Computer-based education is a process of teaching and learning that delivers interactive, responsive, convenient, empowering, and outcome oriented activities which use the computer as the only means of delivery and communication. In this method, the process of teaching and learning is designed based on asynchronous activities without the limitation of time and place.
Computer conferencing was first used for education in 1981; today, this medium has been adapted at all levels and methods of the education. It has introduced important enhancements and new options for teaching and learning (Harasim, 1992). The role of computer and telecommunication technologies is growing exponentially in every level of teaching and learning activities. As Davie (1996) discussed, that in the past ten years, most Computer Mediated Communication (CMC) distance education has used computer conferencing software for designs of the process of teaching and learning where individuals participated in distance education courses from home or work. In the past two years, connections to the Internet have grown immensely, and important new developments, such as Internet Service Providers (ISP) and graphical browsers for use with the World Wide Web (WWW), have made the Internet even more accessible for asynchronous teaching and learning. In the availability of learning resources by computer Bates (1993) said, " learning can be independent of time and place, and available at all stage of a person’s life. Learners will have access not only to a wide range of media, but also to a range of sources of education." The advancement in computer and telecommunication technologies provided new opportunities for higher educational institutions in the offering of computer-based distance education.
The new concerns are the levels and types of technical skills, needed training, and support for teachers and learners who participate in the teaching and learning in the computer-based education. These concerns are the focus of this study. There is limited research literature about these issues in regards to computer-based distance education. Davie (1996) wrote, "we need to investigate what skills are related to a feeling of competence in computer-mediated communication (CMC)." Lucy (1994), in his dissertation, discussed that it is unknown whether faculty and students are computer literate or even comfortable with using computers and modems in the computer-based education. Chandler (1994), in his research, indicated that distance education; multi/hyper/interactive media; and technical skills necessary to access, manipulate, store, and retrieve information are perceived as growing in importance, due to the demands of the information age. Davie (1996), in his study concluded:
we tend to think of CMC education as institutionally based, as extension of the classroom. But what of possible research into the person on the street and the possible learning relationships with the agencies and organizations involved in providing services to that person--from garage mechanics to social workers. How does or will CMC be used in informal setting as a learning tool? We might explore how service providers via the Internet are being used by individual learners? How do they find the resource they need? How do they use the resource? What would they like to see different? How do they identify their own needs?
Davie is trying to direct our attention beyond of CMC in the virtual classroom under the direction of a teacher (formal learning) to the necessity of self-directed CMC education (informal learning) by every member of our information society. The field of computer-based distance education has potential for much needed and interesting research for improvement of educational experience in this field.
In the following, due to the limited research available in the computer-based teaching and learning, I will try to present an in depth overview of the related research literature in the field of computer-based distance education. The field of computer-based education pertains to teaching and learning which occur at a distance with the computer as the only means of delivery and communication.
Ron Barnette, in his research, is convinced that the electronic medium can provide unlimited opportunities for those whose personal situation marries well with the occasion. His judgment is based on two quarter’s teaching and research in which a virtual classroom was developed and conducted entirely through computer media at Valdosta State University. Barnette indicated, "the experiment of the first course was too good to let go, and after a piece describing it came out in the Chronicle of Higher Education, I received numerous inquiries which helped shape plans for PHICYBER II" (P. 32). Through the university’s gopher service, a virtual library with over 100 texts was created. Course handouts were also posted in the gopher. All classroom discussions and dialogues were to be conducted through e-mail via an electronic list subscription(LISTSERV). He thinks the dynamics should prove fascinating to explore, especially in light of computer-mediated world-wide communication and collaboration. In his first class, Barnette had students from Georgia, Illinois, North Carolina, Texas, and New York. In his second course, he had students from nine countries around the world. In his conclusion, he emphasized that electronic education experiments can bring out the best of what diversity in quality education has to offer. His study concluded that these occasions (virtual classes) are those that shape real-world involvement, even if such involvement is becoming more and more computer-mediated. Barnette’s research report indicated that in his virtual classroom it was remarkable to watch interpersonal relationships unfold, based only, as agreed, upon one another’s ideas criticized and expanded. Students would respond to the discussion topic, defend their positions, raise critical objections, respond to challenges, reflect on implied new directions for analysis and further critical thought. These educational experiences were valuable for development of critical thinking, participation in discussion, and sharing ideas and knowledge. His research indicated that there is a growing market for computer-based classes in the United States and around the world.
Lynne Schrum, instructor and researcher of the virtual classroom at the University of Georgia, with ninety- five students from around the world, explained that non-traditional students must overcome concerns about time, distance, and money that traditional students do not have. On-line classes offer one potential solution to these issues. Her research looked at on-line courses, identified significant issues in the development of these courses and characteristics of students. Schrum said, "the importance of these courses obligates the providers in assuring that courses are pedagogically sound, organizationally strong, and institutionally supported." In her study, she emphasized that certain pedagogical, organizational, and institutional issues must be considered when beginning an on-line course. For Schrum pedagogical issues are identification of goals, philosophical changes in the teaching and learning process, reconceptualization of the teacher’s role, and redesign of the course delivery system. The organizational issues are timing, inclusion of face to face components (if possible), structure of group interactions, and minimum requirements for taking the course. The institutional issues are faculty incentives, access and equity, credit decisions, on-going evaluation of the computer-based distance education courses, and continual support for students and teachers. She also used e-mail, computer conferencing, and remote database searching for group discussion, access to materials, and process of teaching and learning.
Schrum explained that different offices have the responsibility for the support, development, and technology availability, but unfortunately these offices might not communicate, much less collaborate with each other. The result is often, lack of good support for faculty and students. She concluded that it is important the learner have technological skills so that they are comfortable with computers. Individuals who try to learn information technologies as they learn about computers seem to give up easily. Her research identified significant issues related to computer-based classes. It is important that learners are able to decide if an on-line course will be a positive experience for them, given individual needs and characteristics. Institutional planners must consider policy and support issues before offering on-line courses. Educators and course designers must take a careful look at the pedagogical issues when designing these computer-based courses. Finally, she says,
a continuous and well planned research agenda must be established to inform those considering taking or offering on-line courses. We need further exploration of student characteristics. Further, we need to identify what content is easily and successfully taught through on-line interaction.
Her findings indicate that students with some knowledge of computer applications, such as word processing software, have more chance to succeed in computer-based classes. She indicated the necessity of more research in this field, especially about learners, contents, and support programs. Overall, she presented many useful facts about this field and encouraged future study for better planning, training, and support.
In 1988, Starr Hiltz conducted a research project "Collaborative Learning in a Virtual Classroom" which was supported by the New Jersey Department of Higher Education, Governor’s Commission, and IBM. She used a computer mediated communication system to create a virtual classroom. Objectives of the virtual classroom were to improve access to advance educational experiences by allowing students and teachers to participate in remote learning communities, using personal computers at home, on campus, or at work. This study employed a quasi-experimental design that matched sections of the same course with the same instructor, text, and examinations which are conducted in the traditional and virtual classroom settings. The main tool for communication and assignments was e-mail. The software to support collaborative learning was the Tailorable Electronic Information Exchange System.
The majority (65%) of students responded that the on-line course was more convenient for them than traditional courses. The virtual classroom gave them the chance to work on the materials at times of their own choosing. The communication by computer and modem was very comfortable for students and teachers. In addition to the time, working at their own pace, freedom in the process of learning, and not having to go to the class were some of the attributes mentioned. More than half (56%) agreed that they had a more active role in the process of the course and learning. About 58% felt that they had better access to their teacher in the virtual classroom. The process helped students to gain greater knowledge about computers, finding information, and independent work. Some students mentioned they spent more time in the activities of the virtual classroom than in the traditional classroom.
Hiltz’s study was conducted in 1988 when the synthesis of computers and communication technology had just started. There was a limited amount of educational software which could help activities in the virtual classroom. The study provided valuable information about the possibility of computer-based classes for educational institutions.
Randy McGinnis, science professor at the University of Maryland, used e-mail and LISTSERV (electronic mail discussion group) in his action research. The main purpose of his study was to test if electronic discussions have the potential to become a meaningful part of teaching and learning, and to increase students interest in the course. The course was a graduate course which was offered in the Spring, 1994. The thirteen participants in this study were diverse in their backgrounds (white, African-American, International). One major benefit of using LISTSERV was that all the students referred to the enhancement in communication and participation in the discussion of problems. The students became empowered about the process of learning and problem solving. Computer-based distance education provides an opportunity for the learner to be empowered in most aspects of the learning activities. The empowerment of the learner fits perfectly with andragogy, the best known theory of adult learning. Andragogy is based on five assumption, which are strong reasons for the empowerment of adult learners in the teaching and learning process. Knowles (1980) introduced the following assumptions:
1. As a person matures, personality moves from dependent personality toward one of a self-directed human being.
2. Adults have accumulated experiences, which are rich resources for learning.
3. Readiness of an adult to learn is related to his/her social role.
4. Adults are more problem-centered than subject-centered in learning.
5. Adults are motivated to learn more by internal factors than external ones.
Knowles’s andragogy stresses adult learner’s characteristics. The freedom in the process of learning activities without limitation of time, place, planning, and resources can enhance adult’s positive experiences from computer-based distance education classes.
McGinnis indicated, "Being a class LISTSERV owner required me to develop new pedagogical skills, particularly in facilitating class discussions. It also helped me to develop new computer skills and increase my technology knowledge base" (P. 16). He mentioned that he believed that the class LISTSERV created a virtual community that enhanced the class members’ communication and participation. The LISTSERV was both beneficial and detrimental; it brought people together over the telephone line, but alienated them physically.
McGinnis’s class used e-mail and LISTSERV for communication, teaching, and learning activities. The results were an advancement of students and teacher in the utilization of computer applications and technology. The results of the research provide more information in the use of communication technology for distance learning in science methods classes. He had some concern about the lack of face- to-face classroom communication and discussion which are very important educational experiences.
Wilson & Mosher (1994) in their research report about implementation of Interactive Multimedia Distance Learning (IMDL) at Rensselaer Polytechnic Institute by AT&T Bell Laboratories, provided future directions for further research in computer-based teaching and learning. They concluded that further work needs to study the cognitive and pedagogical implications of learning in distant classrooms. They recommended further research to answer questions such as:
1. Does IMDL allow instructors to guide students to learning objectives requiring higher cognitive level thinking?
2. Compare the cost effectiveness of instructor led, computer assisted instruction, non-interactive distance learning, and IMDL instruction delivery.
3. What cues will best alert users to system status during sessions?
4. What preparation or training will make the IMDL environment comfortable to use for the participants?
5. What class activities are best performed locally, and what activities are best performed in conference?
Their recommendations for future research are based on their experience in computer-based classes. They emphasize the need for research in the role of technology in the teaching and learning, competencies required of students and teachers, and design of instructional methods which can foster the utilization of technology in the education.
Wiesenberg & Hutton (1995), in their research, "Teaching Graduate Programs Using Computer Mediated Communication (CMC)" explained that the key benefits of using CMC are:
a. Provides convenience, as learners choose when to participate without having to worry about the usual barriers and disadvantages (family and work life, and geographical distance).
b. Promotes a higher level of student to student as well as student to teacher interaction.
c. Fosters a higher quality of learning, as non-synchronous communication allows time for more critical thinking and contributions.
d. Allows students a number of on-line resources.
Their research report identifies the following key areas which are main challenges in the designing and implementation of the process of the computer mediated conferences in the education:
a. There are technical difficulties that are often unanticipated and out of students’ control.
b. Computer mediated conferencing is more time consuming than face-to-face education.
c. Interpreting communication without the benefit of visual cues can lead to misinterpretation of messages.
d. Difficulty in keeping focus and track of discussion with teacher and other students.
Wiesenberg & Hutton found that the most unique challenges in the CMC classroom were the technical ones and the application of building an on-line learning community for creation of a successful on-line education. The authors make the following recommendations for a successful computer-based education:
1. Administration - expert technical support is absolutely critical before, during, and after the learning event takes place. They recommended off-hours support is more critical for distance education students.
2. Instructor - learning how to create an inclusive learning environment and to teach collaboratively is critical to the success of on-line distance education. Finding out about students’ learning needs and preferences should be part of initial program planning.
3. Students - must become self-directed learners if they are to succeed in this CMC program. It is also imperative that students have a measure of skill and comfort with CMC, and especially on-line discourse, prior to entering a program that relies on this technology.
Their conclusion is that students, teachers, and administrators need to participate in the program planning and be accepted and respected for their contributions and roles in the computer-based teaching and learning process.
Marion & Melvin (1995), in their research examined the potentialities and problems for on-line training and development of large numbers of teachers located at their home districts via an Internet mediated Virtual Classroom. They indicated that without an effective means of training teachers to use these technologies comfortably and effectively, however, successful adoption in the classroom is improbable. Learning materials have been presented via the Internet for learners to apply in a self-paced and self-motivated learning process.
Marion and Melvin concluded that effective implementation of on-line telecommunications training for learners will require developing and evaluating methods for assessing learning of telecommunication knowledge and skills based on authentic performance assessment. In their findings they wrote, "the development of a community of learners via the Internet with on-line collaborative learning will serve the interest of assessment by enabling the large scale use of peer assessment." They also concluded that Virtual Classroom will provide an environment of mutual support and problem solving assistance to encourage learner success. They strongly believe in the power and contribution of the Internet as an educational tool in the teaching and learning process.
Richards Irving (1995) in his research, "A Study of Computer-Modem Students: A Call for Action" explained that the finding in this study indicated that 71% of computer-modem students were female, and 79% of participants felt their basic educational needs were met by computer-based education. Most students cited the convenience and self-paced nature of the format as assets, and the on-line time limitations and delays in instructor feedback as main barriers to success. The researcher indicated that little is known about distance education via modem, and there is limited data on computer/modem students--their backgrounds, reasons for enrollment, age, sex, marital status, employment, reason for enrollment, educational status, and drop-out rate.
He also mentioned that the first doctoral dissertation on computer/modem distance education was written in 1993, at the University of Toronto by Burge. Irving, in his conclusion says, "computer/modem classes offer an opportunity to students who otherwise might not be able to attend on-campus classes." Irving’s study suggests a call for action on several fronts:
1. Are the conclusions applicable to other classes?
2. Do the survey results represent the college student population?
3. Would a study conducted at a smaller institution produce different results?
Telecommunication networks are changing the nature of teaching and learning in all aspects of education. Nowhere is this more evident than in the explosion of on-line education, courses offered primarily or entirely through computer mediated communication (Schrum, 1994). Advancement in computer and telecommunication technologies and growth in the number of Internet Service Providers with the reality of the information superhighway and capability of World Wide Web are bringing distance education to the stage of reality for every citizen. There is tremendous need for research results in the computer-based education which help in the successful transition from our current educational systems and instructional methods to the one which can foster lifelong learning in the information society. As Twigg (1996) said, "the emphasis must be not on the technology, but on change in pedagogy enabled by information technology."
Clark (1996), concluded that to find an acceptable impact on the teaching and learning, we must look to instructional design, rather than to technology by itself. The indication from the cited research materials is that there is an urgent need for dependable information which can enable institutions to deliver effective distance education, which can provide educational experiences equal to or superior to those provided as on-campus education. Davie (1996) mentioned that the reality of the 1990s involves more complex interactions, many of which take place for non-economic reasons. This growing diversity in how people use on-line communication challenges those studying CMC.
Finally, Mingle and Gold (1996) discussed in a recent American Federation of Teachers (AFT) report on unions, ways to "harness the technology revolution on campus". They issued several recommendations on how to improve technology decision-making and use at institutions of higher education. The report included a call for more research and evaluation of both distance learning and on-campus instruction. The report stresses that investing in technology without investing in training for faculty and students is a waste of money. They mentioned that the question still remains whether the quality of educational experiences in distance education is the same as on-campus. "Research could prove us wrong, but it has not."