Academy Instructors	Lesson 1: Readings (4)	-

Excerpts from Instructional, Institutional and Infrastructure Management Issues.

S. King, P. Overman, J.S. Silas, & M. Henry

First appeared: (Spring 1998) University of Kansas, Lawrence. http://vision.rc.ku.edu/connected/project/Recommend/team2.htm

Abstract by Steve Colson

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This article examines the existing literature and models related to the management of online courses. Although barely passed its infancy, online teaching has forced university professors and administrators to discuss issues related to developing, evaluating, and providing the necessary supports for this new type of instructional delivery. The authors discuss these issues from the faculty perspective questioning the availability and the understanding of what it takes to make this experience truly successful for both the student and the teacher. These issues include student-faculty interaction, cooperation among students, active learning, prompt feedback, time on task, higher expectations, and respect for diversity.

Many faculty members have concerns about equal access to technology by their students, the so-called "haves" and "have-nots". In an era when the nontraditional number of students is increasing, will they have the necessary access both at home and on campus to learn from online courses? Will online technology be used disproportionally for lower-level courses, the very courses that many students require the most "hands-on-direction?" Will professors be replaced by multimedia websites with fewer professors hired and kept on and even those retained relegated as adjuncts to technicians? These are frequent concerns that are just now being addressed by many faculty senates.

Time issues are of paramount concern to faculty. Will they be expected to sit and answer email responses from students instead of face-face-appointments? Many have expressed concerns about the inflexibility of grading, both in format and where the grading takes place, if feedback only can be delivered via the computer. Faculty, too, are concerned about the loss of "chat time" that occurs before and after class in the traditional setting both between student and instructor as well as among students. Can new ways of communicating compensate for this loss?

The very role of the online instructor will change to one of facilitator. Many faculty will need guidance in this new role. Instructors will need new tools to foster communication among students during group discussions. They will need help in intentionally planning situations that allows students to have extensive and sustained social interaction. Additionally, asynchronous teaching means those students will be doing different activities at different times. This creates concern about record keeping as well as the confidentiality of tests and assignments. Will this require institutions to develop policies requiring faculty to update material and lectures? Will time be afforded and valued for these new tasks?

Faculty members have legitimate concerns about this new technology and its place in teaching. The authors conclude by giving examples of how some institutions are dealing with these concerns by creating policies with considerable input from faculty and experts in the growing online teaching movement. This article challenges us to address these instructional, institutional, and infrastructure issues.