Teaching and Learning in the Virtual Environment Kim E. Dooley, James R. Lindner, & Larry M. Dooley

What does research reveal about learning in the virtual environment? Is this environment as effective as traditional, face-to-face approaches? What are the requirements for effective delivery and facilitation for e-learning?

Introduction and Background Instructors need to know how to make the best use of the technologies available in order to personalize instruction and actively involve students in the learning experience. Designing interactive components for instruction and feedback, ensuring that the audio/visual components are working properly, and being comfortable with the technology that serves as the interface between you and the learner are just a few of the skills needed for success. But first, let’s look at historical beginnings. Distance education was introduced in the United States in the late 1800s by correspondence study through the postal service, yet the theoretical foundations of distance education did not appear in scholarly writing until 1987 (Saba, 2003). Integration of the Web and interactive video began to increase the visibility and usability of telecommunications, through fiber optics, Internet Protocol (IP) addresses, and cable modems. Learning in virtual environments emerged due to the need for flexibility and access. Most of these learners are adults with families who are full and part-time employees. The fastest growing group of

learners is resident, on-campus students who want the flexibility to take courses that are not bound by time or place. Over 1.6 million students in the USA took at least one online course during the fall of 2002 (Sloan Foundation, 2002). Over one-third of these students took all their courses online. Online degree programs were offered by 34% of higher education institutions (Allen & Seaman, 2003). “Major organizational changes and new developments in higher education are being accelerated by dynamic advances in global digital communications and increasingly sophisticated learning technologies…Barriers to accessing higher education learning opportunities are being reduced globally because of improved learning technologies” (Hanna, 1999, p. 19). This was over 10 years ago. Has this growth been realized or changed? Right-sizing, down-sizing, reengineering of the company—are all terms that frighten today’s employees. As companies are paring down their workforces, the discriminators between employees seem to boil down to a portfolio that includes education and training. Managers today must engage in some type of distance training if they are to narrow

the education and training gap of their employees. Corporations are now reevaluating the potential, and exploring the effectiveness, of a variety of instructional settings for human resource development. E-learning has become a strategic means for providing training, education, and new communications channels to businesses. A consideration of online training forces a re-examination about the ways in which people learn and are trained. In the future, corporate employees will need to take control of their own growth and development, demanding training time and money as part of their rewards. Adult education principles, such as self-directed and life-long learning, will become a major part of compensation packages (Dooley, Dooley, & Byrom, 1998). Whether you are in a formal educational setting or a corporate training environment, the industry is in a constant flux. Technologies will change. But the fundamental principles of effective instruction remain the same.

Virtual Engagement Emerging technologies have shifted the focus to a more learner-centered approach. Meaningful learning dynamics, such as self-directedness, learner motivation, patterns of engagement and specific media effects are considered best practices for virtual learning environments. Instruction should be modularized, selfpaced, and delivered anywhere, thus meeting the needs of diverse learners, when, where, and how they want to learn. The key is engagement. Learners in virtual environments have the potential to learn as much and as well as those taught using traditional methods. Examine the checklist of instructor distance learning competencies for distance learning roles and outcomes below (Thach & Murphy, 1995). The checklist is specific to interactive videoconferencing but can be applied to other media types (Table 1). Consider your level of competence in these areas as an indicator or benchmark.

Table 1 Checklist of Suggested Teaching Behaviors for Distance Learning (DL) Instructor DL Competencies for Distance Learning Roles & Outcomes 1. Planning Skills Be clear & well organized

Have You?

Examples From Your DL Practice

 Determined your course goals?  Found out who your students are?  Assessed your skills as a teacher?  Incorporated the distance education experience into the syllabus?

 Learning contracts with students  Meet with students early in term  Peer review or video tape  Give opportunities for student feedback

 Developed a weekly plan for the  term?   Provided materials to the students to allow them to “keep up” & take notes directly on the materials from which you are working? 3. Content Knowledge  Incorporated current literature  Be competent in subject matter into classroom teaching & learning?  Discussed research when appropriate? 4. Modeling of Behavior Skills  Prepared your presentation to  Establish learning outcomes & allow you to focus on a  objectives professional delivery of the material?   Developed your “on camera” appearance? 5. Interpersonal Communication  Developed a relationship with  Be personal & enthusiastic each of your students? about teaching  Smiled & called your students  by name?   Used examples from personal practice? 2. Instructional Design Plan & prepare before DL class sessions

Document in syllabus Course handout packets with copies of transparencies included in them

Conduct literature search during course planning/design

Videotaped previous teaching Developed extensive teaching notes Speak clearly & directly into the camera Meet with students early in the term Scheduled office hours Discussed student work experiences

Table 1 continued

Instructor DL Competencies for Distance Learning Roles & Outcomes 6. Feedback Skill Provide students with timely feedback 7. Presentation Skills Facilitate information presentation

8. Technology Knowledge Utilize technology in a competent manner

9. Evaluation Skills Monitor & evaluate student performance

10. Collaboration/Teamwork Collaborate with technical & support staff

Have You?

Examples From Your DL Practice

 Called your students by name?  Developed lesson plan for each class?  Incorporated a variety of teaching methods into classroom teaching?  Developed lesson plan for each class?  Use of icebreakers/openers to gain attention  Met with classroom support personnel for training?  Practiced using equipment?  Thought about what could go wrong & developed a back up plan?  Incorporated evaluation into each session?  Determined how you will grade & informed the learners about the process?  Met in advance with the classroom technician &/or site facilitators for advice & training?  Clarified each one’s role in the classroom?  Asked for a peer review of your materials & strategies?  Invited other faculty to observe & offer feedback?  Invited experienced DL teachers to offer advice?

 Use student’s name every time called on in class  Greet students prior to class  Reaction/term papers  Student presentations  Class listserv  Plan class in activity blocks  Promote student interaction & discussion  Provide class materials packet  Schedule meeting two weeks in advance  Set aside practice time with overheads a day or two before first class  One minute essay  Document in syllabus

 Schedule meeting two weeks in advance  Follow-up meeting prior to first class  Quarterly materials review with colleagues  Talk with others who have done this before

Table 1 continued Instructor DL Competencies for Distance Learning Roles & Outcomes 11. Teaching Strategies Provide a variety of learning activities

Have You?

Examples From Your DL Practice

12. Facilitation & Group Process Initiate & maintain interactive discussions

 Promoted interaction within the  Facilitate Discussions classroom?  Provide structured student led  Planned discussion sessions learning that encourage students to talk?  Developed an attitude of flexibility in the classroom?

13. Needs Assessment Know audience learning styles/needs

 Determined where your class fits into the curriculum?  Found out who your learners are & why they are in the class?  Developed an understanding of how DL might impact these learners?

14. Questioning Skills Encourage peer learning

 Prepared questions in advance?  Ask students/one minute essay  Developed the skill of reflecting  Prepare discussion plan the questions back to the class  Additional training/read about to promote interaction? method

15. Learning Style & Theory Advise & counsel students

 Developed an understanding of  Read current literature learning theory & incorporated  Incorporate a variety of it into the design & learning activities into the class sessions activities of your course?

 Modified your strategies for the  Allow extra time for activities DL classroom?  Discussed DL classroom  Provided opportunities for “etiquette” at beginning of each students to interact with you & session each other?

 Ask students for preferences  Review program materials  Talk with colleagues  Meet with students individually

Table 1 continued Instructor DL Competencies for Have You? Distance Learning Roles & Outcomes 16. Adult Learning Theory  Provided opportunities for Lead instructional design effort application of the material taught which relates to the students’ experiences as learners?

Examples From Your DL Practice

17. Advising/Counseling Introduce student support service

 Communicated to students about ways to contact you?  Communicated your availability?

 Email/phone #  Office hours, after class (Document in syllabus)  Review printed information about the learning institution, ask colleagues

18. Support Service Knowledge Facilitate guest “experts” at a distance

 Determined what resources are  Put libraries & lab information available to you (people, places, into course packet things)?  Determined what resources are available to your students?

 Ask students for examples  Expert panels  Student visits to organizations in their area

References Allen, I. E. & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online education in the United States, 2002 and 2003. Needham, MA: Sloan Consortium. Dooley, L. M., Dooley, K. E., & Byrom, K. (1998). Unanticipated attitudinal change: The progression toward self-directed distance training at H.B. Zachry. In D. Schreiber & Z. Berge (Eds.), Distance Training: How innovative organizations are using technology to maximize learning and meet business objectives. San Francisco, CA: Jossey-Bass. Hanna, D. E. 1999. Higher education in an era of digital competition: Choices and challenges. Madison, WI: Atwood Publishing. Saba, F. (2003). Distance education theory, methodology, and epistemology: A Pragmatic paradigm. In M.G. Moore & W.G. Anderson (Eds.), The Handbook of Distance Education. Mahwah, NJ: Lawrence Erlbaum Associates. Thach, B. C., & Murphy, K. L. (1995). Competencies for distance education professionals. Educational Technology Research and Development (ETR&D) 43(1), 57-79.