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