|
|
My students and I discuss the strengths and weaknesses of research tools in a virtual classroom on the web. Virtual classrooms facilitate the integration of research tools and this medium into their research practice seamlessly and transparently. These classrooms provide students with an opportunity and an environment in which they can apply what they have learned methodologically and technologically, thereby reinforcing fundamental skills.
The classroom consists of a series of labeled "folders" on the web. Each folder is designed to contain discussions about specific topics, ranging from informal interviews to statistics. Students post their assignments in the appropriate folder. I provide a critique of their work along with peer criticism and comments within the same folder. Instead of scrolling down a long electronic bulletin board of comments or retrieving comments made on a listserv, these folders keep the discussion organized and intact -- available for analysis and further discussion at a later date. In essence, a coherent conversation or "thread of discussion" is created by organizing our work in this manner. In addition, links to other web pages are made in our discussion, and text is complemented by pictures and sound.
A picture of a virtual classroom screen is presented below. It specifies the course name, instructor, and topics listed in folders.
See additional topic folders below:
In addition, the "buttons" on the bottom enable the user to add discussions or search for specific conversation.
A picture of a another virtual classroom is presented below. It is an orientation folder to allow students and colleagues to practice in this medium. It demonstrates how html code can be copied from a commercial software program and pasted into the virtual classroom discussion to enhance the presentation of the material, e.g., fonts, color, and pictures (jpegs).
The next picture presents the "box" in which conversations are typed or posted. After typing the message in, the person pushes the "Post My Message" button.
In sum, the benefits include the ability of students to see each other's work and thus benefit from a peer review; time for thought and reflection between posted comments; the ability to save or archive the discussion for analysis or additional discussion; the ability to conduct classroom instruction or post messages while traveling or on site. Problems include initial difficulties navigating around the virtual classroom and "visibility" (everyone is on display). There is no place to hide in a virtual classroom; students are compelled to speak up, and faculty need to respond to each student's comments. One feature that is both a benefit and a drawback is the additional discussion time; this is an excellent way to transcend the boundaries of the classroom and extend thoughtful discussions, but without some management it can lead to endless dialogue.
You can take a tour of our virtual classroom in progress by selecting "the virtual class" and then selecting Class Discussions. Please respect the privacy of other classes in progress - the invitation only extends to my virtual classrooms. If you would like to try posting messages in a classroom, go to the Archive files and select one of my old classes such as ED460 Evaluation Seminar. Lurk in my other classrooms.
This is a brief description about the virtual classroom I taught at the Institute. (We started the program using America Online and then moved directly to the Internet - using MetaNet. This enabled us to enhance access to the Internet and make better use of the medium, e.g. html code, jpegs, videoconferencing on-line, and so on.)
Virtual Classroom
We used America Online (AOL) and the Electronic University Network to teach and learn in this community. AOL's opening screen typically tells you "You have mail" when you logon, but this doctoral program goes far beyond email. This is the virtual classroom: brick and mortar are gone; traffic jams and parking lots are non-existent. Infrastructural costs include a computer, a modem, an on-line service, and a telephone line. Faculty and students communicate primarily in an asynchronous mode. On-line "folders" contain assignments, comments, reports, and discussions. For example, a faculty member posts an assignment for week one: students are to conduct an interview using specific ethnographic concepts and methods. Each student posts the interview on-line in the same folder. The faculty member critiques the student's assignment, while students read and critique each other's work and read the faculty member's comments as well.
I typically post all of my assignments for a course at the beginning of the quarter. I check in routinely to see how my students are doing, coaxing them if they are not posting in a timely manner or are having some difficulties. I check the folders whenever it is convenient: at 11:00 p.m. when it is quiet in the house, 9 a.m. in the office if I have an open space in the schedule, after meetings from my hotel room when I am on the road, and between appointments wherever there is a telephone line. I read and critique or comment on my students' postings (essays or communications). The students might post a response to my comment in the next hour or day. The next time I logon, I can continue the discussion. In addition, all of the other students in the "classroom" can and do comment on each other's work. A "thread" of dialogue and discussion is created and saved in the folders. Unlike a regular classroom, where conversations often disappear, this medium captures every thought and allows for a detailed examination as well as analysis in future research. In addition, the asynchronous nature of the medium allows students to think about their answers and assignments in greater depth than they can in the regular classroom. They can look at an assignment or posted comment, take a few hours to think about it, read a few articles, and then respond intelligently. The resultant conversation benefits from this contemplative time and is richer and more thoughtful than a spontaneous conversation. In addition, this approach accommodates the schedules of working adults, allowing them to maintain a job, and take care of their family while pursuing a graduate degree with rigor.
Synchronous or real-time communication is also possible on-line -- but it can be unwieldy. I can arrange to have all of my students on-line at the same time to discuss an issue. This adds an immediacy to the conversation, much like a telephone call, but it does undermine the advantage of being able to "fit the classroom" into your day's schedule (particularly across time zones). In addition, it is difficult to manage the conversation in real- time chats. People often respond out of sequence; maintaining coherence can be problematic at best. Nevertheless, it is a useful tool to bring a sense of community to the forum.
Private "rooms" for real-time communication among a few students or between a faculty member and a student are useful for counseling or specific discussions about projects. This is a temporary room: only the people participating in the discussion know its name so that they can discuss issues privately -- without the distraction of other on-line students or users. Instant message or chat provides the same opportunity to exchange information with students and colleagues, as long as they are on-line at the same time. These approaches capture the immediacy of conversation or dialogue; language flows naturally, and reduced numbers make it controllable.
Office hours are held through electronic mail. Students and faculty can talk with some privacy, outside the regular communication loops in folders and on electronic bulletin boards. In some cases, people use email to exchange papers by attaching them to a message; in other cases academic, career, and personal counseling are provided through email.
The virtual library is made global in scope through the internet, a worldwide electronic network linking universities and research institutions. Faculty and students jump from one country to the next as they collect data about their work. In addition, student communication with academic colleagues is encouraged and greatly facilitated by the internet. On-line services also provide a wealth of resources for faculty and students, ranging from hundreds of forums for discussion to full color photographs from the Smithsonian. The long list of freeware and shareware also enhances this learning environment, including features such as calendars and clocks, "To Do" lists, and address books.
Traditional places such as a student union and admissions office also exist on-line to facilitate the academic mission.
© 1998 Fetterman
