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ERIC Number: ED452805
Record Type: Non-Journal
Publication Date: 2000-Oct
Pages: 11
Abstractor: N/A
Reference Count: N/A
Faculty/Student Interaction at a Distance: Seeking Balance.
Gresh, Kathy S.; Mrozowski, Susan
Interaction between instructors and learners is a critical element in the learning process during an online course (Moore 1993; Offir 2000). The desire to engage the students in meaningful and challenging interaction would appear to require an intensive time commitment by the faculty. This paper presents methods that not only engage the learner but also relieve the stress that time constraints place on the online instructor. In particular, examples from the Internet-based Master in Public Health Program of the Johns Hopkins School of Hygiene and Public Health (JHSPH) are used to illustrate these processes and techniques. Over the past 4 years of online course development, JHSPH has found that faculty can maintain quality interaction with learners without significantly increasing the normal on-site instructor-learner interaction time. Dialogue is richer (particularly in large survey classes) and, by strategically integrating media into their on-site classes also, they can reduce the amount of time spent in the routine work of delivering on-site classes. Recurrent questions can be tracked electronically and either used to improve content or posted in frequently asked question (FAQ) areas. Many on-site administrative issues can be handled electronically rather than in office hours. Office hours can be spent on more substantive issues, such as career planning. Although developing an online course still requires a great deal of time by faculty and distance education staff, creative, strategic planning can result in online courses that achieve successful and quality faculty/student interaction without undue burden on faculty time. (Contains 18 references.) (AEF)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A