February 2001 — Features

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Increasing Productivity in Course Delivery

by Leonard Presby, William Paterson University

5. Interaction within groups

One component necessary to help make this a true online course is interaction by students. In a traditional course, this is somewhat difficult to accomplish, especially with the shy students who sit in the back. I felt I could overcome this barrier by introducing case studies, which would require input from all. I assigned three case studies. The class was divided into four groups that consisted of four students. Each student was to read and analyze the case. Each group would communicate in its TopClass discussion group and share thoughts on the case. On the due date, one student from each group would submit the answers from the group to me. We would then meet in class to discuss the answers live.

6. Interaction between groups

Besides having a few students interact in each group, each student should interact with someone else in the class. This was accomplished by requiring each student to answer the current events questions (see item 2) and then comment or add to another student's answer as well. The idea was to simulate in-class discussion, to assure that students read some of the other answers from the current events, and toincrease student interaction.

7. Actual class interaction

This is one area of online teaching that I treat in a more traditional manner. It is fine for a student to take a course exclusively on the computer. It is fine that he or she can correspond with the various members of the class and the professor by computer interaction. However, I feel students would still prefer having some traditional contact with the professor. This accomplishes the following:

  • It reduces unnecessary computer anxiety.
  • It enables the professor to meet the students.
  • It enables the student to share any concerns about the course with the professor.
  • It enables the professor to show the students in the computer lab how to speed delivery of assignments, as well as discuss any problems students experience while using TopClass.
  • It enables the professor to demonstrate some applications, which would otherwise be difficult. For example, I am able to cover topics with my students dealing with forecasting, seasonal indices and inventory models more easily.
  • It enables students to see problems and exercises worked out from beginning to end.

Although packets are mailed to students explaining the technology that will be used in the course before the course begins, hands-on training is critical for both the teacher and the students. I feel it is absolutely necessary to have a pre-class or first-class session in which the students learn about the delivery technology, and are able to ask questions about the course in person.

The Class

I taught this course in the second summer session of 2000. The class met four days a week. There are typically seven distinct areas that are filled in throughout the course. These are: class, chapters, quizzes, a virtual tour, The New York Times, current events and cases.