Philip J. Auter Michael S. Hanna

From: Subject: Philip J. Auter Michael S. Hanna Date: Tue, 6 Dec 2005 06:26:23 -0600 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_001C_01C5FA2D.FAE96800" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.2180 This is a multi-part message in MIME format. ------=_NextPart_000_001C_01C5FA2D.FAE96800 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.natcom.org/ctronline/98rauter.htm Philip J. Auter Michael S. Hanna

The Challenge of = Developing=20 On-line Courses

Philip J. Auter and Michael S. = Hanna=20

http://www.usouthal.edu/communications/communication.html=

Based on a paper presented as part of the = panel,=20 "High-Tech Instruction: Using Internet, World Wide Web and = Teleconferencing to=20 Enhance the Classroom Experience," = (http://www.usouthal.edu/communications/sca/=20 sca96online.html) sponsored by the Instructional Development Division of = the=20 Speech Communication Association's 82nd annual convention, San Diego,=20 CA.

Philip J. Auter (http://www.usouthal.edu/communications/auter.html<= /A>) is an Assistant Professor of Communication at USA and = an=20 associate producer at Mobile, Alabama's CBS affiliate, WKRG-TV5 = (http://www.wkrg.com/).

Michael S. Hanna (http://www.usouthal.edu/communications/hanna/Ahome/=20 MSHhome.html) is a Professor of = Communication at=20 USA. He teaches interpersonal and organizational = communication.

Many challenges face the communication = instructor wishing=20 to use the Internet, the World Wide Web, and other on-line resources in = the=20 classroom. The most common problems include questions of faculty = support,=20 facilities limitations such as software and hardware conflicts, and = student=20 limitations. This paper follows these three major lines of analysis.=20 Nevertheless, we believe many benefits flow from the effort to design = and=20 implement a high-tech curriculum.

Faculty Support

At some institutions, the efforts of faculty to = develop=20 high-tech classes often go unappreciated-and are often frowned upon. It = is true=20 that, at some institutions, faculty are encouraged to develop high-tech = courses=20 in keeping with the mission statements and objectives of their program. = However,=20 the time and work involved in such development may be misunderstood by=20 colleagues. While some members of communication departments may speak = glowingly=20 about the exciting future of the on-line classroom, few recognize the = level of=20 work involved in creating, updating and maintaining an on-line class. = Indeed,=20 most cannot imagine the work involved merely in adding an Internet = component to=20 an already established course.

For example, to add a single supporting page to = the=20 Internet requires the faculty member to learn two software programs-one = to=20 generate html language and one to "put the page up." If the faculty = member is=20 not satisfied with the visual limitations of, say, Adobe (http://www.adobe.com/)=20 PageMill, then he or she must learn yet another software program = such as=20 Adobe Illustrator or Adobe Photoshop. The learning curve = for=20 PageMill is easy to climb-the learning curve for Photoshop = is=20 not.

To provide another illustration, the first = writing course=20 in print journalism often uses a lab with computers and a word = processing=20 program such as Microsoft (http://www.microsoft.com/) Word.=20 Add a two-week component on writing for Web newspapers such as USA = Today=20 On-line (http://www.usatoday.com/) and the=20 instructor now needs to know how to use a Web developing program such as = Adobe PageMill, a Web browser such as Netscape=20 (http://home.netscape.com/)Navigator, and a graphics = development tool=20 like Adobe Persuasion and Adobe Photoshop. Additionally, = if=20 students are going to upload their work to a Web server, the instructor = must=20 know if and how the computer lab is linked to an Internet server, how to = upload=20 text and graphics, and how to "debug" uploaded Web pages. The instructor = must=20 become engineer, computer scientist, and lab technician in addition to = her or=20 his regular instructional role. Some colleagues resist.

In addition, some colleagues, comfortable with = the status=20 quo, fear the changes they see coming in their department's curriculum. = To=20 illustrate, one of us attended the annual meeting of the Conference of = Directors=20 of the Basic Speech Course in Midwestern Universities in the spring of = 1996. A=20 long-time faculty member said, and this is a close quotation: "I think = the=20 Internet is nothing more than a huge opportunity for our students to = cheat."=20 Another professor, much closer to home, said more recently, "What's = going to=20 happen when our students stop going to the library?" And it's not = uncommon to=20 hear faculty members asking the same questions they asked when = educational=20 television was the rage: "Will I be replaced by a machine?" "Is my = education=20 being rendered obsolete by this new technology?" "How can I be expected = to=20 compete with interactive multimedia?"

Finally, faculty and administrators often have = difficulty=20 justifying in their own minds the high costs in personnel and equipment=20 necessary to sustain a high-tech curriculum.

Course maintenance becomes a problem as well = because of=20 the labor-intensive preparations and increased exposure to the students. = On-line=20 materials must be maintained. Software and hardware must constantly be = debugged.=20 And there is a general expectation that, thanks to the new technology, a = professor will become more available-via email and chat rooms-than in = the past.=20 The professor becomes tied to a desk in order to maintain these = additional=20 virtual office hours and to perform a greater amount of course=20 maintenance-efforts that go unnoticed unless problems arise.

High-tech courses come at high cost in both = human effort=20 and equipment costs. Development and maintenance time for these courses = can=20 often be double that of ordinary courses, yet this is rarely reflected = in=20 evaluations for tenure and promotion. Course reliefs are given for = research, and=20 for advising, but seldom provided to faculty so they can update the = curriculum.=20 Additional salary is certainly not forthcoming for the extra work. In = fact,=20 during the review process, tenure and promotion committees at = research-oriented=20 institutions are more likely to suggest that the faculty member spend = less time=20 on pedagogical issues and more on developing their research = track.

As technology becomes more accessible and our = society=20 becomes more computer literate, it is not only logical, but imperative = to=20 include some aspect of on-line technology in virtually every = communication=20 class-from journalism to interpersonal communication. While access to = such=20 technology may be taken for granted in mass communication curricula, it = is=20 certainly becoming a more critical element of interpersonal courses as = well. The=20 effective interpersonal communicator of the 21st century will have to be = a=20 master of mediated-interpersonal communication. Email, web pages, = and=20 other developing communication technologies are becoming more and more=20 interwoven into corporate and public communication environments. = However,=20 offering and maintaining a competitive high-tech communication = curriculum is=20 expensive in real dollars. To illustrate, in 1996 we completed the = budget for a=20 grant application to build a 20-station laboratory capable of supporting = interactive multimedia instruction. The bottom line was in excess of=20 $130,000-and we resisted including a truly high-quality video capture = system=20 because the camera, alone, costs more than $30,000.

Do notice that a commitment to build this lab = would=20 require a dean and a department chairperson to make this major = investment for a=20 lab to teach twenty students or fewer at a time-even as department and=20 university budgets are barely holding steady or actually declining. For = example,=20 Alabama's higher education system is in its fourth year of "roll-over=20 budgeting."

Finally, it must be pointed out that the=20 "techno-professor" may receive little support from colleagues who = recognize that=20 if an on-line curriculum is adopted department-wide, they would have a = great=20 deal of learning to do. Some faculty may also resent a disproportionate = amount=20 of limited university resources going toward a few, low-enrollment=20 classes.

Thus the idea of developing high-tech = supplements to=20 already existing courses or adding on-line course to the curriculum = generates=20 problems of faculty support.

Facility, Hardware and Software = Issues

Available facilities are frequently inadequate = to teach=20 on-line or Internet-supported courses. Computer labs, if they exist, are = overbooked already and often not connected to the Internet. To further = compound=20 the problem, once an on-line course has been approved and space has been = secured, the instructor's role as lab administrator kicks into high = gear.=20 Software has to be researched and purchased (subject to available funds) = and=20 hardware must be upgraded. The instructor must "debug" the system of = conflicts=20 and maintain a constant vigil against intentional and unintentional = computer=20 sabotage.

Another hardware/software issue with the = on-line course,=20 like many new instructional methods, is available "textbooks" and lesson = plans.=20 We still do not know the best way to develop on-line course = materials-what is=20 the most appropriate combination of hypertext and graphics. Materials = need to be=20 rewritten in a format to fit the new medium. Some textbooks, like=20 Communication Technology Update (http://www.tfi.com/ctu/) are now=20 accompanied by companion Web sites. Some publishers produce CD-ROMS to = support=20 their text offerings. Like any new curricular area, these courses often = require=20 the instructor to develop on-line materials and exercises-a significant = addition=20 to the normal amount of time involved in course preparation. A number of = issues=20 must be addressed when considering multimedia course materials = including:=20 publisher support, faculty time and knowledge constraints, student = accessibility=20 to materials, and ease of student cheating.

Finally, rapid obsolescence of software, = hardware and=20 usage methods mean frequent course changes and frequent laboratory = upgrades.=20 These are problems few faculty members wish to add to their already = strained=20 working day. Thus the idea of developing high-tech course supplements or = on-line=20 courses generates problems related to facilities, hardware and=20 software.

Student Limitations

Another problem area with an on-line curriculum = is=20 student limitations. College is already an expensive proposition. The = additional=20 hardware, software and text materials necessary to master on-line = courses may=20 seem prohibitive. One of us teaches a course about communication and the = Internet. It requires two texts-$70.00. It asks to students to pay a = laboratory=20 fee-$15.00. It encourages students to own a computer and appropriate = software,=20 but merely asks the students to purchase at least five high-density = disks. If=20 the course were presented on-line, rather than in a laboratory, the = costs to the=20 student would rise some $2000.00 above the $85.00 and = tuition.

Matters of coordination and control can become = problems=20 in the high-tech classroom. These problems are exacerbated if the course = is=20 offered on-line. One such problem occurs when students pursue their own = goals=20 rather than the goals imbedded in the course design. For example, in the = communication and the Internet course, the aim was to deal with issues = and=20 implications for interpersonal and organizational communication. To = develop an=20 appreciation for how easy it is to put up a Web site, we asked students = to learn=20 PageMill, and to design and put up a page of their own. The = computer=20 software "toy" took control of their imaginations, and many of the = students lost=20 sight of the communication aspects of the course.

Another problem of coordination and control = occurs when=20 students do not understand the point of an exercise or assignment. If = the=20 student does not call this fact to the professor's attention-the more = common=20 occurrence, since the student does not know she has not caught the = point-we risk=20 losing her forever. To use the cliche, she falls through the cracks. To=20 illustrate, one of the students who originally enrolled in the = communication and=20 the Internet course suddenly, without any warning, withdrew. We called = her to=20 find out why. "Well, I'm not interested in learning to do Internet = pages. I'm=20 interested in communication theory." Had she spoken-indeed, had she even = looked=20 at the course syllabus-she would have been able to complete the=20 course.

Other problems that exist in any course may = escalate when=20 a class is offered on-line. Cheating, and the submission of poorly = referenced=20 work, problems under the best circumstances, can become worse as = instructor=20 control of the working environment diminishes. Exams and assignments = distributed=20 (and sometimes completed and returned) via the Net increase the = temptation to=20 cheat-much as take-home work can. Additionally, a student-maintained = home page=20 entitled School Sucks. (http://www.schoolsucks.com/) exists=20 on the Internet and can be utilized for cheating in any course. Among = other=20 features, at this Web site a student can select term papers to download = for=20 presentation to classes. Further, on-line scholars sometimes take the = path of=20 least resistance. If they do not double-check what they find while = conducting=20 on-line research, they may well accept misinformation found on the = Internet as=20 factual. A professor can correct the problem only if the student makes = it=20 evident. These problems exist in the traditional classroom, but should = not be=20 overlooked in the on-line environment.

Finally, locus of control and other personality = trait=20 issues continue to present a problem to students who take courses = on-line. Some=20 students perform better and retain more information in a structured = classroom=20 setting, while others perform better in a less- restrictive, on-line=20 environment. It is beyond the scope of this paper to review the = literature on=20 learning theory, personality theory, reminiscence and forgetting, etc. = However,=20 readers may find three articles especially interesting. (See Jonassen = &=20 Hannum, 1987; Stead, 1990; Weller, 1988).

Modifying Courses to INCLUDE an Internet = Component vs.=20 Developing Courses ABOUT the Internet or Presenting a Course ON the=20 Internet

As our communication curricula evolve, the = technology=20 savvy professor must be concerned with three different, yet related, = issues:=20 incorporating new technology into traditional communication courses; = developing=20 courses about the Internet; and actually teaching communication = courses=20 wholly or substantially on-line.

Incorporating Internet/WWW Exercises into = Existing=20 Communication Courses

To include use of the Internet in an otherwise=20 traditional course presents a design struggle to the professor. = Materials must=20 be developed especially for the Internet components, and every other = part of the=20 course must be adapted and re-formatted. What communication courses = should have=20 an Internet component? Why? This is a highly debatable area, but it = could be=20 argued that most communication courses should incorporate at = least a few=20 Internet exercises.

Adding required on-line quizzes or projects to = a basic=20 interpersonal or broadcast course would not be done to reduce the amount = of work=20 for the instructor-although colleagues may perceive it that way. The = chief=20 argument for incorporating some Internet component into each class is = learning=20 through redundancy. Trends suggest that the prepared communicator of the = near=20 future must be Internet savvy. Thus, it is vitally important that = students learn=20 literacy on the Internet, just as we stress the literacy of print in = almost=20 every course.

Almost any course could have a few on-line = quizzes or=20 assignments-or at least require the students to perform some of their=20 communication with the instructor via email. But in what communication = courses=20 would it be appropriate to focus on new technologies? A week or = two may=20 need to be spent in freshman/sophomore-level survey courses on the = impact of new=20 technology on traditional interpersonal and mass communication channels. = Where=20 appropriate, hands-on demonstrations or exercises could aid the learning = process. Traditional upper-division courses on persuasion, visual = communication,=20 and so forth could also address the new media. Still, it could be argued = that=20 most communication programs should develop one or more courses = specifically=20 about the Internet.

Developing Courses About the = Internet

The most common undergraduate course about the = Internet=20 is often called "computer-mediated communication." It can be found in = programs=20 as varied as computer science, English, art, business-and of course,=20 communication. In most cases, it's a sophomore-level course that = addresses the=20 various aspects of Internet/WWW technology (email, chat rooms, Web = browsing,=20 etc.) and usually contains a series of hands-on exercises. There are = many books=20 available on how a "dummy" can surf the Net, but none to date that = address how=20 these new technologies are impacting our communication = events.

Communication programs have to debate a number = of issues=20 when dealing with new technology curricula: Should there be one or two = elective=20 classes, or a whole new major (track)? Should technology courses be = hands-on or=20 theory based? How will such a curriculum impact on the existing program? = The=20 challenges mentioned in earlier sections of this paper grow = exponentially with=20 the ambitions of the technology professors.

Teaching Communication Courses = On-Line

A final note about the challenges of presenting = courses=20 ON the Internet. A course about the Internet would logically contain at = least a=20 small hands-on, on-line component. (In fact, most traditional courses = could=20 logically incorporate some on-line exercises that would reflect = the=20 effect new technologies are having on traditional communication = channels.) This=20 would require the instructor to perform limited preparations of the type = previously mentioned-in addition to traditional course preparation on = the=20 subject matter. However, the development and maintenance time for the = instructor=20 increase dramatically with any course that is redesigned to be presented = on-line. And what communication courses would fare best in an = exclusively=20 on-line environment?

Almost ANY communication course could be = presented=20 ON the Internet-given that the student and teacher have adequate support = and=20 facilities. But it can be argued that some courses-if taught almost = exclusively=20 in an on-line environment-would lose their heart and soul. Hands-on = television=20 production courses would be ill-suited to this distance education model, = as=20 would the basic public-speaking course. Any course taught in this = environment=20 would lack the valuable interpersonal instructor/class experience. But = some=20 would suffer more from that than others.

Still, various forms of distance education are = happening=20 and will continue to happen because they make sound economic sense. = There are so=20 many people who travel, who live in remote places, far removed from a=20 university, and whose schedules do not "mesh" with the academic = calendar. All=20 these people are possible students, and many of them already enroll.=20 Communication programs could logically offer courses to this potential=20 student-body ranging from entry-level surveys of communication to more = advanced=20 theory classes. New technology courses-such as computer-mediated=20 communication-would be logical choices for a program's distance = education=20 curriculum. Many programs, even entire universities have entered the = on-line=20 environment. In fact some exist solely in cyberspace. For example, a = "Yahoo"=20 (http://www.yahoo.com/) = search using=20 the keywords "on-line university" yielded 212 "hits, = including:

Christopher Newport University - offers a = variety of=20 college courses on-line through dial-up and Internet connections. = Students can=20 take full college courses for enjoyment, credit, or towards a four year = degree.=20 (http://cnuonline.cnu.edu/)

Concordia University Distance Learning - Centre = for=20 Continuing Education - Computer Institute in association with Logipac=20 Technologies Inc. offers multimedia on-line training courses. (http://www.logipac.com/)

Diversity University, Inc. - a non-profit = organization=20 dedicated to promoting education through on-line services. (http://www.du.org/)

ME/U Knowledge On-line - Mind Extension = University and=20 Jones Computer Networks. Delivers educational opportunities from 12 = universities=20 and colleges. (http://www.meu.edu/)

Open University - UK@ - providing open and = distance=20 learning in Europe, including on-line courses. (http://www.yahoo.com/Regional/Countries/United_Kingdom/Ed= ucation/Higher_Education/Universities/Open_University__The/

Some Benefits to an On-line = Curriculum

Despite the many challenges facing the = instructor=20 developing an on-line curriculum, there are a number of distinct = benefits.=20 Including an on-line component in a communication course can provide = instant=20 course credibility. Technology courses raise a communication program's = profile=20 and perceived credibility within the university and the surrounding = community.=20 The program and its faculty are considered experts in the emerging new=20 communication systems.

Students can identify with high-tech courses = because they=20 put themselves into it. Student/teacher roles can change to = mentor/mentee if=20 on-line interaction is used as a supplement to (rather than a = replacement for)=20 interpersonal interaction. Students absorb much of the "culture" of the=20 Internet, thus preparing for convergence not only in the curriculum, but = in=20 their future career field.

As previously noted, on-line courses offer an = outreach=20 advantage to a communication program. Increased enrollments and revenues = can=20 result from distance learning and reaching new student populations. = Consider-it=20 has been estimated that, in the next ten years or so, about 1-billion = Chinese=20 will come on line. These people will be just six seconds away from our = on-line=20 universities. Suppose only one percent of those people decide to take an = on-line=20 course; that would be 10-million potential students. Suppose only = one-percent of=20 those enroll in US American institutions. That's 100,000 students = enrolled on=20 line. Suppose only one-percent of those enroll in your institution and = you have=20 a thousand new students. If they pay $65.00 per hour for a 3-hour = course, and=20 the thousand students enroll in only one course, the additional revenues = to your=20 college would be $195,000. That certainly qualifies as an outreach=20 advantage!

Put another way, if you have 30 students in = each of three=20 courses each semester, plus 30 students in each of three courses in the = summer,=20 it would take you, personally, about two years to reach as many=20 students.

Final Thoughts

The challenge of developing a high-technology = supporting=20 unit or an entire on-line curriculum seems almost overwhelming. However, = students and the institution can benefit from the exercise. Benefits to = faculty=20 members who must do the work are not so clear. The question remains, = then, Is=20 the cost of such an effort worth the payoffs to be derived?.

On the other hand, we live in an era of = convergence. The=20 mass media and the personal media are becoming the same medium as the = Internet=20 becomes more powerful and more extensive. All communication majors must = be=20 knowledgeable of these trends. The rapidly increasing capabilities for=20 interpersonal linkage, research and mass publication seem a given in = their=20 future. From television broadcasters to ministers, from research scholar = to=20 public relations practitioner, all our students must be trained to use = the power=20 of the new communication medium. We cannot resist the trend. We must = adapt to=20 it.

Professors who do not invest the time to course = development and modification now will be in little demand by the = communication=20 programs of tomorrow. Programs that do not see the value of investing in = such a=20 curriculum will be passed over by students who see the future of = communication.=20 Students who do not seek out and take advantage of a high-tech = curriculum will=20 not be ready for the communication systems of the future.

Thus, despite the costs involved, we believe = the time to=20 develop high-tech supplements to extant courses, and on-line curriculum = has=20 come.

References

Adobe PageMill, Illustrator or=20 Photoshop. (http://www.adobe.com/).

Communication Technology Update. = (http://www.tfi.com/ctu/).

Jonassen, D. H. & Hannum, W. H. (1987).=20 Research-based Principles for Designing Computer Software, = Educational=20 Technology, 27:11, 7-14.

Microsoft Word. (http://www.microsoft.com/).

Netscape Navigator, (http://home.netscape.com/).

School Sucks. (http://www.schoolsucks.com/).

Stead, R. (1990). Problems With Learning From=20 Computer-Based Simulations: A Case Study In Economics,British Journal = of=20 Educational Technology 231:2, 106-117.

USA Today On-line . (http://www.usatoday.com/)=20 .

Weller, H. G. (1988). Interactivity in = Micro-Computer=20 Based Instruction: Its Essential Components and How It Can Be Enhanced,=20 Educational Technology 28:2, 23-27.

Yahoo. (http://www.yahoo.com/).

Example Class ABOUT the Internet: CA492-ISD = 492=20 Communication and the Internet

The Department of Communication at the = University of=20 South Alabama, in conjunction with the College of Education, recently = developed=20 a special topics course: Communication and the Internet. = (http://www.usouthal.edu/usa/=20 communications/hanna/Ahome/492syl.html) = This=20 undergraduate/graduate course attempted to show students the = organizational=20 structure of the Internet and World Wide Web, the aesthetics of Web page = development, the usefulness of on-line services to community = organizations, and=20 some basic understanding of the Web page software, Adobe=20 PageMill.

Additional On-line Resources

Below is a short list of some existing World = Wide Web=20 on-line courses-in communication and other fields-as well as some = on-line=20 resources that may improve your development of an on-line communication = course.=20 (Resources that specifically reference the communication discipline have = been=20 italicized.) This list is in no way comprehensive, nor does it = necessarily=20 contain the BEST resources. Rather, it is a list of example links that = the=20 authors found in preparation of this paper. The authors wish to remind = the=20 reader of the fluid nature of Web "publishing" and that these links may = have=20 changed by the time you attempt to access them. We encourage you to = utilize=20 Yahoo (http://www.yahoo.com/), = AltaVista=20 (http://www.altavista.digital.com/),=20 or another Web search engine to find more current, user-specific,=20 links.

Example On-line Courses & = Tutors

AlienFlower Poetry Workshop, Online Class = Discussion.=20 (http://www.sonic.net/web/albany/workshop/).

Florida State University's GAMMA (General = Approach to=20 MagneticResonance Mathematical Analysis) project. (Includes on-line = classes and=20 documents). (http://gamma.magnet.fsu.edu/).

International Communication Coursebook Outline. = (http://jcomm.uoregon.edu/~robinson/j649/book.html<= /A>).

Internet Navigation Course Lessons On-line. = (http://rvcc.raritanval.edu/~preddy/internet_course.html).

M. Mark Miller's Home Page (featuring several = on-line=20 courses in communication). (http://excellent.com.utk.edu/~mmmiller/)

Miami Christian University Courses and Degrees = via the=20 Internet (http://mcu.edu/intro.htm).

Microsoft Online Institute. (http://moli.microsoft.com/).

Queen's Univ. Information Technology = Services-Learning=20 Technology Unit.

On-line Course Examples. (http://www.ccs.queensu.ca/ltu/onlncrs.html).

University of Phonex On-Line Campus. (http://www.uophx.edu/online/).

Several On-line Course Development=20 Resources

Communicating in an On-line Course: How is it = done?=20 (http://arts.uwaterloo.ca/ENGL/courses/engl210E/210e/assig= ns/4/html/hlclemen/sec_3.htm

N.A. Web '95. Educational Opportunities on the = World Wide=20 Web. Sponsored by the University of New Brunswick and The Department of=20 Extension and Summer. (http://www.discribe.ca/conf1995/naweb95/).

New CONDES software for course planning = (http://fourier.dur.ac.uk:8000/~dma0rcj/CONTDES.htm= l)

Wilderness Medical Associates Emergency = Training for=20 Outdoor Professionals GENERAL INFORMATION AND COURSE PLANNING CHECKLIST=20 (primarily for setting up "real world" courses) (= http://www.wildmed.com/course_guide/gen_info_and_checklis= t.html)

Philip J. Auter and Michael S. = Hanna

University of Southern Alabama=20

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