ERIC ED453882: Update on Research and Leadership, 1997-1998.

47 Pages·1998·1.5 MB·English

by  ERIC

DOCUMENT RESUME
JC 010 444
ED 453 882
AUTHOR Bragg, Debra D., Ed.; Reger, William, IV, Ed.
Update on Research and Leadership, 1997-1998.
TITLE
Illinois Univ., Champaign. Office of Community College
INSTITUTION
Research and Leadership.
PUB DATE 1998-00-00
42p.; Guest editor for numbers one and two was Bruce Scism.
NOTE
Guest editor for number three was Eboni M. Zamani. Office
supported by the Illinois State Board of Education,
Business, Community and Family Partnerships Center with
funding from the Carl D. Perkins Vocational and Applied
Technology Education Act of 1998.
Collected Works Reports Descriptive
PUB TYPE
Serials (022)
(141)
Update on Research and Leadership; v9 n1-3 Fall 1997-Fall
JOURNAL CIT
1998
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
*Access to Education; *College Administration; College Role;
Community Colleges; *Computer Uses in Education; Educational
Practices; Educational Research; *Educational Technology;
Educational Trends; Higher Education; Institutional Mission;
*Institutional Role; Instructional Systems; Internet;
*Leadership
*University of Illinois Urbana Champaign
IDENTIFIERS
ABSTRACT
This document contains three issues of "Update on Research
and Leadership," a newsletter from the University of Illinois. The first
issue examines the integration of Internet technologies with course delivery.
The two lead articles describe current efforts to bring new technology to the
community college classroom. The second issue addresses the community college
mission. Surging numbers of anticipated students and technological
innovations in the delivery of course content potentially impact college
operations. Colleges must find ways to reduce costs or to create new revenue
streams, hence the on-going discussion about partnering and collaboration,
the debate over access, and the emphasis on contract training. The third
issue focuses on new frontiers in community college leadership. With the
onset of the new millennium, increasing attention is being paid to the core
values of leaders and their institutions. Colleges can use a variety of works
to develop a core values approach to leadership.
(JA)
Reproductions supplied by EDRS are the best that can be made
from the original document.
N
00
00
cn
ir)
Update on Research and Leadership, 1997-1998
Debra D. Bragg and William Reger IV, Editors
Volume 9, Numbers 1-3
Fall 1997
Fall 1998
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
This document has been reproduced as
received from the person or organization
D. Bragg
originating it.
Minor changes have been made to improve
reproduction quality
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
document do not necessarily represent official
OERI position or policy.
I
2
BEST COPY AVAILABLE
On Research and Leadership
w
Special Issue on
P
Learning Technologies and the Future
of the Community College
The Illinois Century Network: New
2
Dimensions for Education in Illinois
D
by Cheri Rich
Illinois On-Line Network
by Burks Oakley II, Charles V. Evans,
3
and Lynn E. Halpern Ward
Community College Leadership Cohort to
Begin Summer 1998 at UIUC
4
Developing On-Line Courses:
Perspectives from Four Illinois Colleges
5
Community Colleges and the Internet:
Uses and Impacts
by James D. Layton
Academic and Occupational Integration
14
and Learning Technologies
by Illinois Integration Task Force
On-Line Resources
14
by Bruce Scism
Office of Community College
Research and Leadership
Vol. 9, No. 1
University of Illinois at Urbana-Champaign
Fall, 1997
347 College of Education
1310 S. 6th St. Champaign, IL 61820
Phone: [phone] Fax: [phone]
E-Mail: [email protected] WWW: http://hre.ed.uiuc.eduloccrl
3
2
Office of Community College Research and
Leadership
Vol. 9 No. 1
The Illinois Century
TO Our Readers..
Network:
This issue -of LIOdatoexaminesthe
integration.of .Intematechnologieswith
New Dimensions for
Education
courSOdeliVeiy.. The twO lead articles
describe current efforts to bring --new
in Illinois
technology-to the cOmmunitycollege
classroom. Cheri RiCh summarizes the
status and' tecommendations of the
by Cheri Rich, Lake Land College and UIUC
Higher Education Task force'c report to
the IBHE Oakley, EVans; and Ward
The Higher Education Task Force's report
to the Illinois Board of Higher
deScribe the Illinois On-line Network, a
Education (IBHE), The Illinois Century Network (ICN): New Dimensions
for
cooperative effort between UIUC and t
Education in Illinois, argues that Illinois has the opportunity
to build an
community colleges.to provide'
educational delivery system that removes the barriers of distance,
location, and
necessary.slab.and support to deliver
time for its citizens, or Illinois can become "a
net importer of educational
cOurses:oVer
tholnternet. Four
services in an emerging global market." Other
states such as Wisconsin and
perspectives are presented.from
Pennsylvania and other organizations such
as the Western Governor's
Paddand, Sauk Valley, Elgin; and
Association have also recognized the need for
new educational/ training and
KaslcasIda,. describing-their:efforts,.
delivery systems.
focusing on their diffiCulties.and future
needs, and providing some cfirection for
Connections or Cooperation
similar efforts at other institutions
around.the state. James Layton'
According to the Task Force's report, the ICN would
examines the. utilization of new
connect Illinois higher
education institutions "to elementary and secondary education institutions,
technologies and the impact at the
community.college. Hisresearch
public libraries, hospitals, governments, government agencies, industry,
challenges the headlong .rush" toward
corporations, small businesses, and individual citizens." The proposed network
calls for a high capacity
adoption of thistectinology, and argues
Mbps.) backbone, campus connections
(155-622
(45-
that alternatives should be given full:"
155
Mbps.), and campus infrastructure. In order to maximize existing
state
analysis before being discarded.
investments, avoid duplication, and enhance cooperative efforts, it
was
recommended that the ICN incorporate the existing higher education video
Also read about the upcoming Cohort in
Community College. Leadership.
-
(SUmmet.1998), and On-line
Access to the technology
we need
References for. help: using Internet
will not
software and course development.
come cheaply, but the cost
of not moving forward will be
See OCCRL's website at http://hre.
ed.uiuc.edu/occri for unedited
higher in the long-term.
articles and other resources.
OCCRL was established in 1989.at the
network and develop, in cooperation with other
state projects being designed by
Our mission is to provide
UIUC.
the Illinois State Board of Education (ISBE), the State Library, The
University of
research, leadership, and service to
Illinois Cooperative Extension Service, the Illinois Library Computer
Systems
community college leaders and assist in
Organization, and Central Management Services. Also,
a statewide network is
improving the quality of vocational-
proposed to ensure that institutions in isolated
or sparsely populated areas of the
technical education in the Illinois.
state have the same opportunity to receive the necessary bandwidth at
an
community college system. The
Office
affordable cost as do their urban counterparts.
is supported by the Illinois State Board
of Education, Business, Community and
Project Costs of the Network
Family Partnerships. Center, with funding
from the Cad D. Perkins Vocational and
Estimated costs associated with the ICN include
million in capital costs for
Applied Technology Education Act of
$109
each of the first three years of the project and $39 million in
years four and five
1990.
for a total of
million. Capital costs include the backbone, the campus
$405
Staff
connections to the backbone, and campus networking equipment for the public
institutions. Operating costs for the project
are estimated to be
million in
Debra D. Bragg, Ph.D., Update
$14.5
the first year;
million, second year; and
$22
million, subsequent years.
$29.5
Editor and Director, OCCRL and
These operating costs would include the managing of the backbone and
its
Associate Professor, UIUC
connections as well as recurring costs for "network support staff, for personal
Bruce Seism, Guest Editor, Research
computer support, and for content development expert staff."
Illinois also
Assistant, UIUC
needs to consider training costs, the start-up and ongoing
costs of support and
William Reger IV, Ph.D., Update
Managing Editor and Administrative
Continued on Page 15
Assistant UIUC
4
3
Update NEWSLETTER
Fall 1997
Illinois On-Line Network
by Burks Oakley II, Charles V. Evans, and Lynn E. Halpern Ward, University of Illinois
community colleges have worked On-site and on-line training,
The Illinois On-Line Network (ION)
consulting, and troubleshooting
unceasingly to remove barriers to full
is a collaborative effort between ten
Support of public access sites for
Illinois community colleges educational access for citizens within
their purview. The remaining barriers
on-line programming
(Belleville Area, Black Hawk, Elgin,
of place and time can now be bridged
Highland, John Wood, Lake County,
through the thoughtful use of
Lake Land, Sauk Valley, Shawnee,
and Waubonsee) and the University of networked technologies such as web-
Equally important in
Illinois. The goal of this initiative is
based conferencing software, real time
delivery of audio, textual and graphic
to raise institutional capacity to
determining the
develop, deliver and support on-line,
information, and simulation software.
ultimate benefit to
Internet-based programming for
These learning technologies and
higher education in the State of many others have been adopted by
participants will be
hundreds of faculty across the
Illinois.
country.
issues of faculty and
It is no longer a
student training,
On-Line Learning
question of whether
Communities
access, technical
the Internet has a
infrastructure, and
If Illinois is to prepare its citizens to
role to play within
thrive in coming years, it must create
student support.
effective, on-line learning
the higher education
communities. While sound
instructional design will form the
community, but
basis of quality on-line learning
Developmental Support
rather a question of
experiences, equally important in
determining the ultimate benefit to
how to use Internet-
All of these goals will be met through
participants will be issues of faculty
collaboration between the
and student training, access, technical
based technologies
participating community colleges and
infrastructure, and student support.
the University of Illinois. Regional,
The primary goal of the ION is thus
most effectively and
on-site workshops will be organized
to prepare Illinois' community
appropriately.
to present the latest developments in
colleges, their faculty and staff, for
on-line programming and to provide
the effective utilization of networked
faculty with opportunities to create
information technologies.
on-line course materials. These
The exponential growth of the
workshops will be tailored both to the
Internet and the World Wide Web has
The goals of the ION include:
needs of faculty with some experience
greatly increased the capacity for
in utilizing networked technologies
communication and the availability of
Shared instructional design and
and those just beginning to recast
information on-line, and has begun to
technical assistance
their programming into on-line
change fundamentally the way that
Community College/University
formats. Workshops will be presented
It is no collaboration in the creation of
people learn and interact.
in various geographical regions of the
longer a question of whether the
on-line course materials
state. Additionally, ION technical
Internet has a role to play within the
Identification and sharing of best
support staff will be available for both
higher education community, but
practices
on-site and on-line consultation.
rather a question of how to use
Evaluation of effort and
Internet-based technologies most
dissemination of findings
A residential summer workshop for
effectively and appropriately. The
community college faculty and
goal of the ION is to nurture
Specific tasks to be accomplished
technical staff on the campus of the
meaningful program development
through this initiative include:
University of Illinois at Urbana-
that will lead to quality learning
Champaign will allow interaction
opportunities.
Meaningful collaboration among
between community college faculties
a significant sector of Illinois'
and University of Illinois faculty and
The University of Illinois and Illinois'
higher education community
staff who have already created on-line
community colleges have a long
Identification of appropriate
programming.
history of providing educational and
technical and student support
public service programming to the
systems
Continued on Page 15
citizens of Illinois.
Regional and statewide workshops
Illinois'
4
Office of Community College Research and Leadership
Vol. 9 No. 1
Community College Leadership
Cohort
to
Begin Summer 1998 at UIUC
UIUC is currently recruiting a new
to future community college
college leaders are anticipated.
cohort of students for a Community
leadership positions, but who cannot
Selected courses include:
College Leadership (CCL) doctoral
participate in graduate studies on a
program, specifically designed for
full-time basis. Using the notion of
The Community College
aspiring community college
learning communities, the cohort
Community College Teaching
presidents, vice presidents, deans, and
will feature weekend instruction
and Learning
other administrative personnel.
(typically five weekends per semester
Advancements in Educational
per graduate course), collaborative
Technologies
New visionary leadership will be
teaching and learning,
Community College Policy and
essential to continuing the strong
Program Development
tradition of community college
Organizational Theory and
education that we know in Illinois, a
Administrative Leadership
tradition built since the mid-20th
Using the notion of
Financial Administration
Century. The College of Education
Personnel Administration
learning communities, the
at the University of Illinois at
Program Evaluation
cohort will feature
Urbana-Champaign
Qualitative Research
(UIUC) is committed to working with
weekend instruction,
the Illinois community college
In addition to these courses, during
collaborative teaching and
system to support Illinois' excellent
the second year of the program
tradition of community college
learning, administrative
students will participate in a
education.
Community College Administrative
intern-ships, and seminars
Internship. In the third year they will
Utilizing the expertise of UIUC's
featuring local, state, and
be involved in a Community College
own graduates and other key state
Leadership Seminar. These special
national leaders.
leaders, UIUC is committed to
leadership development experiences
beginning an executive CCL cohort
are designed to engage students in an
in the Summer of 1998. Community
on-going dialogue about issues and
college administrators, faculty and
concerns facing community college
administrative internships, and
support personnel are encouraged to
education in the future.
apply. To ensure that the
seminars featuring local, state, and
national leaders. (For additional
community college of the future is
Approximately twenty faculty from
information about the program, go to
increasingly reflective of its diverse
the College of Education are
the homepage of the Office of
student population, applications from
committed to working closely with
Community College Research and
persons affiliated with under-
students as teachers, advisors, and
Leadership at http://hre.ed.uiuc.
represented groups are highly
mentors in the program.
edu/occrl/ where a copy of the
encouraged.
strategic plan and other supporting
Applications will be
documents appear.)
Key Features of the
accepted until February
Curriculum
Customized Format
15, 1998 with decisions
about admissions
The graduate program will involve
A distinguishing feature of the
course work over a period from
scheduled no later than
program is that students can remain
Summer 1998 to Fall 2001 and a
April 1, 1998.
employed full-time while pursuing
dissertation. The program results in
the doctoral degree. The customized
the awarding of the Doctorate of
weekend and summer format is
For more information and
Education (Ed.D.). For students who
designed to encourage continuous
application materials contact:
wish to commit to full-time study, a
engagement of practice with research
Debra D. Bragg, Co-Coordinator
research-oriented Doctorate of
and theory to develop essential
James G. Ward, Co-Coordinator
Philosophy (Ph.D.) option is
leadership skills, knowledge and
Community College Leadership
available.
perspectives. The use of educational
Cohort Program, UIUC
technologies is planned to enhance
College of Education
The CCL cohort will begin graduate
classroom instruction.
1310 South Sixth Street
study on the UIUC campus in May-
Champaign, IL 61820
June, 1998. The "cohort" format was
Sixteen courses relevant to the
[phone]
chosen deliberately to meet the needs
diverse needs of future community
of working professionals who aspire
6
Fall 1997
Update NEWSLETTER 5
Practical
Developing On-Line Courses:
Perspectives from Four Illinois Colleges
Sauk Valley Community College: Expanding Students'
Educational ExperienceIntegrating Instructional Technology
By Philip E. Gover, Alan Pfeifer, Kris Murray, Sauk Valley Community College
for faculty and staff both within and
During the 1996-97 school year,
both general and discipline specific
Sauk Valley Community College
across disciplines.
tools.
began to see the fruits of presidential
The addition of equipment and
leadership. The Board of Trustees
Sauk Valley also adopted a five-year
software tools means both additional
plan to replace computers in full-time
approved an administrative
hardware and software support. The
reorganization that positioned the
faculty offices and connect them to
availability of the College LAN (local
information systems area under the
the College infrastructure that
area network) and servers both
includes the Internet and Sauk
instructional services umbrella. They
Valley's Intranet. The placement of
Intranet and Internet are critical to the
then followed this move with a
instructional process. Therefore, a
commitment of 1.6 million dollars
downside to the integration of
(over five years) to upgrade both
technology and web-based instruction
institutional and instructional
Sauk Valley
could be the additional cost for
computing. Thus the stage was set for
support. In order to supply
the emergence of an aggressive
provides encourage-
uninterrupted access to faculty and
instructional technology policy as
ment, facilities,
students, serious integration of
expressed in the following areas of
technology into the educational
development:
equipment, and
process requires an investment in
Creation of an Instructional
backup servers, systems,
1.
training to faculty
communication lines, and technology
Technology Center
members interested
Increased use of technology in
support staff.
2.
the classroom
in using the Internet
Asynchronous learning means that
Collaborative efforts with other
3.
community colleges and four-
learners will need technical assistance
as either a resource
on a 24x7 (24 hours per day, 7 days
year schools
per week) basis. Learners may have
Creation of Internet courses
4.
site for course work
problems with the software on their
or as a primary
computer and with dialing their local
Instructional Technology
Internet service provider. These
Center
source of course
"help desk" questions will become
part of the responsibility of the
materials and
Sauk Valley's vision for the
institution when it impedes access and
Instructional Technology Center
thus learning by the enrollee. Server
assessment.
(ITC) is to provide the stimulus and
access and support must be available
foundation support for faculty who
on that basis as well.
desire to incorporate instructional
technologies into the
Technology in the
these machines aided integrated
teaching/learning process.
technology-based instruction at Sauk
Classroom
Valley because faculty feel less
The initial success of the ITC was its
intimidated working on their own with
Additional opportunities for using
involvement and encouragement of
one-to-one instruction in their offices.
technology in the classroom created
Sauk Valley faculty. Faculty were
The success of this program has also
by the ITC has increased demands on
involved in the selection of state-of-
created a greater demand on the
the technical support staff. The
the-art PC and Macintosh equipment
services of the ITC as the faculty
faculty using the ITC have found that
along with a variety of suitable
continue to use its equipment and
peripherals. Also, because Sauk
the amount of time invested in
services to create web and classroom-
preparing to use technology in the
Valley has seen the benefits of
based material. The ITC also offers
classroom was much greater than
creating faculty mentors, it is actively
group seminars on word processing,
pursuing the creation of key faculty preparation time for traditional
spreadsheet, presentation graphics,
teaching--a natural consequence of
members knowledgeable in the use of
Internet, Office and ITC hardware use,
7
Office of Community College Research and Leadership
Vol. 9 No. 1
having to learn the software as well as
Sauk Valley is an active member of
was not officially scheduled to begin
use it to create presentations.
the Western Illinois Education
until the Fall semester. The Internet
Tools needed by faculty in order to
Consortium (WIEC) which was
version of Humanities 210 includes:
use computer-based technologies
designed to provide educational
require equipping classrooms with
opportunities for under-served
material on web pages and links
user-friendly equipment. At present,
citizens in the region between the
to supplementary material that are
however, equipment must move from
Wisconsin border and Quincy,
the equivalent of in-class lectures
room to room as needed (often
Illinois. Sauk Valley hopes that the
and audio-visual presentations;
showing up five minutes before class)
mission of WIEC will expand from
synchronous/asynchronous
and is not necessarily the same brand
the simple delivery of interactive
communication through MOO
or format from one use to another.
audio-video transmissions to more
and COW that are equivalent to
Following the standard audio-visual
advanced instructional technology
office hours, class discussion, and
paradigm of mobile overhead
delivery systems as they develop.
all other communication between
projectors and VCR units being
Collaboration with the WIEC will
teacher and learners;
shared among faculty may be
increase the availability of resources
assignments that take the student
necessary, but not recommended by
at our disposal.
to the library or other sources for
faculty. Sauk Valley is in the midst
research.
of equipping eight classrooms with
To participate in this
computers, projectors, white boards,
The students did extremely well in the
audio systems, as well as laser disc
course. One even submitted his
new learning
players. Most faculty acknowledge
assignments as web pages, a definite
medium community
this initiative as a move in the right
extra effort on his part. The writing
direction, and see it as an indication
skills of both students improved
colleges will need to
of the administration's commitment
through their continuous written
to the integration of computer-based
conversations with the teacher on
dedicate resources
technology into education.
topics related to the course. Their
and appropriate
performance, however, was anomalous
Collaboration
to the general Sauk Valley student
funding in order to
population. The course instructor
and the technical support staff will
Sauk Valley Community College, like
support faculty and
launch a study over the next four
similar institutions, does not have
semesters to shed some light on what
enable learners to
sufficient staff and funding to
cognitive traits and minimum levels of
support significant instructional
succeed.
computer literacy are necessary for
technology enhancements
success and should be required of
independently. It is, therefore,
prospective Internet students.
imperative to cultivate and develop
Sauk Valley provides encouragement,
collaborative initiatives with other
facilities, equipment, and training to
To participate in this new learning
colleges and universities which share
faculty members interested in using
medium community colleges will
similar outcome objectives.
the Internet as either a resource site
need to dedicate resources and
for course work or as a primary
appropriate funding in order to
Among Sauk Valley's collaborative
source of course materials and
support faculty and enable learners to
efforts is a cooperative agreement
succeed. Sauk Valley's experiences
assessment.
with the University of Illinois to offer
make it clear that a participation in
Net Math to high school and adult
Humanities 210 Trial Run
technology-based education must
students. This alliance has been
involve a shared vision of the entire
extended through Sauk Valley's
institutionboard of trustees,
participation in a consortium with the
During the summer of 1997, an
administration, faculty, and staff.
University of Illinois and nine other
Internet version of Humanities 210
Illinois community colleges that
(Man and the Arts) was given a trial
For more information, contact Dr.
recently received a HECA grant to
run. Two students participating in a
fund equipment and expertise for
Phillip E. Gover, Vice President of
program for gifted high school junior
expanding their presence on the
and seniors found that time conflicts
Instructional Services, Alan Pfeifer,
Internet. This relationship is expected
prevented them from attending
Director of Computing and
to produce opportunities for staff
Humanities 210 in the classrom along
Instructional Technology, or Kris
development, access to further
with their cohort. The administration,
Murray, Instructor of Humanities, at
technologies, and the creation of and
the instructor who designed the course
815-288-5511 or [email protected],
access to Internet courses and
the technical support staff, and the
[email protected], murrayk@
additional educational alternatives for
students, decided collectively to allow
svcc. edu.
students.
the students to take the Internet versio
of the course, even though the course
8
7
Fall 1997
Update NEWSLETTER
Parkland College: Internet Courses A New
Frontier in
Distributed Learning
By Michael J. Miller, Darrin L Cheney, Parkland College
Postcard from a Student
The Human Dimension of
discussion and small group
activities.
On-Line Instruction
Students can access the courses
Dear Professor Gordon, I'm writing
using any web browser via
to tell you how much I appreciated
Community colleges pride
campus computer labs or their
the time and effort you put into
themselves on personalized
home PCs.
making your English Composition
instruction and their ability to create
course such a great experience. As
supportive learning environments for
the result of taking your course, I
Keeping the human
students. In a new twist on the old
have just received a promotion at
"commuter college" motif, the
dimension in the
work. I'm still doing the swing shift,
Internet and networked learning
but the extra income will allow me to
foreground of
allows Parkland to "commute to our
have a baby-sitter at home for my
students." The Internet and other
mediated instruction
kids while I'm at work. Not only did
forms of distributed learning will
your course help me learn how to
enable the college to strengthen its
is crucial to shaping
write better, but I also think that my
commitment to providing flexible
on-line learning
computer skills have improved a lot.
educational opportunities. Parkland
Thank you again for a great learning
College's success hinges on re-
communities that
experience. I enjoyed getting to know
imagining how it can fulfill its
you and hope I will have a chance to
will be gratifying for
historical commitment to serving
Sarah
take another class with you.
learners. Community college leaders
both students and
must effectively communicate how
Sarah and Professor Gordon never
faculty.
technology extends and builds
met face-to-face. Their entire
upon the community college's
teacher-learner relationship
foundational mission.
developed via an Internet course and
Building upon the release time
networked communication. Sarah
New Internet Courses at
model, our Internet curriculum has
valued her Internet course as
increased to eleven courses within a
Parkland College
authentic learning that advanced her
year. Parkland's students can now
educational and career goals.
enroll for on-line courses in English
Parkland College began developing
Composition, Speech, Sociology,
Internet courses in the Summer of
This anecdote illustrates some
Chemistry, and Sports Psychology.
1996.
intriguing aspects of the "on-line
On-line courses are accepted by the
frontier" that community colleges
Curriculum Council as equivalent to
An initial pilot project provided
explore as they create new learning
traditional classroom courses. Other
release time for two faculty to
communities in cyberspace.
Internet courses are in the works, and
create courses with assistance
Parkland's initial experience working
Parkland is beginning to consider
from a web specialist, and a
with faculty to develop Internet
developing a"Virtual College"
instructional designer/media
courses suggests that sociology rather
component as the next logical step in
producer in the Department of
than technology is at the heart of the
extending its current menu of
Academic Technologies.
enterprise. The Internet functions
cyberspace offerings.
Existing lecture and course
well as a channel for delivering
assignments were redesigned and
instruction; more importantly, it
Lessons Learned from the
converted to HTML formats, then
creates an arena for developing
Pilot Project
uploaded to a campus web server.
meaningful human relationships
Text files, graphics, and links to
between teachers and learners.
Planning and Support. Custom
other Internet resources were
Keeping the human dimension in the
course development requires time,
combined in the on-line
foreground of mediated instruction is
"classroom."
planning, and design assistance.
crucial to shaping on-line learning
Faculty are subject specialists, but
Teachers and students use both e-
communities that will be gratifying
need support in translating objectives
mail and FirstClass, a
for both students and faculty.
conferencing program, for class
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Office of Community College Research and Leadership
Vol. 9 No. 1
in order to succeed in an Internet
midnight or at 5:00 AM, often the
and materials to an Internet delivery
course. Whether the community
only times they have to focus on
system.
college creates formal entry
academic work, and they are willing
Faculty Training. Faculty need to
requirements for on-line courses or
to make the effort if community
acquire instructional design and admits students regardless of their
colleges can provide access to quality
computer competencies in order to
instruction around the clock.
computer skills, it will need to
design and manage an Internet
consider student training and support
Real Costs and Resources
course. These skills are an extension
issues.
of existing teaching methods, but to
Changes in the Learning
acquire them the faculty initially
Skilled personnel, reliable
Environment
technology, robust network
The main barrier
infrastructure, integrated student
services, and meaningful faculty
Exploring the use of the Internet for
community college
incentives are among the key
instruction has compelled Parkland
ingredients required. While it is
students face is not
College to reexamine how it designs
certainly possible to economize in
effective instruction, serves students,
distance, but time.
some areas, community colleges are
and manages the changing roles of
best advised to anticipate the real
teachers and support professionals.
Internet courses
costs of developing Internet
allow students to
curriculum.
Changes in Faculty. Networked
communication largely replaces face-
accelerate progress
The on-line "virtual
to-face interaction between teachers
toward their
and students. Classroom lectures are
classroom" has to be
placed on web servers as HTML files
educational goals by
constructed con-
and interactive discussion lists, which
"time-shifting"
means that traditional class
sciously to make it a
preparation followed by "live"
schoolwork at their
"space" conducive to
lectures is replaced by the "front-
loaded" preparation of on-line
teaching and learning.
convenience.
materials and design of a cyberspace
classroom. Faculty lecture time is
College administrations should work
shifted into managing e-mail
experience the process as labor-
through policy and management
communications and discussions on-
intensive and challenging. Faculty
issues before launching into an
line, most of which occur
typically enjoy a privileged role that
ambitious Internet curriculum
asynchronously.
derives from their scholarly expertise,
project. Issues related to faculty
but must rely on those with
compensation, course load,
Changes in Course Development.
computing and technical know-how.
enrollment caps, student support
Developing Internet courses requires
Creative technologists have design
services, development time, and
designing an entire learning
technical infrastructure must be
skills but do not always appreciate
environment. The on-line "virtual
anticipated. Providing quality on-
faculty concerns about technology
classroom" has to be constructed
line instruction that meets the needs
which, for them, can sometimes be
orworlcing learners" means that
consciously to make it a "space"
new and uncomfortable territory.
community colleges will have to
conducive to teaching and learning.
Technical support staff need to assist
employ technological tools to create
Many faculty initially experience this
faculty who may not be comfortable
effective teaching and learning
as constraining because they value
with team-based collaboration and
environments. The future will be
the spontaneity of classroom
more technical course design in
created by educators who can"learn
interaction.
activities such as curriculum
by design.-
development, web page design, and
Changes in Students. The main
beta-testing of on-line courses. Since
For more information contact Dr.
barrier community college students
Michael J. Miller, Dean of Academic
Internet courses reside on a web
face is not distance, but time.
Technologies, or Darrin Cheney,
server, they require knowledgeable
Coordinator, Instructional
Internet courses allow students to
technical staff to make sure
Technology and Distance Education
accelerate progress toward their
everything is working properly.
at 217-373-3893, or
educational goals by time-shifting
[email protected] or
schoolwork at their convenience.
Student Training. Students also need
[email protected]
Learners value the ability to log on at
certain basic computer competencies
10