>contrary that in my courses, students have far more access
>to each other
>[which is good], and to the teacher [which can become an
>overwhelming
>burden, and needs good course structure to keep it within
>reasonable
>limits].
Deirdre Bonnycastle
Faculty
Instructional Design Group
Extension Division
University of Saskatchewan
Deirdre.Bonnycastle@usask.ca
(306) 966-1803
What matters most is not the moment when the student uses
the technology, but how that use promotes improvement in
that student's education. - S. Ehrmann
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