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Editor's Note: The Online Resource Page was published in September with an invitiation to participate in its discussion. Here is a summary of key points that came out of the discussion. If you were unable to attend, you may wish to reread the Online Resource Page article in the USDLA Journal for September.

Online Resource Page:
Using Technology to Enhance the
Teaching and Learning Process

Brent Muirhead

© 2001 International Forum of Educational Technology & Society
(IFETS)

Part II - Post-discussion Summary

The discussion of the online resource page occurred on the IFETS discussion list from August 27, 2001 to September 7, 2001. The dialog began by focusing on three basic questions:

What are the advantages and disadvantages of e-books?

How does the Resource influence the classroom learning environment?

How can today's instructors use the Resource to enhance online interaction?

Discussion participants explored the potential advantages and disadvantages of the new resource page that has been developed by the University of Phoenix. Ultimately, the goal of the new initiative was to enhance the online teaching and learning process. It is designed to be a place that will provide instructional resources for a variety of educational needs. For instance, the resource page has foundational articles that are tied to the course objectives. Yet, instructors have the freedom to use their subject expertise to add articles and other instructional resources for their students. Perhaps, it is better to view the resource page as a fluid document that has foundational materials but it is much more than just a set of e-books.

What are some of the concerns and observations about the Resource Page?

Debate over the educational effectiveness of using e-books (ex. Access issues).

Whether the Resource Page design will help stimulate relevant interaction with the course material and with other learners.

Instructional design issues involving the costs involved in creating an educational setting to effectively use the Resource Page.

The importance of having qualified online instructors.

The need for more research and the willingness of innovators to listen and learn from constructive criticism of their work to encourage academic collaboration and improve online instructional resources.

The discussion highlighted the importance of having trained teachers who are effective at facilitating online classes. It is vital that today's online instructors possess expertise in academic content areas and have the interpersonal skills that enable them to work effectively with a diversity of students. An effective facilitator will be able to create a friendly and intellectually challenging class that has lively dialog and relevant assignments that reflect high academic standards. The discussion moderator described the performance indicators that are often found in good online facilitators.

Performance Indicators

• The facilitator interacts on a regular basis with their online class.
• Messages are clearly written, formatted properly and reflect appropriate spelling & grammar.
• Uses personal & professional examples to stimulate discussion.
• Writes with good online tone (friendly, polite & professional).
• Interacts effectively with a diversity of students and works with lurkers.
• Responds to student questions in a timely (within 24 hours) and consistent manner.
• Demonstrates excitement/enthusiasm about the teaching and learning process.
• Monitors student learning groups and encourages collaboration.
• Builds upon student comments in a constructive way and uses creative prompts when necessary (ex. posts additional questions to help sustain and energize their dialog).
• Keeps the class focused on discussion questions & assignments.
• Provides timely and consistent feedback by carefully explaining grades and offering specific, detailed and constructive comments on papers.
• Provides a detailed syllabus and weekly instructional updates on class work

The resource page provides teachers with instructional resources that can help them promote deeper learning experiences. Instructors can offer supplementary materials that will enable them to meet the needs of students who possess different learning styles. Ultimately, online educators still hold the keys to making the online experience enjoyable for students. Spitzer (2001) relates that "the missing link in Rosset's DL experience was not the technology, but the lack of a human mediator who could provide the things that technology could not: relevance, personalization, responsiveness, and flexibility (pp. 51-52)." Research studies into interactivity in graduate education schools reveals that
students want timely and consistent feedback. Students want personal attention from their instructors. It takes dedicated and effective facilitators that are frequently online to meet student needs. Traditional teachers sometimes have difficulty making the transition to working in the online environment. Being a good facilitator is a very challenging job and it is often far more demanding than traditional teaching (Muirhead, 2001).

The resource page offers students a variety of learning options that can individualize their educational experiences and make them more relevant. The student-centered model of learning encourages teachers to view their students as academic partners who work together to produce relevant and meaningful learning experiences. It requires educators who are willing to change their standard teaching methods. Boud (1995) related that "they will need to become researchers of student perceptions, designers of multifaceted
assessment strategies, managers of assessment processes and consultants assisting students in the interpretation of rich information about their learning" (p. 42).

The student-centered learning model challenges teachers to carefully use descriptive language in their written and verbal comments (phone conversations) to students. Teachers must develop dialogues with their students that foster personal and professional growth. Unfortunately, some professors, through attitude and verbal and written comments, treat their students as subordinates (Hawley, 1993). Obviously, the instructor's language must be caring and honest while providing constructive feedback that helps the student to have a clear picture of their academic work.

Conclusion

The discussion of the resource page reveals the need for distance education schools to carefully select and train instructors for their online classes. The resource page has the potential to enhance the learning process. Yet, it requires having qualified instructors to effectively use it. Also, the University of Phoenix realizes that it is a creative initiative that requires time to experiment with teachers and students. The university is using conferences and Internet discussions as vital opportunities to obtain feedback to improve the resource page. For instance, students might want to have the option to use both textbooks and e-books in their classes. The discussion participants provided excellent insights that will be useful in the on-going evaluation of the resource page. In the future, the school hopes to share a prototype for those interested in using the resource page for their organizations.

References

Boud, D. (1995). Assessment and learning: Contradictory or complimentary?
In P. Knight (Ed.), Assessment for learning in higher education (pp. 35-48). London: Kogan Page Limited

Hawley, P. (1993). Being bright is not enough: The unwritten rules of doctoral study. Springfield, ILL: Charles Thomas Publisher.

Muirhead, B. (April, 2001)"Practical Strategies for Teaching Computer-Mediated Classes." Educational Technology & Society 4 (2). Available: http://ifets.ieee.org/periodical/vol_2_2001/v_2_2001.html

Spitzer, D. R. (2001). Don't forget the high-touch with the high-tech in distance learning, Educational Technology, XLI, (2), pp. 51-55

About the Authors

Brent Muirhead has a BA in social work, master's degrees in religious education, history, and administration, and doctoral degrees in education (D.Min. and Ph.D.). His Ph.D. degree is from Capella University,a distance education school in Minneapolis, Minnesota. He took the majority of his courses online and gained valuable experience in distance learning. His dissertation studied interactivity (communication, participation, and feedback) between students and between students and their professors in a computer mediated graduate school.

Dr. Muirhead is area chair and teaches a variety of courses for the MAED program in curriculum and technology for the University of Phoenix Online (UOP). He also trains and mentors faculty candidates, conducts peer reviews of veteran faculty members, and teaches graduate research courses in the new UOP Doctor of Management program.

Tel: + 1 770-751-1783, email bmuirhead@email.uophx.edu