March 1998 — Features
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Addressing Student Needs: Teaching on the Internet
Assignments and Exams
Specific computer Content Links were provided to students for their use, directing them to established Web sites. The papers the students wrote were termed "reaction papers" covering topics of their choice. They were asked to react to the content they found in their research. In the Community College Curriculum course for example, students applied their acquired knowledge in the course, and designed new associate degree programs to address unmet needs in their communities. All papers were submitted via e-mail.
I did not employ Chat Rooms in these courses for a number of reasons. The experiences of other faculty members who used Chat Rooms were not always positive. Further, the difficulty of having all students available at a given time was considered a major deterrent. The Forum seemed to satisfy the objectives that otherwise might be achieved with a Chat Room.
Each course ended with a final exam. This exam was a paper and pencil test taken on campus, or at a distance. If it was taken at a distance, a proctor was selected at a community college testing center that was near the student's home. Many community colleges have testing centers where make-up exams are routinely administered to community college students who were ill or otherwise unable to take an exam when it was scheduled. The personnel in these centers understand the need for security. They are very responsible professionals and I felt comfortable in having them handle my final exams.
The final exam counted for 35% of the course grade, with 35% allotted for papers and 30% for quizzes and class contributions. There was also a course evaluation that took place. Students completed an evaluation instrument that was part of the course materials. The evaluation was completed electronically and anonymously, then automatically transmitted to an administrative office on campus.
The results from all students who have taken my course were as follows: All respondents said that Web-based courses met their learning needs. All respondents said they would recommend these types of distance learning courses to their friends. Other results:
94% of the students said they felt adequately connected to the instructor -- more connected or similarly connected as compared with traditional face-to-face classes.
- 81% of the students said they preferred taking Web-based courses.
- 19% said they would like to try a combination of Web-based and traditional formats.
Student Evaluations
When students were asked what they liked most about the courses, words like flexibility and convenience were at the head of the list. The following comments were submitted:
