Allison Littlejohn & Niall Sclater, University of Strathclyde, Scotland
Abstract
Teachers in universities throughout the World are showing a growing interest in using the Web in higher education. Faculty can be trained relatively quickly in the technical skills necessary to build an educational website, however if they are not grounded in sound pedagogical practice these sites can be sterile and uninspiring learning environments. One way to overcome the conceptual barriers faculty have in creating online courses is to use the infrastructure of a virtual university which models that of a campus-based institution. A skills development program at the University of Strathclyde for academics interested in developing Web-based teaching, administration and assessment utilises such a model. Faculty are rapidly able to conceptualize and develop new online courses within the virtual university infrastructure explained and made available to them.
Background
Widespread use of the World Wide Web for teaching and learning in higher education can only occur if faculty are effectively supported in developing new strategies for teaching and learning. In our experience of facilitating a staff development program introducing the use of new technologies in supporting teaching, learning and assessment, academics struggle with a number of conceptual barriers. These barriers include a limited conception of the potential of a Virtual Learning Environment. One reason for this is that most academics in Higher education have themselves been participants in a traditional teaching and learning environment and may have limited conceptions about the use of the Internet for teaching, learning and assessment. Also there is little scope for academics to develop sound strategies for teaching and learning so there is a tendency to develop didactic, teacher-centred teaching methods. Faculty often express the notion that these traditional models of teaching, learning and assessment can simply be transferred to and "delivered" via the Web. Some have a desire to put their lecture notes online but have no notion of a pedagogical basis for doing so. Perhaps they would like to recommend to students the use of the web as a resource for performing literature searches or to encourage limited dialog by email. However, there is often no real conceptual framework on which to base their use of the Web in teaching and learning. As a result of this students quickly adopt traditional models of learning which are conformant with a traditional teaching environment. However these learning strategies will not enable students to develop the Communication and Information Technology (C&IT) skills they will require for future employment. (Stefani & Littlejohn).
To summarize, there are two main conceptual barriers:
- faculty may have limited conceptions of a virtual teaching and learning environment and
- some faculty may have a poor grasp of pedagogical issues.
There is a degree of naivety with respect to new learning technologies being able to cure the problems associated with traditional teaching and learning. It is essential that we find a way to close this gap in understanding of the parameters of a virtual learning environment compared to those of a more conventional environment.
At the University of Strathclyde we have tried to overcome these conceptual barriers by enabling faculty to develop new strategies for teaching and learning within an integrated virtual learning environment. We perceived our skills development program as an excellent opportunity to overcome barriers to the adoption of the Internet for teaching and learning. This was achieved by using the metaphor of a Virtual University. The aim of this paper is to assess the merits of using an integrated virtual learning environment, such as the Virtual University, as a conceptual model enabling academics to develop strategies for teaching, learning and assessment via the Web.
The Virtual Learning Environment as a Cognitive Model
The Clyde Virtual University (CVU) is a virtual learning environment integrating the main components of a traditional university. The Lecture Theatre is a home for web-based teaching materials, while the Library contains additional mainly textual resources. Students register for courses and find out about the virtual university in the Administration Office and take part in online discussions and virtual tutorial groups in the Virtual Café. Formative and summative assessments are found in the Assessment Hall.
The CVU has a much simpler structure than some other virtual university models (Whittington & Sclater). The easy conceptual link of the CVU model with the metaphor of a "bricks and mortar" university environment has found favour with academic staff throughout universities in the West of Scotland. Academics are able to review the learning packages, assessments and discussion groups currently available before developing new teaching materials. Assistance is provided in setting up Web-based courses on CVU by project staff. The aim is to render the technology as transparent as possible so that focus can be placed on learning issues.
Simply immersing faculty within a virtual learning environment is not an adequate means of developing new teaching and learning strategies. We have already highlighted the fact that some academics have limited conceptual models of effective teaching via the Web. Therefore it became necessary to provide a Skills Development Program blending pedagogical and practical skills within this virtual learning environment.
Using the Virtual University Model as a Conceptual Framework
A programme of workshops was piloted at the University of Strathclyde during the first semester of the 97/98 academic year aiming to promote good practice in the development and use of new learning technologies. Five full-day workshops were designed around the conceptual framework of the Clyde Virtual University. Not only did this present academics with the notion of an integrated virtual learning environment, but it also offered an infrastructure to aid in the construction of learning materials. Each course was based around a different area of CVU, for example:
- Choosing the Right Technology an overall introduction
- Electronic Assessment - based in the Assessment Hall
- Web-based Teaching - creating material in the Lecture Theatre
- The Electronic Library and
- Internet Communication - includes a virtual discussion in the Café
During each workshop faculty were initially invited to examine some of the educational issues involved in using the Internet for teaching and learning. Case studies were presented to illustrate these issues, showing examples of good practice where new technologies have truly enhanced teaching and learning. Focus was placed on the teaching and learning potential rather than on the technological potential. Faculty were continually invited through the use of face to face and electronic discussions to think about how the technologies would best be used to enhance the student learning experience. Wherever possible web-based materials, assessments and communication methods were used by academics themselves, placing them temporarily in the role of students and enabling them to evaluate the technologies at first hand. The CVU model provided a conceptual framework enabling academics to investigate the inter-relationships of several areas of the virtual learning environment. For example, formative assessment created during the electronic assessment workshop could easily be integrated with teaching material placed in the Lecture Theatre. Also issues could be discussed in the Virtual Café without having to move to a different physical location. In this way academics could explore the relationships between physical and virtual learning environments. This also provided a coherent framework for the skills development program.
Skills Development Program in New Learning Technologies
Each workshop begins with a discussion of pedagogical issues, such as evaluating collaborative technologies or accommodating differing learning styles. In our experience academics can easily acquire practical skills such as creating online learning material using Netscape Composer. Using the CVU Test Wizard to integrate this primary course material with formative assessment and incorporating a HyperNews discussion in the Virtual Café adds enhanced levels of interactivity.
The workshop entitled Choosing the Right Technology provides an introduction to the other courses and gives faculty an overview of the learning technologies available to them. A major concern voiced was that existing materials, such as educational CD-ROMs, promote surface learning. This is addressed by examining ways in which these materials can be integrated into the existing curriculum and, combined with more traditional, paper-based methods, can enhance teaching and learning. Research behind the successes and pitfalls of integration has been extensively documented (LTDI4 publications), and is highlighted during a short on-line course. Staff have stated that they enjoy being in the role of a student whilst reflecting on ways in which they could integrate the use of learning technologies into their own classes.
The significance of student dialogue was highlighted in an article by Terry Mayes in the Times' Higher Education Supplement. Professor Mayes argues that it is essential to establish two-way communication: from teacher to student, then from student back to the teacher with the teaching giving effective feedback. However current use of learning technology facilitates only one-way communication: from teacher to student (Mayes). In the workshop on Internet Communication the importance of two-way dialogue is discussed with staff from both the University of Strathclyde and the Glasgow Caledonian University via a wide range of technologies including text conferencing, Internet Relay Chat, videoconferencing and shared whiteboards. Case studies have been very effective in illustrating innovative teaching methods. Two examples are the ICON Project during which students collaborated on a design project via the local Metropolitan Area Network and NetSem, a music seminar carried out via the Internet.
The workshop focussing on Electronic Assessment has been made effective by blending pedagogical and practical skills. Participants discuss the most effective uses of electronic assessment in their classes, for example for formative assessment of large numbers of students. Focused on an effective use, participants can then utilise the assessment engine developed by the Clyde Virtual University team which enables them to rapidly create assessments even if they have very limited technological knowledge.
The Web Based teaching workshop draws together skills required for Web-based course development with the practical issues of creating Web pages. Academics are asked to bring some teaching material that they wish their students to use via the Clyde Virtual University. Despite their limited IT skills, most participants seem amazed at how quickly and easily they can create Web pages. This allows them to concentrate on the underlying pedagogy. Increased use of the Clyde Virtual University means that there are even more educational websites with ideas to explore. A faculty member interested in putting teaching materials on the Web may come away with an enthusiasm for developing assessment to be held in the Assessment Hall. The realisation that the web can be used dynamically for discussions in the Virtual Café can transform an otherwise uninspiring series of online lecture notes placed in the Lecture Theatre.
As faculty adopt more of the technologies into their teaching, the conceptual framework changes from that of a collection of isolated discussions, assessments and lecture notes. Courses can evolve into fully integrated learning environments with materials, activities, formative assessments, lists of frequently asked questions, discussions and summative assessments available from a single front end based on the course itself rather than being split up into the various areas of the Virtual University.
Some staff have expressed concerns about the lack of a suitable technical and organisational infrastructure for the implementation of these technologies; these can be relayed by the course organisers to senior management. Other barriers to the adoption of these technologies which the workshops aim to address include technophobia and a fear of dramatic increases in workloads. Furthermore, prior experience with educational technologies such as some CD-ROM packages has led to a cynicism among some staff about the educational effectiveness and the feasibility of implementing electronic teaching and learning on a large scale, though the potential of the Web can serve to re-enthuse disillusioned participants.
Many of the reservations academic staff have about the new technologies were anticipated and dealt with during classes before they were voiced. For example, electronic assessment involving multiple choice type questions (MCQs) is often unsuitable for summative examination as MCQs fail to assess "deep" learning. Encouragement to students to communicate with their lecturers electronically can result in increased administration. Can faculty recommend new technologies to their students when they cannot provide personal, technical and administrative support?
Advantages of Using a Virtual University as a Conceptual Framework All classes were evaluated by anonymous online evaluation forms enabling the developers of the training program to assess its usefulness and to change the format and content in response to new requirements. From these forms and in class discussions we have developed a clearer picture of the advantages and disadvantages of using the virtual university as a conceptual model.
One major advantage is that the CVU model provides a framework linking the concept of a traditional, physical learning environment with that of a virtual learning environment. It also provides a platform for experimentation in new teaching and learning strategies, providing faculty with a much clearer concept of how to work within an electronic environment, based on Kolb¹s theory of experiential learning. Kolb¹s theory describes four dimensions in a learning cycle: firstly the learner's immersion in a concrete experience of the virtual university environment, followed by observations and reflections on that environment. This is, in turn, followed by the formation of new concepts of learning within a virtual environment, and finally, active experimentation in the creation and testing of the effectiveness of courses within the virtual learning environment. This gives rise to new experiences, and the learning cycle begins again.
Because the CVU electronically links several universities, it provides a platform for inter-university collaboration and discussion of teaching and learning methods. Discussion and the exchange of ideas amongst faculty from institutions of different cultures has been extremely fruitful. Fear of technology can be reduced by providing an infrastructure that can easily be adopted. Many participants have expressed surprise at how quickly and simply they can create teaching material using the available tools. This also serves to alleviate concerns over the amount of time required for developing new teaching materials.
The use of local case studies has proved to be highly motivating for faculty. These ideas can be quickly adopted and improved for use within their own teaching and learning. The CVU model serves to aid academics in taking their first steps in using the Internet for teaching. This provides them with a firmer basis for further developing their own ideas for future teaching and learning.
A few disadvantages of the CVU model have also emerged. One is that the same model may not work well for all courses. Also, conformity to the model may restrict academics from thinking in newer and even more innovative ways.
Conclusions and future Developments
In conclusion, the Virtual University model may offer a framework in which faculty can develop their own cognitive model for virtual learning. Instead of a static and uninspiring medium for presenting text-based materials, courses designed for the virtual university can enhance communication between lecturers and students and between the students themselves. The need for dialogue and feedback as an essential part of the learning process is often lacking in existing teaching methods, so this issue is stressed to staff attending the courses. The dialogue continuously encouraged during the workshops themselves provides opportunities for faculty to experience the positive effect of two-way communication on the learning process.
There is also an essential requirement to develop a community of scholars actively using these technologies. It is essential to retain the momentum and enthusiasm kindled during the workshops by promoting dialogue and debate. Therefore, after completion of a workshop participants are invited to add their names to a mailing list advertising meetings and special events. These include discussions of innovative methods of teaching and learning and seminars by visiting academics.
Another fundamental component of supporting academics wishing to use new learning technologies is to provide consultancy to individual departments. Presently at the University of Strathclyde many departments are developing strategies for implementing innovative methods of teaching, whilst some have secured funding for specific projects. It is important to offer informed guidance whilst embracing the individuality of each department.
As new communication technologies become widespread, it will be increasingly important for academics to have a clear understanding of teaching and learning issues and to acquire the necessary skills. To this end we are currently teaching a postgraduate Diploma in Advanced Academic Studies which includes two modules (at Scottish Masters level) in Web Based Teaching and Internet Communication. Participants take part in discussions and dialogue not only with faculty from other Scottish Universities, but with colleagues in the United States, helping to break down geographic boundaries. Through these courses we hope to draw upon the lessons we have learned and further support academics to develop innovative approaches to their future teaching and learning.
References
Clyde Virtual University http://cvu.strath.ac.uk
Clyde Virtual University Assessment Engine http://cvu.strath.ac.uk/ae/
Duffy, C., Arnold, S., Henderson, F., NetSem - electrifying undergraduate seminars, Alt-J, Vol 2, http://www.cti.ac.uk/publ/actlea/issue2/duffy/ (1995)
Kolb, D.A., Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ, Prentice Hall (1984)
Mayes, T., Dialogue With A Dumb Terminal, Times Higher Education Supplement, October 10th 1997
Sclater, M., Sclater, N., Campbell, L., ICON: Evaluating collaborative technologies, Active Learning 7 (1998)
Stefani, L., Littlejohn, A.H., Exploring the Gap between the Concept and the Reality of Using New Technologies in Teaching and Learning, LTN 98, Workshop at SEDA Conference, Southampton, UK (1998)
Stoner, G. (Ed.), Implementing Learning Technology, Learning Technology Dissemination Initiative Publications, ISBN: 0 9528731 0 9 http://www.icbl.hw.ac.uk/ltdi/implementing-it/cont.htm (1996)
Whittington, C.D., Sclater, N., A Virtual University Model, Proceedings of WebNet 98, AACE (1998)
Clyde Virtual University Assessment Engine http://cvu.strath.ac.uk/ae/
Duffy, C., Arnold, S., Henderson, F., NetSem - electrifying undergraduate seminars, Alt-J, Vol 2, http://www.cti.ac.uk/publ/actlea/issue2/duffy/ (1995)
Kolb, D.A., Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ, Prentice Hall (1984)
Mayes, T., Dialogue With A Dumb Terminal, Times Higher Education Supplement, October 10th 1997
Sclater, M., Sclater, N., Campbell, L., ICON: Evaluating collaborative technologies, Active Learning 7 (1998)
Stefani, L., Littlejohn, A.H., Exploring the Gap between the Concept and the Reality of Using New Technologies in Teaching and Learning, LTN 98, Workshop at SEDA Conference, Southampton, UK (1998)
Stoner, G. (Ed.), Implementing Learning Technology, Learning Technology Dissemination Initiative Publications, ISBN: 0 9528731 0 9 http://www.icbl.hw.ac.uk/ltdi/implementing-it/cont.htm (1996)
Whittington, C.D., Sclater, N., A Virtual University Model, Proceedings of WebNet 98, AACE (1998)