ERIC Number: ED434602
Record Type: RIE
Publication Date: 1999-Aug-17
Reference Count: N/A
Teaching the Same Course via Distance and Traditional Education: A Case Study.
Liu, Yuliang; Thompson, David
This case study was designed to investigate the effect on an instructor's simultaneously teaching the same course in both a distance and a traditional educational format. The study involved one male instructor-participant at a mid-sized regional university who, in one term, taught the same course in both distance and traditional format. Data were collected by observation and interviews, with the instructor allowing access to both classrooms for a 16-week term. The study found that while the instructor prepared similar materials for both distance and traditional classes, preparation for the distance education format was more time-consuming because of the need to fax materials to remote sites and to put supplemental material on the Internet. While a similar inquiry-based instructional method was used in both distance and traditional formats, in the distance format the instructor was a "talking head," with little participation and discussion from students. Other difficulties arising in the distance education format included the following: there was a need for more educational technology (e.g., faxes, Internet); in-class time-management was more complex; monitoring students at multiple local and remote sites was more complicated; and e-mail communication became so time-consuming that only distance education students were permitted to submit assignments via e-mail. (Contains 34 references.) (CH).
Descriptors: Case Studies, Classroom Communication, Computer Mediated Communication, Distance Education, Higher Education, Instructional Effectiveness, Instructional Innovation, Internet, Nontraditional Education, Teacher Competencies, Teacher Student Relationship, Teaching Methods, Teaching Styles, Technology, Technology Transfer, Telecommunications
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A