March 2002 — Features
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Adding Up the Distance: Can Developmental Studies Work in a Distance Learning Environment?
Unlike most distance education technologies, with PLATO, learners experienced computer-adaptive integrated learning processes that included assessment, prescriptive placement, highly interactive in-struction with diagnostic feedback, and evaluative testing. Both "pure" distance and "mixed" asynchronous models were used. All programs included an on-campus orientation, with some adding periodic class meetings throughout the semester. All courses used e-mail and telephone consultation; some used threaded chat and class Web sites as well. Learner support services, related to distance learning and developmental studies, were a critical issue to all participants, as well as technical assistance and support for computer-based applications. Distance learning delivery and lab-based hardware/ software services were offered through central district functions or college/campus contacts.
Instructor Participants
For the study, two faculty participants were selected as project leaders on each campus. Training sessions were compacted into a two-day, off-site session with follow-up consulting services to assist with implementation processes. With the exception of one college, Central Florida Community College, project leaders at each campus were full-time math faculty members. Faculty experiences with instructional technology ranged from computer-based learning novices to distance learning experts, with an average of nine years of experience teaching with computer applications. We surveyed faculty at the end of the semester about their experiences with PLATO and with distance education. Faculty pointed to six best outcomes of online distance delivery with developmental education learners:
1. Tutorial functions. Learners are able to use the system
for study of basic math concepts and review/ remediation functions,
allowing more time for individual faculty/ learner contact and
discussion.
2. Flexibility. Adult learners, who have significant
professional and personal time constraints, have the option of
working anytime, anywhere.
3. Self-paced. Learners are not stalled by
predetermined course schedules; they may complete assignments in as
little or as much time as necessary.
5. Cutting edge. Developmental education learners, traditionally offered second-rate services, were being offered an attractive state-of-the-art option.
6. Interactive feedback. Through a computer-adaptive environment, learners receive immediate constructive feedback after each response rather than having to wait for lesson or test results to monitor progress.
Learner Participants
We felt that differences among the online learner participants from their on-campus counterparts in developmental math programs could help develop a profile of the successful distance education developmental learner. This question led us to collect learner profiles at the beginning of the course semester to capture the demographics, characteristics and backgrounds of the 185 learner participants.
