MONITOR INDIVIDUAL CHALLENGES
The use of e-mail and chats allowed careful monitoring and responses to individual challenges. Three main challenges emerged from the technology facilitiated interactivity: 1) difficulty with technology-related issues, 2) difficulty with time and assignment pressures, 3) difficulty with comprehension of assignment and feedback.
*Technology-Related Issues
Depending on the platform and internet provider, there were various challenges which needed to be addressed. The first day of log-on to the chat, Miranda offered personal consultation to students. Helen followed up with telephone calls to check on progress. More detailed e-mail instructions were sent to those who desired them (with more technical information about chat connection). The ability to provide individualization was very important in this area.
*Time and Assignment Pressures
All the students in the class are practicing professionals, many maintaining active work schedules which taking classes. Other students were nearing the completion of their master's program and needed to devote time to theses writing. Other students were parents which spouses and children who needed attention.
One of the ways to deal with these pressures was through dialogue via ITV. Sharing ancedotes, even jokes, helped to alleviate concerns. Seeing people and talking "face to face" added to the collegiality which developed in the group.
Another way to deal with these pressures was through the chats. Sometimes alternatives could be explored to lessen the pressure.
*Assignments and Feedback
Sometimes the assignment may seem vague or be interpreted in ways different from the originial intent. Feedback also may need clarification. Here is one example where clarification was needed related to developing principles for practice stemming from the case.
Excerpt from the synchronous chat of August 6, 1997:
Participant 1: We're back to you two--I wonder which principles are underlying your presentation....
Participant 2: I guess we don't understand..could you give an example of a principle?
Participant 1: A principle is an underlying theme in work with children and families.
Faculty 1: ....We have a copy of your principles in front of us....do you have any questions?
Participant 1: Was the list what you wanted?
Faculty 2: After you've started with a recipe, doesn't the happiness come from a real complexity of things? How to show that?
Participant 3: Wonders how?
Faculty 2: When I read your principles, I read the first one to be advice about learning the systen and them learning what it is appropriate to critique, question, try for change...I work with lots of immigrant families and our system never quite "fits."
Participant wonders if they should pick a different topic.
Faculty 1: No...but maybe you could deal with the system and when changes need to be made.
The approach was going to be through a cooking demo...and the right steps needed to achieve desired results...goint through the system proper channels can give faster results.
Faculty 1: I thought your case illustrated that the system does't always work....
Participant 1: We wanted a happy ending and closure for the end of our class....
Participant 2 (to faculty): Could you give us some examples.
Faculty 2: Perhaps you show a recipe for the system and then role play how to deal with it when things don't run totally smoothly---could take different situations...
Participant 1 (to participant 2): I'll e-mail you and give you some of my ideas....
Participant 2: Good ideas..I think we can go from here.
Return to IMPLEMENTATION
Return to the INTEGRATED DISTANCE EDUCATION MODEL.