Chapter Five is an opportunity to move beyond the data and integrate creatively the results of your study with existing theory and research (Rudestam & Newton, 1992). The purpose of this research study was to evaluate the computer and communication skills of teachers who have taught computer-based distance education in one of the higher education institutions in Indiana and students who registered in computer-based distance education courses in one of the higher education institutions in Indiana in the Fall of 1996. In addition, an attempt was made to identify the students’ motivations for participation in computer-based distance education, teachers and students training and support programs, and concerns and advantages in this new method of teaching and learning from teachers’ and students’ perspectives.
Previous studies in computer-based distance education were limited, especially in Indiana. The results and recommendations provided from the present study can be one source as universities, faculty, students, IHETS, and administrators plan and design future computer-based distance education programs in Indiana. The generalization of the results to other states may be limited. The similarity of the purposes for taking classes, the means of delivery, and the teaching and learning resources, can be used to improve the possibility of national generalization of this study. The chapter is divided into three major sections: Summary of the study, conclusions, and recommendations for improvements and future studies.
Summary of Study
The analysis of the collected data was to examine computer and communication skills of teachers who have taught computer-based distance education and of students who registered in one of the computer-based distance education classes offered in Indiana, in the Fall of 1996. In addition to the primary question, other questions were answered. These responses provided evidence on topics including the characteristics of participants, the training and support programs for teachers and students, the motivations for students participation, the concerns and the advantages of computer-based distance education. Wilson and Mosher (1994) in their recommendation for future research emphasized the need for research in the role of technology in the teaching and learning, and in the competency of students and teachers using technology.
Two questionnaires were designed, one for teachers and one for students. Both questionnaires were available in the printed forms and on the World Wide Web (WWW). Sixteen students and one teacher responded to the survey using the printed form of questionnaires. Forty three students and sixteen teachers responded to the survey using the WWW versions of questionnaires.
The seventeen teachers who participated in this study were from six higher education institutions in Indiana; Ball State University, Indiana University, Purdue University, Indiana University East, Indiana State University, and the University of Southern Indiana. The seventeen teachers were from ten different disciplines; English, Recreation, Computer Science, Education, Nursing, Accounting, Engineering, Health Science, Psychology, and Social Science.
The students in the present study were 50.8%(30) female and 49.2%(29) male. About 58% of the students were married and about 70% of the students were over 30 years old. The majority (67.8%) had Associate’s or Bachelor’s degrees. About 95% of students in the present study indicated that their participation in the formal learning was to earn a higher degree. The fifty-nine students were from nine different disciplines; computer science and nursing had the majority (30.9%) of participants in the present study.
The closed-ended questions were analyzed using frequency counts and percentages, cross tabulation, and the t Test. The open-ended questions were analyzed using frequency counts and percentages.
Major Findings
The present study produced five major findings from students’ data, four major findings from teachers’ data, and two findings from comparison of responses to common questions in the teachers’ and students’ questionnaires.
Major Findings from Students’ Data
The following five major findings were from results of analysis of students’ data. The most important finding is the first one, which answers the primary question of the present study.
Finding - Students’ Computer and Communication Skills (Primary Research Question): The majority of students reported that they had adequate computer and communication skills to participate successfully in computer-based distance education. Over 98% of individuals surveyed reported that they were successful in operation of e-mail applications at least 50% of the time. Over 60% of participants reported that they were successful in operation of File Transfer Protocol (FTP) at least 50% of the time. Eighty percent of participants reported that they were successful in operation of World Wide Web (WWW) at least 50% of the time. Over 80% of students reported that they were successful in operation of Telnet at least 50% of the time.
Related Findings: Eight-eight percent (15 of 17) of the teachers have used e-mail and 82.4% (14 of 17) have used WWW as communication and delivery tools in their computer-based distance education classes. Over 76% of the teachers who participated in the study thought students in their classes were ready for computer-based distance education. About 11% of the teachers rated their students as not competent in the utilization of computer applications and resources.
Discussion: In computer-based distance education, computer applications are the only means of communication and delivery between students and teachers. The technological skills for utilization and operation of computer applications and tools are very essential for teachers and students who participate in computer-based distance education. Schrum (1994) in her research concluded that it is important that learners have the technological skills so that they are comfortable with computers. Students who try to learn information technologies as they learn about course materials seem to give up easily. The availability of tools and applications, the purposes of teaching and learning, and teacher’s knowledge about applications are main reasons for using one or a combination of tools, such as e-mail, WWW, FTP, bulletinboard, and Telnet in the computer-based distance education.
For example, one teacher preferd to use e-mail and LISTSERV, another teacher might have prefered to use e-mail and WWW, or a third teacher might have prefered Usenet News and e-mail for communication and delivery. Regardless of the combinations used, competence in the use of e-mail is a must for students who participate in computer-based distance education.
Ron Barnette (1995) in his research recommended that all the classroom discussions and dialogues be conducted through e-mail via an electronic list server (LISTSERV).
The 17 teachers who participated in the present study reported that 88.2% of them used e-mail, and 82.4% of them used WWW in teaching their computer-based distance education classes. Over 98% of the students reported that they operated e-mail successfully and 80% of students reported that they operated WWW successfully. These two applications are the dominant tools in the computer-based distance education in Indiana. The majority of students believed that they had adequate competency to operate communication and delivery tools, such as e-mail, WWW, FTP, and Telnet.
While the majority of students in this study reported that they were successful in the operation of applications and tools such as WWW, e-mail, FTP, and Telnet, there were relatively large percentages, 35.8% in FTP and 18.2% in WWW and Telnet, who did not know how to operate and use these applications.
About 11% of the teachers indicated that students were not competent in the operation of computers at levels that made instruction satisfactory. This is an important finding for computer-based distance education. Students can not participate in computer-based distance education when they do not have adequate skills to use computer applications where the computer is the only means of communication and delivery for teaching and learning.
The dissatisfactions of students about the computer-based distance education indicated in their additional comments section, could be related to the process of connecting to Internet or connecting to campus resources more than student competence in the operation of computer applications.
Finally, about 82% of the students rated their overall educational experiences in the computer-based distance education as fair, good, or excellent.
Finding - Training and Support System (Secondary Research Question): While there were many strong statements made by students regarding dissatisfaction with their training and support programs, the majority of students were satisfied with the experienced support and training programs. Over 58% of the students indicated that they received adequate documentation for operation of computer applications. About 76% of the students rated documentation fair, good, or excellent. About 75% of students indicated that the university support system was fair, good, or excellent.
All the students in the present study rated their teachers’ computer competency in regards to teachers ability to help students with computer problems as fair (30.5%), good (35.6%), or excellent (33.9%).
Related Findings: In reference to the question Who do you contact for help with computer problems? (check all that apply)? About fort-nine percent of students indicated an instructor, 50% friends, 30.5% a family member, 33.9% a university expert, and 25.4% a classmate. About 62% of teachers indicated that their students had on-campus training or orientation in connection, communication, and access to campus resources.
Discussion: Several training problems were cited in this study. In the present study, only 62.5% of students had opportunity for on campus training or orientation about computer-based distance education. The following are some of the comments by students who participated in an on-campus training program. One of the students wrote: "I think four hours of instruction in the use of computer was too short and not well spent". Another student reported: "This is very difficult for someone with almost no computer experience. I think three hours instruction is way too short of what a lot of us needed." One of the students wrote: "I feel the hands-on training on campus was very good, but for first time computer users, it was not quite enough." Most of the comments were from students who had on-campus training or orientation. The comments revealed the necessity of needs assessments for development of practical and effective training and support programs in the higher education institutions in Indiana. Lynne Schrum (1994), in her research said, "the importance of a computer-based course obligates the providers in assuring that courses are pedagogically sound, organizationally strong, and institutionally supported." About 38% of the teachers indicated that their students did not have any on-campus training. It is probable that those students experienced greater difficulty in communicating with their teacher by computer and operating computer applications for accessing resources and completing their assignments. Wiesenberg and Hutton (1995) in their research recommended that it is imperative that students must have a measure of skill and comfort with computer mediated communication, and especially on-line discourse, prior to entering a program that relies on this technology.
In computer-based distance education, teachers have additional responsibilities beyond teaching and answering questions related to the subject matter. The new responsibility is to answer students’ computer and communication questions and problems. This additional and new load is not recognized by universities, and teachers do not receive any credit for assuming this very vital and needed new responsibility. It is mandatory that most students communicate with their teachers regarding computer and communication problems in the computer-based distance education. In the present study, about 50% of students indicated that they contacted their teachers for help with computer problems.
Also, teachers’ computer and communication skills are very important for students’ positive educational experiences in computer-based distance education. In the present study, students rated (100%) their teachers’ computer competency as fair, good, or excellent in helping them with computer problems.
In addition to the teacher’s contributions, support systems are very essential for success of not only teachers, but also students in computer-based distance education.
The majority (57.9%) of students who participated in the present study were married, and all of them had occupations. They had to schedule most of their learning activities during off-hours, such as evenings and weekends. In addition to support system during regular hours, students in computer-based distance education should have support for off-hours learning activities. In computer-based distance education, technical difficulties and problems are often unanticipated and out of the students’ control and knowledge. Wiesenberg and Hutton (1995), in their research recommended that expert technical support is absolutely critical before, during, and after the learning event takes place. They emphsized that off-hours support is critical for distance education students.
Finding - Motivation for Participation (Secondary Research Question): The majority of respondents indicated that educational value (61.0%), career promotion (47.5%), and to improve job performance (23.7%) were main reasons for their participation in computer-based distance education. Over 90% of the respondents indicated that the advantages of time flexibility and place authonomy were important or very important in computer-based distance education.
Related Findings: About 55% of the participants indicated that the cost efficiency of computer-based distance education such as trip to campus as an important or very important advantage of this method of education.
Discussion: Motivation is a force which helps people to achieve goals, desires, or ideas in life or work. Over 70% of students indicated that career promotion and improved job performance were main motivations for participation in computer-based distance education. With the invasion of technology in work places and tough global economy, upgrading existing competencies or learning new competencies are a necessity for every member of an information society. Adults’ ability and competency should change with the changes in work place, market place, and economy. Computer-based distance education provided students with flexibility of time and place with some saving in the cost of education. Career promotion and improving job performance have direct relation with the changes in the work places, jobs, and economy. Vargus and Gavette’s (1993), study showed an overwhelming majority of students (92%) indicated that they thought continuing education was very important for them, and most of those (88% of the total) thought this learning was very essential for their job advancement. It is very important to see a majority of participants in the present study indicated that learning and educational value were also reasons for their participation in the computer-based distance education.
Finding - Students’ Concerns About Computer-based Distance Education (Secondary Research Question): The following findings indicated very high concerns of the students to the computer-based distance education. The majority of students were concerns to the teacher and student communication (98.3%), to teacher’s computer competency (94.8%), to student’s computer competency (92.9%), to support groups in universities (87.7%), to personal interactions among students (75%), student’s access to campus resources (91.2%), to training programs by universities (86%), to connection costs to the Inernet (91.2%), and to computer costs (87.7%).
Discussion: The majority of respondents had high concerns with issues such as teacher and student communication, teacher’s computer competency, and student’ computer competency. These issues are the main reasons for success or failure of educational programs in computer-based distance education. The high percentages given by students in response to every question in the concerns category were a strong indication of importance of these issues in the judgment of students in computer-based distance education. Over 98% of the respondents had concerns about teacher and students communication in computer-based distance education. The concerns about communication between teachers and students was not clearly defined as to which types of communication; face-to-face communication in the classroom situation or electronic communication with teachers. In addition to the computer and communication skills, these concerns could have a major influence in the quality of the educational experiences of teachers and students in computer-based distance education.
The new economy is forcing major changes in the market place and in our lives. In this new economy, teaching and learning have become major economic activities for educational institutions, and at the same time have made lifelong learning a necessity for every member of society. Society expects higher education institutions to become more flexible and productive in their curriculum offerings in order to meet the demands and challenges of the global economy.
More than 87% of students had concerns about personal interactions with other students. This finding also indicates a very important aspect of distance education--the isolation among learners created by technology. This isolation not only has potential to reduce scholarly discussions in the group, but also to prevent the sharing of knowledge and the receiving of comments for improvement.
Finding - Students’ Perspective on the Advantages of Computer-based Distance Education (Secondary Research Question): Student participants in the present study revealed the following percentages (important and very important combined) of advantages for computer-based distance education. New opportunities for adult education (77.3%), student-centered education (58.8%), teacher’s role as facilitator 54.9%), cost efficiency (54%), flexibility of time and place (90.7%), and variety of learning resources (76.6%).
Discussion: Ron Barnette (1995), was convinced by his research that the electronic medium can provide unlimited opportunities for those students whose personal situation marries well with the computer-based distance education. Most of the students in the present study were married. With the responsibilities of family and job. The flexibility of time and place was a major advantage for a majority (90.7%) of the students who participated in computer-based distance education. The students (77.3%) also thought this method of education provided a new opportunity for adult education. One of the respondents wrote: "This has made a college education possible for me." The computer-based distance education has introduced a new option of learning activities for those adults whose situation required access to educational activities without dependence to place and time. The advantage of this method of education can eliminate some of the usual barriers in continuing adult education, such as geographical distance, presence at work, and presence in family responsibility. Bates (1993), speaking about computer-based distance education said, "learning can be independent of time and place, and available at all stage of person’s life."
Major Findings from Teachers’ Data
The following four major findings were from results of analysis of teachers’ data. The most important finding is the first one, which answers the primary question of the present study.
Finding - Teachers’ Computer and Communication Skills (Primary Research Question): The majority of teachers responding had adequate computer and communication skills in computer-based distance education to produce successful educational experiences. All of the teachers (100%) rated their competency good, competent, or excellent in the utilization of computers as communication tools (e-mail, bulletinboard). All the teachers (100%) rated their competencies as good, competent, or excellent in the utilization of computers as access resources (library, Internet applications). Over 58% of the teachers rated their competencies as good, competent, or excellent in the designing of computer-based educational applications.
Related Findings: Student participants in the present study rated their teachers’ computer competencies in helping them with computer related questions as fair (30.5%), good (35.6%), and excellent (33.9%). Over 92% of the teacher participants rated their preparedness to teach computer-based distance education as adequately prepared or well prepared.
Discussion: The teachers who participated in the present study had very high competency in utilization of computers as access and communication tools. The student participants (100%) were satisfied with teachers’ competency to help them with problems related to computers and communication. In computer-based distance education, teachers not only must use computer applications for the process of teaching and learning, but also must incorporate a new method of teaching which can foster learning through distance by technology.
In the present study, the role of teachers from traditional knowledge provider was changed to coach, helper, technology expert, problem solver, and facilitator. The effectiveness of computers in education is related to the quality of applications which are used in the teaching and learning activities. The advancement of computer-based distance education is in direct relation to the contributions of teachers in the development of educational applications which can satisfy the demands of students for learning. Nobody can merge the technology and course contents better than teachers in the form of case studies, simulations, and intelligent systems. Teachers’ participation in the skillful design and in development of effective educational applications is essential for the future success of computer-based distance education.
About 58% of the teachers who participated in the present study had some knowledge in the design of computer educational applications. This percentage is very encouraging in meeting today’s need, but not enough for the needs of the future of computer-based distance education. The definition of learning as mastery of a body of knowledge is changing to being defined as the ability to do critical thinking, the mastery of a body of knowledge, to communicate electronically, to locate needed information, to convert information to knowledge, to learn how to learn (lifelong learning), and to use knowledge at the level of application. We need computer-based educational applications which are capable of achieving the new definitions of learning in computer-based distance education.
Finding - Teachers’ training and Support Program by University (Secondary Research Question): The majority (52.9%) of teachers indicated that they had training in communication. Over 76% of the teachers who participated in the present study indicated that they had training in the utilization of computer resources and applications. Over 88% of the teachers indicated that they did not have any special training for this new pedagogy (computer-based distance education). Over 82% of the teachers indicated that they had technical support within the university.
Discussion: Faculty’s readiness for teaching computer-based distance education is a must for successful computer-based distance education. About 50% of the students who participated in the present study indicated that they contacted their teachers with their computer problems or questions. In addition to helping students, teachers must be comfortable with communicating with students, accessing resources, distributing assignments, and helping students attain successful educational experiences. In the computer-based classes, teacher must use successfully the computer applications in order to facilitate learning for students.
In the present study, 88% of the teachers indicated that they did not have any special training for this new method of teaching and learning. Only 52% of the teachers indicated that they had training in computer connections to campus resources and 76% reported participating in training in utilization of computer resources and applications. Clearly, our current system of teaching and learning in computer-based distance education was developed to serve a different student population and is based on the teacher in the classroom method of education. Twigg (1996) said, "the emphasis must not be on the technology, but on change in pedagogy enabled by information technology."
We need a new system which will determine what our teachers already know and what needs to be learned before the assignment of computer-based distance education classes to teachers. A system must be developed which is capable of designing the processes of teaching and learning which will describe the outcome of computer-based distance education in terms of added value to our students.
About 48% of the teachers indicated that they did not have any technical training. We should remember that technology is an enabling tool, not end by itself in the computer-based distance education. Mingle and Gold (1996) in their report stressed that investing in technology without investing in training of faculty and students is a waste of money.
The majority (82%) of teachers indicated that they had technical support in the university. Most of the problems in computer-based distance education are unanticipated and need immediate attention. Universities in Indiana should design and implement a practical support system which will support faculty without reservation of time and authority.
Finding: Teachers’ Concerns About Computer-based Distance Education. The findings indicated important, very important, or crucial concerns of teachers about the following. Teachers were concerned about teacher and student communication (94.1%), teacher’s computer competency (88.2%), student’s computer competency (94.1%), support groups in universities (88.2%), personal interactions among students (94.1), student’s access to campus resources (64.7%), training programs by universities (64.8%), connection costs to the Internet (70.7%), and computer costs (70.7%).
Discussion: The majority of teachers and students showed high concerns about major issues in computer-based distance education. More than 94% of the teachers responded that their highest concerns in computer-based distance education were the teacher to student communication, and the personal interaction among the students. Learning requires a tremendous amount of intellectual effort be put into the comprehension, analysis, and application of the information acquired.
An isolated student has no opportunity to find out what other students find to be interesting and important, has no opportunity to discuss, analyze, and update his or her view as it could happen in the classroom with teacher and classmates. The teachers’ concerns came from their knowledge and experiences about the value of teacher and student face-to-face communication and group interaction in the classroom. Randy McGinnis (1995), in his conclusion said, "Communication technology, as evidenced by the telephone, is both beneficial and detrimental (it brought people together over the telephone but alienated them physically)." Computer-based distance education enables learners to learn the needed skills and earn the desired degree, but in addition to needed skills, education is about self-discovery, social interaction, and pleasure of discovering answers in the group. Perhaps the best solution is to arrange virtual classrooms in combination with a physical classroom. A few hours monthly gathering of students in the physical classroom provides opportunity for human communication, sharing ideas, and learning from each other. This inter-student communication is what makes the learning complete.
Finding: Advantage of Computer-based Distance Education (teachers’ perspectives). Teachers in the present study revealed the following levels (important and very important combined) of advantages for computer-based distance education. Computer-based education created new opportunities for adult education (100.0%), for student-centered education (82.3%), for teacher’s role as facilitator (64.7%), for cost efficiency (58.8%), for flexibility of time and place (94.1%), and for use of a variety of learning resources (87.5%).
Discussion: Lifelong learning is not only essential for participation in the information society, but also is crucial for preserving current job status and future advancement. We are seeing dramatic changes in who is learning. Only 43% of the nation’s undergraduate students are under age of 25 and attending a four-year college on a full-time basis (Twigg, 1994). All the teachers (100%) who participated in the present study indicated that computer-based distance education is a major opportunities for continuing adult education. Computer-based distance education provides opportunity for adults to be independent from time and place, and helps them to deal with barriers such as responsibility to family, full time employment, and distance from educational institutions. More than 94% of the teachers indicated that flexibility of time and place were very important in computer-based distance education. Rapid growth in knowledge bases and the global economy are making lifelong learning and learning to learn a national priority. A well designed and committed computer-based distance education program has the potential to facilitate a national policy for lifelong learning.
Comparison of Common Questions
The t test was used to compare the means of responses to the two common questions from teachers’ and students’ questionnaires. The two common questions were: "What are your CONCERNS in computer-based distance education?" and "What do you see as main advantages of computer-based distance education?" The analysis was tested at a level of significance at the 0.05 level.
Concerns:
From seven of nine common questions in the concerns’ category, there was no significant differences between the responses of teachers and students. Following are the seven common questions:
1. Concern for students and teachers communication.
2. Concern for teachers’ computer competency.
3. Concern for a support group in the universities.
4. Concern for students access to campus resources.
5. Concern for computer training programs.
6. Concern for cost of connections to educational resources and teachers’ computers.
7. Concern for cost of computers.
In the five of the responses, students had higher concerns than teachers, but there were no significant differences between the responses of these two groups. The chart #5 displayed the results of the comparisons.
There were significant differences between the responses of teachers and students to the following two questions.
1. Concerns for students’ computer competency.
2. Concerns for personal interaction among the group (of students).
In the question "Concerns for students’ computer competency" students had higher level of concern than teachers in computer-based distance education, t(72)=-2.66, p=.010 with Students’ mean=4.08 and teachers’ mean=3.41. It was expected that students had higher concerns for their competency, but having significant differences with teachers concerns was a little unusual in computer-based distance education. In the present study, students indicated that only 49.2% of the time, they asked their teachers for help in computer and communication problems and questions. The teachers’ lower concerns about students’ computer competency might have relation with the low percentages (49.2%) of the times students asked their teachers for help with the computer and with communication problems.
In the question "Concern for personal interaction in the group", teachers had a higher level of concerns for lack of personal interaction than students in computer-based distance education, t(71)=2.52, p=.014 with Students’ mean=3.21 and teachers’ mean=4.05. Most of the teachers believe in the effectiveness of face-to-face education and interaction in the group. Teachers might have thought an isolated learner has limit opportunity to find out what classmates find to be interesting and important in the subject and has limited opportunity for broadening his or her learning by inputs from classmates. In addition, in some face-to-face education the process of teaching and learning activities are designed based on the interactions in the group.
Over 54% of the students who participated in the present study were married, and 100% of them had occupations. The flexibility of time and place were very important for students with job and family responsibilities. It is understandable that students had less concern for personal interaction in the group which required them to be at specific times and places.
Advantages:
The t test was used to compare the means between student responses and teacher responses to the six common questions in the category "What do you see as main advantages of computer-based distance education?" The analysis was tested with significance at the .05 level.
There were no significant differences in four of the six questions in this category. The following is the list of those four questions:
1. Advantages of variety of learning.
2. Advantages of faculty as facilitator.
3. Advantages of cost efficiency.
4. Advantages of flexibility of time and place.
In all four questions, teachers indicated a higher advantage for computer-based distance education, but the differences with student responses were not significant.
In the following two questions, there were significant differences in the responses of teachers and students.
1. Advantages of new opportunity for adult education.
2. Advantages of student-centered education.
In the question "Advantages of new opportunity for adult education" teachers thought computer-based distance education has a higher potential for adult education than students, t(59.94)=2.95, p=.005. Students’ mean=4.26 and teachers’ mean=4.76. Teachers’ higher perception might have come from their experiences with learning theories and necessity of continuing adult education in the information society.
In the question "Advantages of student-centered education" teachers thought computer-based distance education has higher advantages for student-centered education than students, t(66)=2.10, p=.040. Students’ mean=3.68 and teachers’ mean=4.29. The hallmark of computer-based distance education is to assign some of the teaching and learning responsibilities to the students. The responsibilities include such activities as locating resources, finding information, extracting needed information, and making correct decisions for utilization of information. On the other hand, students in computer-based distance education might expect teachers to provide them with more detail for the process of learning and learning activities.
Implication for Computer-based Distance Education
In Indiana
The findings of this study have some practical implications for computer-based distance education in higher education institutions in Indiana. In this section seven major implications are discussed and recommended.
The first important implication drawn from this study is that it revealed the need for continuous investigation regarding computer and communication skills of teachers and students who participate in computer-based distance education in Indiana. Although the majority of teachers and students indicated that they had adequate computer and communication skills for computer-based distance education, those findings, especially students’ concerns were not the overwhelming majority. From students who participated in the present study 35.8% did not know FTP, 18.2% did not know WWW. Eleven and eight-tenths percent of teachers thought their students did not have the competencies needed for successful computer-based distance education. For example, one of the students wrote: "We are three weeks into class time and I still struggle with the computer application." Another student wrote: "When I just can not stand any more, and am at the point of tears I called the technical advisor of university." Davie (1996) wrote, "we need to investigate what skills are related to feeling of competence in computer-mediated communication." In computer-based distance education, computer is the only means of delivery and communication. Students must have adequate skills in the utilization of computer and communication tools and applications even before start of classes. In addition, computer and communication technologies are changing rapidly, a continuous investigation can provide dependable information about the types of skills which can help a successful participation in the computer-based distance education. 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.
There were some limitations such as small sample size, lack of research in computer-based distance education in Indiana, new way of collecting data by WWW, and lack of dependable list of teachers and students who could participate in the present study. These limitations brought to the fore-front the necessity for more research about students’ and teachers’ competencies in computer-based distance education in Indiana.
The second implication is that training and orientation programs are very essential for success and positive educational experiences of the teachers and students who participate in the computer-based distance education. One of the students wrote: "My experience up to this point has been extremely frustrating. The skills I have been able to achieve so far have been through trail and error." One of the teachers wrote: "While I had a little formal training, I go to a lot of conferences and talk to people on a regular basis." Some of the teachers who participated in this study indicated they did not have training in computer connection (47.1%), in computer applications (23.5%), and in this new pedagogy (88.2%). About 38% of the teachers indicated that their students did not have any training or orientation in connection and access to resources. Even the students who had training indicated that it was not enough. It is necessary for all the higher education institutions in Indiana to have a practical procedure to evaluate the level of computer and communication skills of the registered students in the computer-based distance education. The results of the evaluation should be the foundation for training programs before the start of classes.
The third implication is that technical support is crucial for faculty who teach and students who participate in computer-based distance education. Lynne Schrum (1994) in her research about computer-based distance education wrote: "Instructional designers must consider policy and support issues before offering on-line courses." The support group can not be limited to regular hours (8:00 to 5:00). The majority of students in computer-based distance education have family and job responsibilities; most of their learning activities are during off hours, such as in the evening or on weekends. If they encounter problems or have questions, it is crucial for their success to be able to contact their teacher or support group at the times they are learning. One of the support team members said, "I have been called a lot of times during the weekend or evening hours. Often the times students mentioned that they were in the middle of their assignments." In addition to support groups, teachers have the obligation to provide an opportunity for students to reach them at off hours. About 50% of the students indicated that in the case of problems they contacted their teachers. The teachers’ availability and competency are major factors in the success of computer-based distance education programs.
The fourth implication is that the study introduced a new way of data collection through WWW for students who registered and for teachers who have taught computer-based distance education in Indiana. This method will be a dominant the way of data collection in the near future. At the present time, there are some limitations, such as additional expenses for participants to access and complete the questionnaire on the WWW (connection cost), and the lack of knowledge about WWW by some of the students in computer-based distance education. About 18% of the students responded that they did not know WWW, but very soon Internet applications and in particular WWW will be major part of everybody’s work and life. The researcher shared his experiences in design and development of the questionnaire on the WWW in the Appendix of the present study.
The fifth implication is that there is a great need for educational applications in the form of case studies, simulations, and intelligent systems. Teaching and learning are interactive by nature. Providing only text-based information and materials by WWW or LISTSERV for students is the same as reading books by students. Why would students go through technology to read the same content which is available by text book? The dynamic interaction in case studies, simulations, and intelligent systems can help the development of critical thinking and decision making. About 50% of faculty responded that they do not have competencies in design or/and development of educational applications. Faculty do not need to do programming of applications, but their contributions in the design of applications can enhance the usefulness of applications and technology.
The sixth implication is that universities in Indiana must seize the opportunity of computer-based distance education. They need to invest and encourage research in the field, the same as they did for TV education. From results of analysis and discussions with many faculty from different universities in Indiana, the researcher believes that faculty are excited and motivated, and there is a growing role for computer-based distance education in Indiana.
There should be a plan and policy to encourage and in the case of need, to award grants for more research activities in the computer-based distance education in Indiana. Simply, higher education institutions in Indiana do not have adequate information about characteristics of learners, objectives of learning, teachers and students competencies, effective training programs, and instructional design in computer-based distance education. Irving (1995) in his research recommended that there is a tremendous need for research results in computer-based education which help successful transition from our current traditional system and instructional methods to a system which can foster lifelong learning in the information society.
The seventh implication of the present study is that The Indiana Higher Education Telecommunication (IHETS) and universities in Indiana should evaluate for acceptable and effective delivery and communication tools and applications for computer-based distance education classes in Indiana. An example is when a student registers in two classes in the same semester or two classes in two different semesters from two different higher education institutions in Indiana. The student might have to learn two different computer and communication tools and applications in order to succeed. We should remember the purpose is to learn the subject matter which student registered for, not the computer and communication systems which may take more effort and time than the subject matter itself. At the present time, it is virtually impossible to standardize the tools and applications, but there were certain findings in this study which strongly support unification of tools and applications in the near future which can enhance the continuing education and educational experiences in computer-based distance education in Indiana. It is helpful if students and teachers use computer and communication tools and applications which are supported by their local Internet Service Provider.
Finally, faculty who participated in this study were positive about contributions of computer-based distance education to continuing adult education in Indiana. They also were positive about their computer and communication skills to teach, communicate, and deliver their courses. They saw the necessity of support and training programs for themselves and students. The majority of students who participated in this study felt they have adequate competencies to operate computers and communication tools and applications in computer-based distance education. Students indicated a need for practical support and training programs by higher education institutions in Indiana. Institutions which offer the courses have responsibility to clients (students) for needed training with commitment of off-hours support teams. In the current situation, the researcher believed that students might succeed in their education, but some of them will have negative experiences with computer-based distance education programs.
Recommendation for Future Studies
The strength and foundation of each field is the knowledge base of the field, which is results of years and, in some areas, centuries of research activities. Most experts in distance education believe that computer-based distance education is a necessity for the advancement of our learning society and lifelong learning. Schrum (1994) in her research recommended that a continuous and well planned research agenda must be established to inform those considering taking or offering on-line courses. She mentioned that we need further exploration of student characteristics and we need to identify what content is easily and successfully taught through on-line interaction.
There are several recommendations for future research that evolved from the present study.
More research should be done regarding the level of computer and communication skills which is adequate for a successful and positive educational experiences in computer-based distance education. The research about competency of the computer tools and applications, and educational experiences should be conducted at the beginning of the semester with a follow-up questionnaire for the same group of teachers and students at the end of the semester. The results can produce valuable information about the level of technical skills of the students at the start and at the end of computer-based distance education.
More information is needed about students characteristics and their objectives for learning. These bits of information can help higher education institutions to reach a bigger market and provide the opportunity of continued education for more citizens of Indiana. Vargus and Garrete (1993), in their research revealed that there is a major market for post-secondary education in Indiana. Only in the nine central county area of approximately 80,000 students, over 9,000 suggested they will take a televised course and about 6,000 expressed a strong interest in computer-based courses.
There is major need for research about instructional methods which can foster the utilization of computer and communication technologies in the computer-based distance education. Most of the current design of processes of teaching and learning are based on the face-to-face methods of teaching and learning. As twigg (1996) said, "the emphasis must not be on the technology, but on change in pedagogy enabled by information technology."
Gaining knowledge about some of the following issues can help the design of process of teaching and learning in the computer-based distance education programs in Indiana.
1. Examining students’ barriers such as time, distance, work, family, technical skills, support, and communication.
2. Examining students motivations such as learning value, job performance, new competencies, and advancement in employment.
However, an ethnographic studies should be completed where the researchers could experience the processes of accessing, communicating, and operating as the processes are made and completed by students and teachers in computer-based distance education. The ethnographic research results have potential to display in depth positive and negative experiences of the participants in computer-based distance education.
Finally, higher education institutions in Indiana and IHETS should support and encourage research activities in the field of computer-based distance education. As Swain in the IPSE’s strategic plan 1996-2001 said, "assessing the quality of the delivery mechanisms as well as the content of courses delivered by distributed learning technologies so that improvement can be made where deficiencies are detected." The IHETS future plan for the assessment of the delivery systems has potential for generating more research activities in computer-based distance education.
Summary
The present study investigated computer and communication skills of faculty who taught and students who registered in computer-based distance education in the higher education institutions in Indiana. In addition, the study provided information about training and support programs, and concerns and advantages of computer-based distance education. This information should be useful for IHETS and higher education institutions in their planning and development of computer-based distance education program in Indiana and the other states.
The field of computer-based distance education is new and will continue to grow. It is very important to have a rich knowledge base in order to build a strong foundation for the direction of this method of education. The reality of the information superhighway with capabilities of World Wide Web will revolutionize computer-based distance education in the near future. The higher education institutions in Indiana have responsibilities to the citizens of Indiana in designing and delivering educational opportunities which can help them in their challenging life and work.