Virginia Montecino | Education and Technology Resources | montecin@gmu.edu

Computer-Mediated Distance Learning

Considerations:

• computer literacy level of faculty and students
• access to computers and appropriate technology
• student attitudes
  • self-discipline
  • self motivation
  • pioneer spirit
• faculty and student technology support

Course design:

• hypertext syllabus design
• thorough, detailed instructions and assignments
• easy access to links to on-line readings
• clear framework and guidelines for class discussion/participation
• agreed upon computer-mediated discussion mediums - too many can be confusing
• mediums for document exchange student-student, student-teacher
  • hypertext documents
  • attached files in e-mail
  • other

"Real" and virtual meetings:

In-person meetings at the beginning of the semester to :

• explain course requirements
• pass out material
• demo and try out technology
• establish small peer response groups

In-person meeting at the end of the semester to:

• present class projects
• turn in portfolios
• provide closure
• course evaluation

How to avoid being lost in Cyberspace and prevent asynchronous anxiety

• set clear virtual meeting times
• establish netiquette guidelines
• have a positive attitude
• remain flexible
• have consistent contact
• send regular reminders
• respond promptly to student inquiries and drafts
• establish and monitor small peer group activity
  • self reporting
  • periodic group reports
  • peer evaluation at end of semester for teacher's eyes only

Management/Grading

• devise a management system to track students' work and whether or not you responded and returned the work (spreadsheet, folder/subfolder system, other)
• grading individual papers, projects OR portfolio assessment (or combination of the two).
• requiring students to keep "footprints" of their participation in class activities.

Virginia Montecino | Education and Technology Resources | montecin@gmu.edu