Using Distance Education Technology: Effective Practices

ABSTRACT
This graduate course used a hybrid format to serve 19 working students at various locations in Wisconsin. The instructional technology (combined with synchronous two hour weekly sessions at multiple locations)included audio conferencing for half the sessions and videoconferencing for the remainder. It also used computer based support (Learn@UW) for thesyllabus, eReserves, 20 DVD interviews to download from the website, submission of three reports, weekly progress reports on readings and topics for each session agenda, and feedback/grading. Student achievement and satisfaction were outstanding

INTRODUCTION
ELPA 701, Introduction to Higher, Postsecondary and Continuing Education (Department of Educational Leadership and Policy Analysis (ELPA), School of Education, University of Wisconsin) provided an overview graduate credit outreach course to serve working students in various Wisconsin locations. The content had been included in previous face-to-face courses. The combination of technology was selected in the interests of learner access and success; along with a fit with course purpose, content, and clientele; as well as strengthening the Department's outreach effort. Weekly two hour synchronous sessions at multiple locations used audio conferencing for half the sessions and videoconferencing for the more interactive and applied sessions. Computer based support https://learnuw.wisc.edu was used for thesyllabus, guidelines, eReserve readings beyond two basic texts, 20 brief DVD interviews with experts to download from the website, submission of three reports, weekly progress reports on readings and topics for each session agenda, and feedback/grading.

PROCESS
Preparation of the course syllabus and plan built on review of course syllabi created by other instructors who used a standard face to face format, three focus group sessions in locations where likely students were located, consultations with people familiar with effective distance education, and three drafts of the course syllabus as planning proceeded. Among the selected technology related features were: computer based support, eReserves, 20 DVD conversations about 12 minutes in length (two of which students could access \each week), threaded discussion and weekly progress reports on readings and topics for each session agenda.

RESULTS
Student satisfaction and achievement was very high. All 19 students from the first session were active during all of the sessions as well as at the conclusion. There was evaluation feedback throughout, especially for three reports that students submitted. There was midterm formative feedback from students, and students responded to the standard departmental courses evaluation at the end. Student reports were excellent and about half were truly outstanding.

LESSONS
Students: dealt with the technology, worked hard and learned much, were very satisfied, actively participated in audio and video conferencing sessions, contributed to the weekly progress reports that helped set the agenda for the synchronous sessions, and welcomed interaction with all students across specialties.

Scheduling decisions for the Monday 5-7pm synchronous sessions reflected availability of instructor, typical students, and facilities at multiple campus locations. Otherwise, scheduling of computer, video, and audio conferencing technology was straightforward. During the sessions, there were a few instances when technology connections among campuses were delayed. Otherwise, the technology functioned well and was dependable.

Syllabus and related guidelines provided students with basic orientation to use of technology. Self selection for a distance course enabled most students to use the technology (including viewing the DVD conversations) with little difficulty. A few students with limited technology experience needed some assistance. Phone, Email, and website communication (and frequent offers to help at the outset of the course) was important.

Although the instructor had never taught this course before, much of the content, audio conferencing, DVD interviews, and other features were familiar. Staff assistance for planning was very valuable. Training sessions and coaching related to first time use of Learn@UW were necessary as part of much instructor learning to teach at a distance. Four Learn@UW courses that combine synchronous sessions and audio conferencing were scheduled for the following two semesters. One objective was to encourage other faculty members to adapt some of the distance education procedures to their courses. It is too soon to know the extent to which this occurs.

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If you have trouble accessing this page, require this information in an alternative format or wish to request a reasonable accommodation because of a disability contact: Rich Berg berg@ics.uwex.edu.

Last updated May, 2006