December 1998 — Features
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Digital Classrooms: Some Myths About Developing New Educational Programs Using the Internet
- Independent, active learners;
- People who enjoy working alone;
- Those who can structure and manage time well;
- Accomplished, busy professionals;
- Students with superior verbal ability;
- Risk-taking, creative problem solvers;
- Individuals committed to peers and the group process; and
- People who are comfortable with asynchronous rhythms.
Research has shown that university-level students participating in distance learning are typically older and married, have children and are often juggling their school, work and family responsibilities.[16] Fielding's students are no exceptions.
Likewise, successful faculty members able to teach well and enjoy working in the digital networked learning environment are described as:
- Serious, lifelong learners;
- Teachers favoring experimental and collaborative styles;
- Those who enjoy up-front conceptual work;
- Skilled group process facilitators;
- Teachers who make expectations explicit;
- Those who construct evaluation/assessment schemes;
- Providers of detailed, developmental feedback; and
- People willing to give feedback at frequent intervals.
Teaching on the Internet requires large amounts of time and a well-planned course design and permits faculty to translate their style into a new format which should add value to student learning.[17] The Fielding ODE Master's Program afforded me this opportunity to learn along with my students in a very stimulating setting.
