Identified 19 barriers to distance training and distance education
Demo FSRA E-learning Program
Mission Ooze: Bacteria Dumpster Diving Mission Icy Hot: Sleeping Sclerotia Mission Spore Wars Mission NEMA: Capturing Nematodes Mission Yuck: Tracking Postharvest Diseases Mission Virulent CDs contain video case studies, lab lectures, field trips etc. Common items such as fruits and vegetables, cotton swabs, toothpicks and coffee filters are left for students to obtain. Detailed instructions tell how to use them with the other items included in the kit. Web links for further info are also given.
Students have been very positive. One student sent a digital picture of herself working with one kit and common household items. Course is not tied to the UF/IFAS system of Research and Education Centers around the state, which is another way of administering labs that we use. This way, students can register and take the course from anywhere in the world. The lab kits are one element of course delivery in a package that includes videotaped lectures and a comprehensive website with handouts, study guides and other resources.
Course was presented through videoconferencing, WebCT and CD. One instructor felt that they were working a lot harder than the other. The rotation of instructors was confusing to students. Their exam styles were very different, with one being discussion based and the other being very detail oriented. In addition to having two primary instructors, there were 12 guest lecturers available through video clips on the website. These lectures were not always well-integrated into the videoconferencing lectures by the primary instructors. Instructors and designers got caught up in making high quality CD and videos. The entire project was very ambitious, and in retrospect would have benefited from paring down excess content and better coordinating elements of course.
Evaluations were lower than instructors were used to, although not out of line for a first-time, complex DE course. Top 5 Problem Areas. Students were not comfortable with use of chats and bulletin boards. This was a relatively inexperienced group of students technologically. For many, it was their first DE course. The multiple guest lectures and insufficient integration into primary lectures were confusing. Tie. Different approaches of primary instructors was a factor. One attempted to interact a lot more than the other. Multiple approaches were confusing to inexperienced DE students. Once again, instructors tried to do too much – too much content, too many delivery methods. Tie. Difference in approaches again, confusing to students. Minor, common problems with videoconferencing and WebCT was more of a problem for inexperienced DE students.
Online Course Design — Presentation & Panel Discussion: Courses That Worked and Some That didn’t Brad Paleg, University of Maryland Beth Raney, Penn. State University Bob Rost, Oregon State University Allan Schmidt, Iowa State University Randy Spears, Purdue University Ron Thomas, University of Florida
Give Me A Little Credit Or Not! Strategies for Successful Non-credit Distance Learning
On second pilot student satisfaction and drop out rate improved
Voluntary study teams reached (45%)
Instructor made his virtual presence felt
Online course students did 1/4 grade point higher than lecture course
But not enough math computer labs to scale up model from 150 to 2,000 students per year
Both Credit and Non-Credit Courses/Modules Working in WebCT and traditional HTML development tools (Dreamweaver, Microsoft Producer, etc.) DE Unit Staff: 1 Manager/Instructional Designer 1 Web Developer/Instructional Designer 1 E-magazine Writer/Web Developer 2 Student developers 2 Student programmers Unit also responsible for all video-delivered DE , too
Online Engineering Courses 30 – 1 credit courses Learners: Professional Engineers in the hydraulics industry Method: WebCT and CD delivered materials